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1	Pedagogical challenges experienced by teachers of music literacy in Zimbabwe : a case study of five Gweru primary schools Ganyata, Obert 11 1900 (has links) This study investigates the challenges experienced by teachers of music literacy in Zimbabwe, and is based on a case study of five primary schools in the city of Gweru. The research builds on a literature review of past studies on Zimbabwean music literacy teaching, and on a review of policy documents. Empirical data was collected through lesson observations, interviews with teachers and administrators, and the analysis of lesson plans. To validate the findings a method of triangulation was used. Results are presented in both narrative and tabular forms in this dissertation, and analysed inductively. Zoltan Kodály’s work informs the theoretical framework, as well as other African and Western music educators, including Dalcroze, Kwami, Nketia, and Suzuki. Consistent challenges recognized by all stakeholders include a lack of resources, inadequate teacher training, and the exclusion of music as an examination subject. Recommendations are provided by way of conclusion. / Art History, Visual Arts and Musicology / M. Mus. Teaching practice Music education Specialist music teachers Generalist music teachers Education officers Critical pedagogy for music education Ministry of Education Sport and Culture Early childhood education Curriculum Development Unit Curriculum review Nziramasanga Commission Zimbabwe 372.87044096891

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Pedagogical challenges experienced by teachers of music literacy in Zimbabwe : a case study of five Gweru primary schools