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Musical Traditions in the School Cur...

Mapana, Kedmon E.

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Musical Traditions in the School Curriculum: Attitudes of Tanzanian Music Educators.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Musical Traditions in the School Curriculum: Attitudes of Tanzanian Music Educators./
作者:	Mapana, Kedmon E.
面頁冊數:	100 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
Contained By:	Dissertation Abstracts International74-09A(E).
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3570316
ISBN:	9781303143762

Musical Traditions in the School Curriculum: Attitudes of Tanzanian Music Educators.
Mapana, Kedmon E.

Musical Traditions in the School Curriculum: Attitudes of Tanzanian Music Educators. - 100 p.

Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.

Thesis (Ph.D.)--Seattle Pacific University, 2013.

The purpose of this descriptive study was to examine the attitudes of current Tanzanian music educators toward the musical traditions of Tanzania being the focus of Tanzanian school music curricular practice. To achieve this purpose, a questionnaire was developed and was administered to 115 music educators from all zones of Tanzania. The response rate was 91% (N = 105).

ISBN: 9781303143762Subjects--Topical Terms:

1017808
Education, Music.

Musical Traditions in the School Curriculum: Attitudes of Tanzanian Music Educators.
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245 1 0 $a Musical Traditions in the School Curriculum: Attitudes of Tanzanian Music Educators.
300 $a 100 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
500 $a Adviser: William Nagy.
502 $a Thesis (Ph.D.)--Seattle Pacific University, 2013.
520 $a The purpose of this descriptive study was to examine the attitudes of current Tanzanian music educators toward the musical traditions of Tanzania being the focus of Tanzanian school music curricular practice. To achieve this purpose, a questionnaire was developed and was administered to 115 music educators from all zones of Tanzania. The response rate was 91% (N = 105).
520 $a Results indicate that the current music educators surveyed in this study strongly support having the musical tradition of ngoma (the traditional Tanzanian multi-arts performance complex of music, dance and drama) as the focus of Tanzanian school music curricular practice. They also support other music cultures of the world, including Western music notation and instruments. However, the support for ngoma is even stronger than the support for Western music notation and instruments.
520 $a Tanzanian music educators strongly support enculturational continuity (music teaching and learning that is linked to the music of the student's culture) starting with local ngoma, then national, and global music. Tanzanian music educators strongly support the importance of community involvement in the process of teaching and learning music. There are minor, predictable demographic differences in attitudes toward a small number of items regarding musical traditions of kwaya, taarab and bongo fleva..
520 $a These findings suggest that Tanzanian music educators from all demographic groups would be supportive of curricular changes giving ngoma a greater priority in the curriculum; that Western musical instruments and notation should be included but not dominate the Tanzanian music curriculum: and that the use of culture bearers available in the community as guest teachers and community field trips for students and teachers may be valuable.
590 $a School code: 1043.
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650 4 $a Education, Curriculum and Instruction. $3 576301
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710 2 $a Seattle Pacific University. $3 1021997
773 0 $t Dissertation Abstracts International $g 74-09A(E).
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