Klama songs as teaching resources in the Ningo-Prampram Municipality

Abstract

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.