PAN African Journal of Musical Arts Education

Integrating Critical Thinking into Advanced Musical Analysis in Ghanaian Music Education

Alfred Patrick Addaquay — 2025-02-04

This study examines the incorporation of critical thinking into the "Advanced Musical Analysis" course in the context of music education in Ghana. The research used a qualitative method, especially a case study design, to investigate the effective integration of interdisciplinary frameworks and critical thinking abilities into advanced musical analysis. The data were gathered using a combination of document analysis, semi-structured interviews, and classroom observations. This allowed for obtaining perspectives from instructors, students, and external examiners who were participating in the course. The findings demonstrate the potential advantages and difficulties of combining standard academic rigour with inventive, contextspecific techniques that incorporate aspects such as phenomenology, semiotics, and cultural theory. Also, the study emphasises the possibility of a curriculum that is flexible and inclusive, incorporating African musical traditions. This would improve students' ability to analyse music and promote a more active and lively involvement with it. The findings underscore the importance for music instructors in Ghana to give high priority to fostering critical thinking skills and incorporating cultural relevance. This would ultimately enhance the academic and cultural aspects of music education in the country.

Reimagining Arts Education and Practice in the Digital Space

V.N. Mwai — 2025-02-04

This paper investigates the urgent need to reassess arts education, particularly popular music education, in the digital space. It highlights the importance of pedagogical preparedness among educators while examining the gaps, challenges, and opportunities digital tools present. Integrating these technologies is essential for fostering students' creativity, critical thinking, and digital literacy (Rexhepi et al., 2024). Using a constructivist paradigm and a qualitative research approach, the study analyses existing data to evaluate digital adoption in popular music education. The findings suggest that while digital tools offer significant benefits, their integration is incomplete, with many educators relying on traditional methods. The study acknowledges limitations, mainly focusing on teacher-centred data with less emphasis on student experiences. As education systems worldwide confront rapid technological advancements, traditional frameworks in arts education face significant challenges. This research examines the transformative potential of digital tools in popular music education, emphasising the need for professional development and systemic support to equip educators with the necessary skills. The paper stresses the importance of addressing these challenges to create an environment where digital tools enhance traditional popular music education. Moreover, it considers how digital transformation reshapes the roles of educators and students, offering opportunities for more dynamic and interactive learning experiences. The study also explores the potential of digital tools to democratise access to quality popular music education, breaking down barriers related to geography and economics. Ultimately, this paper advocates for a balanced approach to digital integration, ensuring that innovation complements essential pedagogical principles.

The Impact of Parental Influence on Students' Music Subject Selection at A-level in Ugandan Secondary Schools

Aloysius Ssekimpi — 2025-02-04

This study investigates the impact of parental influence on students' selection of music as a subject in Ugandan A-Level secondary schools, amid declining enrolment in the music subject field. This research paper aims to understand how parental perceptions and attitudes toward music influence students’ subject choices, focusing on concerns over career viability and societal views on music subjects. A descriptive survey design was employed, involving questionnaires and interviews with 211 participants, including at A-level former music students (those who offered music at O-level and did not continue with it at A-level), their parents, school administrators, and music teachers. Stratified random sampling and purposive techniques were used to select respondents from secondary schools in central Uganda, with data collected through structured questionnaires and a Likert scale. Results indicate that parental discouragement significantly deters students from choosing music as a subject at A-level due to perceived limitations in career prospects and cultural attitudes, aligning with societal preferences for traditionally prestigious subjects. Limited generalizability outside of Ugandan A-level contexts may restrict the broader application of findings. Enhanced parental awareness and school-based counseling are recommended to promote music subject as a viable and valuable field.