Policy goals stipulated by the Ministry of Education of the post-colonial government of Malawi advocate music education and inclusion of indigenous music in education. In spite of such stipulations, music education is non-practical and the integration of indigenous music in education is unsatisfactory. This thesis attempts to address these issues while focusing on the meaning and purpose of music to Malawians. The thesis begins by tracing the history of music in classroom education in Malawi from 1875 to the present with an attempt to investigate the factors that have contributed to the current crisis in music in schools. This historical-ethnographic study sets out to demonstrate that the ideals and practices of foreign religions as well as Western education denied indigenous music of Malawians a place in classroom education as well as inside and outside the church or the mosque. The thesis strives to portray the consequences of this denial on issues of purpose, outcome, content, methodology and support for music education; trends in indigenous music in ethnic societies; policy goals and statements of music education in the Malawian education; and attitude towards music and music education. Adopting the approaches of both musicology and ethnomusicology, the thesis discusses the role played by indigenous music in ethnic societies and the rationalised views of this music as provided by the musically informed native Malawian practitioners. This discussion further demonstrates how indigenous music structures reflect the social realities of Malawians such as the sharing of resources and theories of life. The thesis argues musical issues that would be the basis for remedying the crisis in music education. A philosophical proposition for modern music education, and the significance of indigenous music in classroom education are argued. An introduction to music education that promotes the use of indigenous music in study and performance is suggested. Sources relied on in the thesis include published and unpublished studies of music and music education; audio/video recordings; and field research undertaken to obtain information about existing indigenous music and their knowledge systems known in Malawian ethnic societies, but not yet covered by existing publications. / Thesis (DMus)--University of Pretoria, 2006. / Music / unrestricted

abstract: This dissertation discusses the findings of a descriptive study of early childhood teachers' musical practices in the state of Arizona. Drawing from socio-cultural and cultural-historical activity theory perspectives, this study utilized an online survey design for 2 months in which 312 participants from distinctive types of programs responded to 42 items that addressed early childhood teachers' music practices, perceived role of music, the teachers' preparation, challenges and needs for teaching music in their programs. The study uses the findings to explore how music is incorporated into the curriculum, its role, challenges and needs for teachers as well as inform policy makers of the effectiveness of music in early childhood curriculum that might bring about a resurgence of thinking about funding opportunities to promote music in different programs that serve children. These results reflected the diversity of most early childhood programs in the U.S in areas of scheduling, types of programs, working environments and curricular approaches used as well as in the duration and frequencies of music activities. However, there was a significant difference between how music was used in elementary versus early childhood centers. The results revealed that, although teachers used music at various times, for various reasons, planned or unplanned and as an integral part of other content areas, there was great variance in the manner in which music was emphasized in the total curriculum. In this study context, music in early childhood education centers was mostly teacher led and its value was geared towards specific behavioral outcome such as enhancement of language development rather than sheer enjoyment and relaxation. Although teachers used music on a daily basis, they were inadequately prepared and most teachers were looking for opportunities to improve their music abilities including required courses and workshops on ways of effectively incorporating music into curriculum/classroom. Funding, time and lack of confidence remain top challenges for early childhood and elementary teachers. The study recommends that music courses be required in teacher education programs and refresher workshops for in-service teachers about how to effectively use music in classrooms be more widely available. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2011