The musical enculturation and education of Wagogo children

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dc.contributor.authorMapana, Kedmon Elisha
dc.date.accessioned2015-12-16T07:37:48Z
dc.date.available2015-12-16T07:37:48Z
dc.date.issued2011
dc.description.abstractThis article examines the musical enculturation and early education of Wagogo children of the Dodoma region in central Tanzania. In support of the enculturation premise, longstanding practices in musical enculturation among the Wagogo are described, most of which are continuing today. The Wagogo hold to the belief that the behaviours of both mother and father affect the proper development of the young child prior to birth and this sense of joint child-raising responsibilities continues even as they enter into their school years. The intent of the article is to argue that the facilitation of musical experiences for young children and teachers through music and dance is a vital component of their holistic development, and to offer an understanding of how teachers and parents might incorporate daily singing, dancing and drumming experiences into the lives of children. By providing occasions for music in the lives of young children, and by nurturing their natural musical proclivities, the traditional music of the Wagogo of Tanzania remains a living tradition, a critical component of the identity of young Wagogo children, and an important means of human expression.en_US
dc.identifier.citationMapana, K. (2011). The musical enculturation and education of Wagogo children, The British Journal of Research in Music Education, 28 (3) 339-351.en_US
dc.identifier.otherdoi:10.1017/S0265051711000234
dc.identifier.urihttp://hdl.handle.net/123456789/142
dc.language.isoenen_US
dc.publisherCambridge University Pressen_US
dc.subjectMusicen_US
dc.subjectenculturationen_US
dc.subjecteducationen_US
dc.titleThe musical enculturation and education of Wagogo childrenen_US
dc.typeJournal Articleen_US
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