Enculturational Discontinuities in the Musical Experience of the Wagogo Children of Central Tanzania
Loading...
Date
2012-11
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Oxford University Press
Abstract
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.
Description
Full text can be accessed at the following link http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199737635.001.0001/oxfordhb-9780199737635-e-31
Keywords
Tanzanian, Children, Traditional, Music, Music education, Musical culture, Learning, Identity, Curriculum
Citation
Mapana, K. (2013a). Enculturation discontinuities in the musical experience of the Wagogo children of Central Tanzania. In Campbell, P.S. & Wiggins, T. (Eds.). (2013). The Oxford handbook of children’s musical cultures. Oxford, UK: Oxford University Press, (510-526).