FADING NOTES IN THE STUDIO: INSTITUTIONAL AND SOCIETAL NEGLECT OF MUSIC EDUCATION AMONG CALABAR YOUTHS

Abstract

Despite Calabar’s growing reputation as a hub of musical creativity, the foundations of music education are gradually eroding. Many talented youths now prefer studio fame to classroom learning, while institutional and societal forces deepen the crisis. This paper investigates how non music lecturers’ negative attitudes, parental illiteracy about the value of music education, and administrative negligence in admission policies collectively discourage enrolment in music departments, especially at the University of Education a nd Entrepreneurship (UEE). The study aims to expose these structural and cultural barriers that limit the growth of formal music study despite a thriving informal music economy. Using a qualitative method involving interviews with students, studio managers , and lecturers, the paper applies Human Capital Theory and Cultural Production Theory to interpret the findings. Results reveal that while studio exposure enhances creativity, lack of academic grounding, poor interdepartmental support, and biased admissio n practices stifle professionalism and artistic sustainability. The paper concludes that the crisis of musical illiteracy in Calabar is not just a youth issue but a systemic failure. It recommends administrative reforms that balance admission quotas, aware ness campaigns for parents, and interdisciplinary collaboration to ensure music regains its rightful educational and cultural value.