Guidelines for incorporating traditional folk music in the national general music curriculum of Kenya

As recently as 1985 music in Kenya was considered a mainstreamed subject in only a few private and exclusive schools. With the introduction of the 8-4-4 system of education in 1983, many subjects including music were introduced into the national curriculum that had not been part of the previous 7-4-2-3 system of education. With its introduction there arose numerous instructional challenges requiring prompt solutions.;This study examines the instructional opportunity to include some of the rich cultural heritage of Kenyan folk songs and compositions that have received insufficient scholarly attention. The primary purpose of the study is to develop music teaching guidelines using selected Kenyan folk songs and compositions. Specifically, the study provides three benefits to (Kenyan) education: samples of well sequenced, user-friendly folk song materials for teachers, students and curriculum planners; a systematic instructional basis for learners to develop a syntax for Kenyan traditional music; and samples of traditional music guidelines on which future instructional projects can be based. While folk tradition mainly depends on oral tradition, this study advocates using transcriptions and documented Kenyan folk songs. The music materials for the study were collected over a period of time during research field trips, and builds on recommendations by various national commissions and education councils charged with instructional matters for local schools. This collection results in 30 folk songs representative of Kenyan cultures including 6 music composition extracts by Kenyan composers. Music educators can use instructional links in these materials in exploring areas like comparative studies, cultural sensitivity, relationship of music to historical developments, and the role of music in traditional culture.