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A Conceptual Framework for Research in Music and Music Education within a Cultural Context

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dc.contributor.author Akuno, EA
dc.date.accessioned 2015-05-27T13:57:53Z
dc.date.available 2015-05-27T13:57:53Z
dc.date.issued 2001
dc.identifier.citation Bulletin of the Council for Research in Music Education No. 147 Seminar (Winter, 2000/2001), pp. 3-8 en_US
dc.identifier.uri http://www.jstor.org/stable/40319379?seq=1#page_scan_tab_contents
dc.identifier.uri http://hdl.handle.net/123456789/1115
dc.description.abstract Music education in Kenya has been, and continues to be conducted along Western theories which fall short of defining music as experienced within traditional African cultures (New, 1980; Omondi, 1980; Kwami, 1989; Akuno, 1997; Kidula, 1998). Research in music, an attempt to find reality and meaning in it, involves discovering its components, how they make a cohesive and comprehensible whole, and how the produced item functions in the economy of the culture thai produces and consumes it. Since music must be understood from the participants' point of view, a true understanding involves analysis within the context in which it is created and practised. The created music is influenced by the artist's understanding of the subject through experience and knowledge gained in that genre. Such experience, gained from casual, informal contacts or deliberate, organised instruction, is drawn upon for musical creativity as manifested in performance, response to musical stimuli as well as composition. This paper examines this process to come up with a conceptual framework for the understanding of music within a cultural context en_US
dc.language.iso en en_US
dc.title A Conceptual Framework for Research in Music and Music Education within a Cultural Context en_US
dc.type Article en_US

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