http://41.74.91.244:8080/handle/123456789/783 Sat, 11 Jul 2026 17:41:42 GMT 2026-07-11T17:41:42Z 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 Tue, 01 Oct 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5369 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 Wed, 01 Jan 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5360 2025-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5330 Impact of foreign contemporary mode of dressing on Ghanaian dress culture heritage among the youth in tertiary institutions in Ghana Dwamena, S.K. This study explores contemporary dressing styles among the youth in Ghana, focusing on their effects on national identity, cultural heritage, and educational beliefs. The research aims to determine whether current trends result from Western influences, media exposure, acculturation, or a broader paradigm shift. Key objectives include identifying traditional Ghanaian dressing styles, evaluating the impact of modern fashion on national identity and cultural values, understanding the motivations behind contemporary youth fashion, and assessing the role of acculturation. Additionally, the study seeks to identify ways to promote Ghanaian dress styles among the youth. A qualitative research approach was employed, utilizing semi-structured interviews and observations within an interpretive framework. The sample comprised 50 participants, including tertiary students, lecturers, clothing vendors, beauticians, and fashion designers. Data were collected, transcribed, coded, and analysed in alignment with the study’s objectives, with strict adherence to ethical considerations, ensuring participant confidentiality and anonymity. Findings revealed a significant diversity in youth dressing styles, ranging from traditional to modern and hybrid forms. While traditional garments like Kente cloth, smocks, and batakari remained valued, their use has become largely confined to special occasions. These trends indicate a potential erosion of national identity and cultural values, yet they also highlight the creativity and selfexpression of Ghanaian youth. Opinions vary, with some viewing contemporary fashion as progressive and adaptive, while others see it as a departure from traditional aesthetics. The study concludes that the evolution of dressing practices among Ghanaian youth is influenced by factors such as globalization, media influence and individual choices. It recommends fostering awareness programs to balance contemporary styles and traditional values, emphasizing the importance of preserving cultural heritage while embracing modern ways. The findings underscore the need for educational and cultural institutions to engage youth in discussions about merging fashion trends with their identity and cultural preservation. Ultimately, this study contributes to the discourse on culture and modernization by illuminating the changing dressing practices in Ghana and their broader societal implications. A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for award of the degree of Doctor of Philosophy (Arts and Culture) Department of Music Education, School of Creative Arts JANUARY, 2025 Wed, 01 Jan 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5330 2025-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5270 The practical component of music instruction at Senior High Schools in the Eastern Region of Ghana Nyame, K. The practical component of the music syllabus plays a vital role in the holistic development of music students in Senior High Schools. As part of their final assessment, graduating students undertake a practical examination, conducted by the West African Examinations Council (WAEC). This assessment not only evaluates their performance skills but also encourages rigorous preparation that supports their lifelong development as musicians. Despite the emphasis placed on preparation for this examination, many students in the Eastern Region of Ghana continue to underperform. This persistent underachievement raises concerns about the effectiveness of practical music instruction, the adequacy of facilities, and the overall learning environment in Senior High Schools. This study investigates the current state of music practical lessons in three selected Senior High Schools—Asamankese Senior High, Atweaman Senior High, and Ghana Senior High School, Koforidua. It examines how practical lessons are conducted, the availability of facilities to support instruction, and the influence of these lessons on students’ cognitive and socio-emotional development. Employing observation and interviews as primary methods, the research explores instructional approaches used in teaching Music practical lessons in the three schools, and the sufficiency of facilities. Findings indicate that while music teachers integrate effective teaching strategies, the lack of adequate facilities significantly hampers the teaching and learning process. Nonetheless, participation in practical lessons positively influences students’ intellectual and emotional growth. The study recommends that the Ghana Education Service (GES) organise regular workshops for music teachers, collaborate with the government to increase accessibility to practical music education, and provide the necessary infrastructure to support practical music teaching and learning. University of Education,Winneba http://ir.uew.edu.gh 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 the degree of Master of Philosophy (Music Education) in the University of Education, Winneba MAY, 2025 Thu, 01 May 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5270 2025-05-01T00:00:00Z