Meki Nzewi

University of Pretoria | UP · Department of Music

African music scholars are currently grappling with the challenges of refocusing musical arts based on indigenous knowledge for classroom practice as well as developing Africa-sensed musical arts curricula that use culturally appropriate pedagogies derived from viable theoretical, philosophical and performance practices of indigenous music. The Afr...

I am nurtured by indigenous African musical arts education philosophy and practice, and encountered literary music education and scholarship in adulthood. It is with dual musical sensibilities that I ponder the human mission of school music education.My reflections will derive from experiences of applying African indigenous musical arts in classroo...

What we believe we see or hear is often far from the truth of what we are seeing or hearing. What we know we feel is often merely a sign of what we do not know is happening to us. Without cognitive understanding, what we do with extant indigenous knowledge manifestations will be abstracted misrepresentations and misimpressions that problematize con...

Research in African Literatures 32.2 (2001) 90-104 --Israel Anyahuru, 1976 Increasingly, all over the world, people listen more and understand less what music is saying. More and more, the music available to the modern world audience in particular has increasingly no human-music sense or meaning to offer. Perhaps the world no longer needs to make h...

There are three stage of music education in traditional Africa. The first stage inducts a new born baby into feeling the sensations of musical pulse and sound as a sympathetic participant till the age of about two years. The second stage focuses on inculcating the sense of rhythm from the ages of about two to eight years. The third stage is music e...