http://41.74.91.244:8080/handle/123456789/646 2026-07-07T21:33:57Z http://41.74.91.244:8080/handle/123456789/5369 Non-formal music education practices in Asafo music of Awudome Kwanta Ansah, M.B.K This study investigated the non-formal music education practices within the Asafo music ensemble of Awudome Kwanta, Ghana, to identify pedagogical structures suitable for formal classroom integration. Guided by Vygotsky’s Sociocultural Theory and the concept of "Cultural DNA," the research employed a qualitative case study design involving forty purposively sampled participants, including master drummers (Ʋugafola) and warlords (Asafofia). Findings revealed that Asafo operates as a sophisticated educational institution where recruitment is interest-driven and training utilizes cultural immersion through scaffolding and modelling within the Zone of Proximal Development. Whiles the formal schooling education oftentimes involve more of the summative assessment, Asafo employs continuous formative assessment, where mastery is validated through real-time performance excellence and leadership roles. Despite its effectiveness, the tradition faces threats from Westernization and religious misconceptions. The study proposes an "Asafo-Informed Classroom Model," advocating for the adoption of role-based learning and peer-scaffolding to enhance the cultural relevance and sustainability of music education in Ghana. It concludes that integrating these non-formal structures into formal curricula preserves indigenous heritage while fostering a grounded musical identity. A thesis in the Department of Music Education, School of Creative Arts, submitted to the School of Graduate Studies in Partial fulfilment of the requirements for the award of Master of Philosophy (Music Education) in the University of Education, Winneba OCTOBER, 2024 2024-10-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5360 Klama songs as teaching resources in the Ningo-Prampram Municipality Ayin, N.L This study examines the potential of Klama songs as educational resources in Ghanaian primary schools, particularly in the Prampram community. The research addresses the gap in utilizing indigenous musical forms like Klama in pedagogical practices, aiming to promote culturally responsive pedagogy. A qualitative research approach was employed, using a case study design. Twenty Klama songs were collected, and 10 were sampled for analysis. Data were collected using observation and interviews, which were then analyzed using thematic analysis. The findings reveal that Klama songs promote cultural preservation, improve student engagement, and enhance understanding of local contexts. The study argues that Klama songs are valuable teaching resources for Ghanaian basic schools. The research culminated in developing a practical methodology for teachers, providing guidelines on effectively incorporating Klama songs into their lessons. It was recommended that educators utilize Klama songs to promote culturally responsive pedagogy. Further research is suggested to investigate the impact of Klama songs on student learning outcomes and explore their potential in promoting cultural heritage and social cohesion. A thesis submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Music Education) Department of Music Education School of Creative Arts JANUARY, 2025 2025-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5343 Innovation in sound production practices in theatre education a case study of the Department of Theatre Arts, University of Education, Winneba. Nyarko, E.E. The theatre's visual and non-visual design elements, including scenery, lighting, sound, costumes, and make-up, have benefited greatly from the advancement of technology. The role sound plays in theatrical productions is essential. The study investigates the relevance of sound reinforcement to sound production during stage productions, also looks into the basic processes involved in theatrical sound production and reinforcement, and lastly develops an innovative sound reinforcement approach for performances. Using the semiotic theory, the design was anchored on participant observations, interviews, and group discussions. The study showed that sound plays a vital role in theatrical production to aid comprehension. The study further revealed the relevance of sound amplification to stage productions and aimed at the basic process involved in theatrical sound production. The study examined and looked into how to improve sound production during staged performances. The study concludes that facilities built for theatrical productions should be well-designed to meet standards and well-equipped with the requisite systems and technology to aid sound production, and users should be taken through the requisite training in how to operate the facilities provided. A dissertation in the Department of Music Education, School of Creative Arts, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for the award of Master of Philosophy Degree (Arts and Culture - Technical Theatre) in the University of Education, Winneba 2024-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5342 Information and communication technology integration in senior high schools in Ghana visual art teachers in Mfantseman Municipality in perspective Billhall, B.T. This study investigated the integration of Information and Communication Technology in Senior High Schools in Ghana, focusing on the lived experiences of Visual Art teachers in the Mfantseman Municipality of the Central Region. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study adopted a qualitative case study design involving 20 Visual Art teachers selected through purposive and convenient sampling. Data were collected using interviews and classroom observations and analysed thematically. The study found that teachers’ TPACK, particularly in blending content and pedagogy with technology, was generally low, resulting in limited ICT integration in teaching and learning. The barriers to effective ICT integration encompassed the centralisation of ICT laboratories, inadequate infrastructure, restrictive policies limiting students from bringing personal digital devices to school. Additional constraints included limited access to specialised software such as CorelDraw and Photoshop, lack of in-service training for Visual Art teachers, unreliable internet connectivity, and inadequate technical support. These challenges hinder both teacher effectiveness and students’ development of digital creativity and 21stcentury competencies. Consequently, they raise critical concerns about the implementation and efficacy of national ICT policies in Visual Art education within SHSs in Gahan, specifically in Mfantseman Municipality. The study recommends targeted professional development programmes, decentralisation of the ICT laboratory within the Visual Art department. It also advocates for supportive policy interventions by the Mfantseman Municipal Education Directorate, school heads, School Management Committees to enhance ICT integration. Overall, the findings provide critical insights for stakeholders seeking to improve technology-supported pedagogy and student outcomes in Visual Art education. A thesis submitted to the school of Graduate Studies in partial fulfilment of the requirements for the award of Master of Philosophy (Arts and Culture) Department of Music Education School of Creative Arts UNIVERSITY OF EDUCATION, WINNEBA DECEMBER, 2025 2025-12-01T00:00:00Z