The relationship between music teacher preparation and the national music curriculum in Kenya

Statement. The purpose of this study was to (1) analyze the content of music education courses that deal with traditional Kenyan music required in the preparation of music teachers in Kenya, and (2) compare this course content with the published music curriculum of the Kenyan Ministry of Education.;Due to the adaptation of western lifestyles, many people in Kenya grow up without being involved in traditional Kenyan music. As the school is often the only place students come into contact with this kind of music, the role of the teacher is central in introducing traditional music to them.;Procedure. A descriptive technique was used in this study to investigate the relationship between music teacher preparation and the national music curriculum in Kenya. A questionnaire was sent to sixty-five music teachers at teacher training institutions in Kenya. A cover letter accompanied the questionnaire. A second questionnaire and cover letter were mailed to those teachers who did not respond to the initial mailing. Fifty-one completed questionnaires were returned representing seventy-eight percent of the total.;Results/Conclusions. Traditional music was included in the training programs of all the teachers who responded to the questionnaire. Music teachers were keen to develop their knowledge of traditional music, but opportunities for in-service courses were few. Traditional music was taught in all the teacher training colleges surveyed although the focus of the music programs appeared to be on Western music. The majority of the teachers indicated that their students had opportunities to perform traditional music and to play traditional instruments. There was a lack of text books and recordings for use as resources in the teaching of traditional music. Traditional musicians who were the richest source of traditional music were rarely utilized in teacher training institutions. The majority of the teachers believed that traditional music had a central role in the school curriculum but also felt exposure to Western music was necessary in order to provide students with a variety of experiences. The participation level of all the colleges at the Kenya Music Festival was high, particularly for choirs in both traditional and Western music. There was the need for more research in teaching methods of African music, as well as the involvement of ethnomusicologists in music education.