THE SOCIAL INTEGRATED APPROACH OF LEARNING AND TEACHING OF MUSIC IN THE NIGERIA CULTURAL AND CREATIVE ARTS CURRICULUM FOR JUNIOR SECONDARY

Abstract

This paper looks closely at how Music fits into Nigeria’s Cultural and Creative Arts (CCA) curriculum for junior secondary schools. This curriculum started in September 2007 as part of the 9-year Universal Basic Education plan. It examines the philosophy and goals behind CCA, which include cultural preservation, aesthetic literacy, creativity, moral formation, and national identity, as described by Ekwueme (1991) and Nigeria’s National Policy on Education (2004). A major focus is on the role of teachers as facilitators of the curriculum. The study points out systemic problems, such as the one-teacher-for-all model, lack of subject specialization, insufficient resource allocation, and ineffective teaching methods. These issues hinder the practical and performance-based elements of music education. Based on findings and comparison with other studies, the paper suggests that improving subject specialization, using activity-based learner-centred methods, enhancing teacher training, and increasing resources will greatly improve music education within CCA. The research claims that only well-trained specialist teachers, backed by proper institutional support, can fully unlock the transformative potential of music education in Nigeria.