Multiculturalism and Pedagogical Eclecticism: Towards a Paradigm Shift in Zimbabwean Music Education

Abstract

This paper looks at the curriculum of music education in Zimbabwe and the approaches to the teaching of music. It begins with the historical background of Zimbabwean musical traditions of both the Shona and Ndebele people and how this music practice has been passed on from generation to generation. A case study approach is taken to reveal the extent to which students are exposed to music literature using a variety of methods.  Four primary schools in both urban and rural settings are selected to ascertain the extent to which musical education prevails in these schools.  The study reveals that the teaching of music skills is still lacking in Zimbabwe’s primary schools.  Ways of improving the teaching of music, music literacy and pedagogical principles used in schools are suggested. Conclusions drawn refer to music education curriculum as a paradigm which requires re-designing to include the production of music literacy in the school system.