Abstract

NZEWI, Meki. Reinstating the soft science of african indigenous musical arts for humanity sensed contemporary education and practice. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2017, vol.26, n.48, pp.61-78. ISSN 0104-7043.  https://doi.org/10.21879/faeeba2358-0194.v26.n48.3578.

The paper argues that the philosophical, theoretical and performative principles as well as proactive humanity intentions, which frame indigenous African heritage in the musical arts (synergy of music, dance, drama and material properties) furnish exemplary knowledge resources, which should inform humanity conscious education policy, curriculum orientation and content as well as knowledge transmission dynamics in modern African classrooms, and beyond. Sample philosophical, humanning and epistemological ideals that mark indigenous African musical arts formulations as a soft science of sublime humanity and societal management, are outlined. They remain contemporaneously valid and viable for cognitive as well as respectful advancement into Africa-sensed classroom education practice that is conscientious about developing sound-humanity as well as equitable society through affirmative classroom education. The researched and discerned uniquely African creative formulations, experiential theory as well as purposive transmission modalities furnish the resource paradigms that have been applied and tested as contemporaneously efficacious in the three different proactive education sites cited in the paper. The cumulative research and practical experimentations have enabled the design as well as knowledge content of model curricula for culture-sensed musical arts education in modern African Primary and Secondary education.

Keywords : Musical-Arts; Soft-Science; Indigenous; Advancement; Humanning.

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