I explore the role and value of African music in education, by drawing from a study
of Grade 5 learners at a school in the Eastern Cape, which was designed to answer
the question: Could Xhosa children in South Africa sing Xhosa indigenous songs
significantly better than European folk songs? The experimental group received
instruction in Xhosa indigenous songs accompanied by indigenous instruments.
Instruction included traditional dancing, antiphonal singing technique and improvisation.
The control group received instruction in European folk song singing
accompanied by Orff instruments. The results of the study suggest that the Xhosa
children sang the Xhosa repertoire expressively and significantly better than the
European songs. Based on the findings, I argue for the inclusion of African music
in education. The purpose of the research was to determine whether there is any
significant development in the cognitive, psychomotor and affective skills of learners
when taught African music as opposed to western European music. The aim was also
to assist educators with meaningful pedagogical approaches and alternative methodologies
to enhance an inclusive learning and cultural experience in music education.

doi: 10.15700/saje.v31n3a542