(Oxford University Press, 2012-11) Mapana, Kedmon Elisha
This article examines the musical enculturation process among the Wagogo people in Tanzania in order to understand their informal learning of culture (and musical culture). A framework is then proposed for the development of a music curriculum that removes enculturational discontinuities and helps sustain cultural identity. It is argued that enculturation is a natural process that need not be dismissed and discontinued as mandatory schooling moves children from their homes and families and into a formal learning environment. The songs, rhythms, and movements that children learn at home constitute are part of their deepest cultural roots. This music must be nurtured through a school curriculum that continues to build upon the local experiences of children’s early years.