Music and Dance Education in Basic Schools and Teacher Education in the Colleges of Education in the Ashanti Mampong Municipality of Ghana

Abstract

This study sought to examine the music and dance syllabus in the colleges of education and its implications to teaching and learning of music and dance in basic schools in Ashanti Mampong Municipality of Ghana. Descriptive research design was used and the data were collected via the use of questionnaires. The sample size was therefore 100 respondents, comprising ten tutors and ninety teachers. Purposive and simple random sampling procedure were used. The findings of the study established a strong and positive correlation between content of the colleges of education syllabus and that of the basic schools. Also, the findings revealed those inexperienced teachers, inadequate teaching and learning resources, lack of interest on the part of students and lack of priority/attention as the major challenges to music and dance education. The findings again revealed demonstration, activity, discussion and dramatization as the most effective teachings strategies when it comes to music and dance education. Finally, the findings of the study identified a positive, though weak relationship between music and dance syllabus for basic schools and students interest in music and dance education. Based on these findings, it was recommended that stakeholder in education should Endeavour to allot enough time to music and dance education and also put measures in place to ensure the provision of adequate teaching and learning resources to facilitate music and dance education.