Abstract:
The study examined how teachers, caregivers and handlers employ music in their daily
activities and the type of songs used. It inquired into the contribution of songs and
musical activities in the teaching and learning process and the response of pupils to
music in their studies at early childhood. It also ascertained the teachers’ and handlers’
ability to use music and its qualities in the teaching process. In addition, it also found
out the resource situation for music making at the early childhood. The mixed method
and simple random sampling with questionnaire, interview and observation guides were
used. It was realised that most of the early childhood teachers have challenges making
music a part of the teaching process. Teaching and learning materials in the area of
music were hard to come by, and the few instruments available were not in the best of
condition. The study revealed an under-utilisation of music as a tool for imparting
knowledge to the pupils on the part of the teachers who exhibited gross inability to
appropriately adopt music/songs in the teaching and learning process. The study also
showed the lack of musical instruments to enable the pupils manipulate and learn on
first-hand experience. The implication of the lapses means deficient learning situation
which can drastically reduce teachers’ confidence and impede learners’ holistic
development.
Description:
A Thesis in the Department of Music Education, Faculty of Creative
Art Education, Submitted to the School of Graduate Studies, University of
Education, Winneba in partial fulfilment of the requirements for the award of
the Master of Philosophy, Music Education degree.
June, 2015
