Browsing by Author "Akuno, E m i l y Achieng"

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MUSIC FOR LITERACY DEVELOPMENT
(2016-02-15) Akuno, E m i l y Achieng; Karoki, Duncan; Abunge, Lillian Anyango
The Music for Literacy Development project was a 20-week intervention for the development of literacy and language skills for 6-8 year old pupils in 7 primary schools in Nyanza in the counties of Kisumu (rural) and Siaya. The project activities were advised by a baseline survey carried out in May/June 2013 in 5 counties in the country, namely Nairobi, Vihiga, Kakamega, Kisumu, and Siaya, which had established that there was music in the primary schools although taught and used informally since it is not in the school examination syllabus. It also established that there were limited resources for music and most schools gave priority to sports in their Free Primary School budget rather than in music as a co-curriculum activity. In schools where there was music, resources such as instruments would normally be improvised by especially learners and teachers.
Practices Music of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic of the Samia: Principles and PracticesMusic
(2016-02-19) Akuno, E m i l y Achieng; Musungu, Gabriel J.
Abstract This study discusses the music of the Samia by articulating its principles and practices. It highlights Samia views on music making, concept of music, dance, choice of performance and song texts in the community. The discussion is based on the analysis of field data in the form of recorded songs. Data was collected during field research and analysed. Pertinent song texts are presented in the original language (Olusamia) translated literally into English and their usage analysed. The discussion hinge is on the theory of formalism, in which a society is viewed as a whole system that contains other sub-systems that contribute to the overall functions of the society. These sections or sub-systems are set up by some principles of the society that inform their function in given contexts. The theory is applied to the music making practices and functions of the Samia. The study also discusses some of the trends that affect traditional music of the Samia.
The Singing Teacher’s Role in Educating Children’s Abilities, Sensibilities and Sensitivities
(2016-02-15) Akuno, E m i l y Achieng
In the Republic of Kenya, song is widely used to enhance the whole curriculum in lower primary classes. Song is used especially to aid recall and therefore teachers adapt tunes that children already know, inserting relevant words from the subject at hand. Despite this widespread practice, this form of singing in schools is not recognised by the same teachers as music training in the classroom, and so little, if any, effort is put into the actual music production. Teachers do not attend to the sound of the music, as the intention is to capture facts about various things, including the soil, the weather, numbers etc. and present them in a way that the young learners will quickly remember. This paper interrogates the process that 6–8-year-old children underwent as they moved from using song to learn facts (singing to learn), to developing multiple musical abilities and capacities (learning to sing), through participation in the Music for Literacy Development (MLD)1 project in selected schools in the Nyanza region of Kenya.