https://kerd.ku.ac.ke/handle/123456789/53 2026-08-01T11:42:09Z https://kerd.ku.ac.ke/handle/123456789/1668 The Future of Music Education in Kenya: Implementation of Curriculum and Instructional Teaching Strategies Mochere, Joyce M. This paper is an evaluation of the parameters of the concept of music curriculum that examines principles underlying the teaching and learning of music. The paper also discusses the practical nature of music education and the need for experiential learning. Music educators worldwide advocate for methods that allow for discovery learning and hence nurture creativity. Findings of other studies in this paper reveal a state of apathy toward music in Kenya and majority of teachers are handicapped in handling music in general. These studies also reveal a weakness in methodologies of teaching music and under-utilization of available resources in music teaching. In all cases, it is conceptualized that music is dismally performed due to the perennial challenges in the curriculum implementation. The study is a focus on Nairobi County, Kenya where secondary schools both private and public teaching and learning music were involved. A descriptive survey was conducted on both groups. Purposive sampling was used to select 23 schools that offer music and 23 music teachers that teach music in Nairobi County. Music students were selected using simple random sampling. A total number of 180 out of 360 form three music students and 23 teachers participated in the study. Data was collected using questionnaires, classroom observation schedule and focus group discussions. Content analysis was also done to establish some of the strategies as advocated by theorists in music education. Data was then analyzed using descriptive statistics and computation of the empirical data done using statistical package for the social sciences (SPSS). An Article Published Journal of Education and Practice 2017-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1659 The use of Song and Movement to Create a Multicultural Curriculum for Early Childhood Music Education in Kenya Andang'o, Elizabeth J.A Early childhood musical development has gained research prominence in recent years. Researchers and early years' educators, in response to findings that musicality begins before birth, are continually seeking ways to tap the undeveloped musical potential inherent in young children. The influence of nature and nurture in child and musical development and the extent to which each influences growth also continue to invite more investigation. A credit to ~ocial anthr012olgg)', .culture..as an aspect of nurture is now regarded as a key determinant in the whole growth process. Furthermore, with increasing global integration, multicultur .sm has become a living reality in its different contexts. It is especially a reality in music educational settings, where teachers are faced with myriad challenges and opportunities to explore diverse musics for the purpose of societal cohesion. This research considered both early childhood musical development and multiculturalism, with the aim of creating a curriculum addressing both developmental stages and multiculturalism in early childhood, for the purpose of developing children's musicality and fmding ways in which it could be applied to their education. Research procedures included a descriptive investigation and a quasi experiment. Descriptive investigations, carried out on preschool teachers (n=130) from 21 Day Nursery schools in Nairobi, were applied to examine musical activities in preschools, as well as teachers' experiences in instructing children in music and movement activities, and the use of music in other learning activities. The quasi experiment involved examining the viability of multicultural Kenyan music as part of the existing repertoire children perform, and exploring ways in which it could be incorporated into a curriculum for early childhood education. Children from 3 preschools (n=78) underwent an intervention based on the objective of teaching multicultural musical activities, and through them, experiencing the various elements of music as well as the delineated meanings of music, both of which could be applied to other learning activities. Key findings revealed that new forms ptchildr.e~c have evolved in playground activities as a result of the dynamism of culture. It was also found that despite the passage of time, older music forms still existed. Teachers were found to have an understanding of the difference between the use of music to achieve extramusical goals and the teaching of music to gain a deeper understanding of it as a discipline. However, the study found that there was a necessity to develop education in music further, both for its own sake and in order to use it more effectively in early childhood education. Finally, the study found that children had a positive response to multicultural music. It was therefore proposed that more variety of interactive multicultural music be introduced in preschools, accompanied with a variety of musical activities. A Thesis Submitted In Fulfilment of the Requirements for the Degree of Doctor of Philosophy in Music of Kenyatta University 2009-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1586 Relationship between Early Childhood Play Activities and Holistic Development of the Learner in Pre-Schools in Kiambu County, Kenya Githinji, Stephen; Orodho, John Aluko The study investigated relationship between early childhood play activities and holistic child development in Kiambu County, Kenya. It was conducted on a sample of 300 participants’ comprising 150 teachers and 150 managers of pre-school institutions. Questionnaire and interview guides for managers and teachers were the main instruments used to collect data. Pretesting of the questionnaires yielded a reliability coefficient of 0.752 and 0.692 for teachers and managers respectively. Quantitative data collected were analysed using Statistical Package for Social Sciences and also by using narrative technique. Majority (88%) of the pre-school teachers were female, and youth within the age group of 21- 25 years age. The pre-school teachers and managers considered lecture method and child- play activities important in contributing to the holistic development of the child at pre-school level. There was a significant relationship between perceptions of pre-school teachers and managers on influence of early childhood play activities on holistic development in terms of emotional, motor-physical and social skills in children. An Article Published in Greener Journal of Educational Research 2018-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1359 Integration of Creative Art and Drama in Enhancing the Teaching and Learning in ECDE and Primary Schools in Kenya Tonui, Betty Chepng’etich The research investigates the role that creative art and drama play in teaching ECDE/ primary schools. The study sought to establish the extent to which non-prominence of creative art and drama in the teaching/ learning at these levels has affected its teaching /learning. The objective of the study is “the impact of non-prominence of the use of creative art and Drama in teaching in ECDE/ primary schools. The study utilized an analytical case study research design and adopted both quantitative and qualitative design. The data generation instruments included questionnaires, interviews and documentary review. Frequency Statistical tables were used to analyze data and came up with recommendations for overhauling the current status quo of ECDE/ primary school teaching/ learning in Kenya. An Article published in International Journal of Sciences: Basic and Applied Research 2015-01-01T00:00:00Z