School of Creative Arts and Technologies

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    AN EVALUATION OF THE USE OF TECHNOLOGY IN MUSIC EDUCATION IN PRIMARY TEACHERS’ TRAINING COLLEGES IN KENYA: A CASE OF KISII COUNTY
    (2022-11-01) SAMBU, ALICE
    The use of technology is not a new venture in the teaching and learning of music; it has assisted music educators for centuries. Harpsichord and piano are examples of old technological gadgets that were of great importance to those who first used them, just as recently invented devices such as computers, electronic keyboards, and compact discs (CDs) are to those who use them today. This study evaluated the use of technology in Primary Teachers' Training Colleges in Kenya, the case of Kisii County. The following are the study objectives: to examine what technology is used in teaching music in Primary Teachers Training Colleges (PTTCs); to establish the extent to which available technology is used in PTTCs; to identify challenges to technological integration, and to establish possible solutions to the challenges faced in the use of technology in PTTCs. The study employed a mixed-method approach to data collection and analysis. The target population consisted of 1500 student teachers, 4 principals, and 8 music tutors from the four teachers' training colleges in Kisii County. The study used purposive and systematic sampling techniques to select all the 4 principals of the primary teachers' training colleges in Kisii County, the 8 music tutors, and the 150 student teachers. The study sampled a total of 162 respondents. Questionnaires, an in depth interview guide, and documented data were used as research instruments. The data processing was done by Statistical Package for Social Sciences (SPSS)program. Analysis was done using descriptive statistics, that is, in the form of frequencies and percentages. The Quantitative data was presented in the form of tables and charts. The qualitative data was analyzed, categorized into themes, and presented in narrative form. The study established that providing access to the required technological and non technological resources such as chalkboards, flip charts, keyboards, pianos, television/videos, audio CDs, and radio resources for all students; lack of electricity, provision of adequate administrative support, and technical issues were significant challenges to the use of technology in PPTCs. It was concluded that chalkboards, local resources, flip charts, audio CDs, recorders, and pianos/ keyboards were sufficiently available for teaching and learning music. The study recommends that the Ministry of Education provide adequate funds to PTTCs to purchase the required technology. In addition, the ministry of education should organize training seminars for music tutors on technology to facilitate their use in the teaching and learning of music. Further, administrators of PPTCs should adequately plan music halls to facilitate electricity access points for use with the available technology.
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    A Digital Design Training Model for Jua Kali Artisans in Kenya
    (2021-06-09) Kidenda, Mary Claire Akinyi
    Interaction with Kenyan informal sector artisans – also known as the Jua Kali (JK) has suggested that their skill acquisition through the informal traditional apprenticeship (TA) system, which is devoid of theory, constrains their product quality and incomes. The JK sector accounts for 84.8% of the national labour force, and produces affordable goods and services for a majority of Kenyans. Thus, appropriate design practice and planning skills among artisans are imperative for uplifting many Kenyans’ livelihoods quality and incomes, contributing to Kenya Vision 2030’s development objective of transforming the country to middle income status. The objective of the research reported here was to establish the status of design practice and planning skills among the JK artisans, with the aim of developing and testing a competency based Digital Design Training Intervention (DDTI) model encountered in the literature, with which to remedy skills shortfalls through m-learning. The model aims at bridging the skills development gap by delivering a tailor-made, learner-centred, competency-based design training model that is accessible online or through mobile technology. Available anytime anywhere with no tuition fees involved, the DDTI would uplift the supply of properly trained JK artisans, in keeping with Vision 2030’s aspirations. The study involved a mixed methods research approach alongside an action research design. The first phase employed situational analysis involving qualitative and quantitative data collection, to establish the existing design and planning skills acquired through TA and the workplace, and the gaps needing attention. The second phase engaged the artisans in the development of a competency-based design-training model for delivery through m-learning, accessed through the web or mobile technology. The final phase tested the model’s efficacy among the JK artisans, and among government officials for relevance to Vision 2030’s policies and strategies. The testing established that the DDTI’s web-based and mobile phone-based Unstructured Supplementary Service Data models could enhance the JK artisans’ design practice and planning, thereby promoting Vision 2030 objectives. These ground-breaking findings introduce ICT into a new realm, the JK manufacturing sub-sector. The study also makes the important finding that Kenya lacks a nationally integrated database on the primary livelihoods sector, whose establishment would allow more nuanced analysis of the role of the JK sector.
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    An Investigation of the Impact of Animated Cartoons on Children in Nairobi
    (2021-06-09) Kidenda, Mary Claire Akinyi
    This thesis is about cartoon-consumer relationship in an effort to discover the impacts of animated cartoons on children in Nairobi. It is hoped that the findings and conclusions herein will help generate cartoons that can educate Kenyan children to live in ways that are socially and culturally desirable. Kenya has, in the last ten or so years, witnessed rapid growth in the number of television channels and satellite television. The television channels and satellite television have availed to children a vast amount of animated cartoons that transmit European, Japanese and North American views of life instead of the realities in which Kenya children live. This research was carried out in Nairobi, to find out whether or not animated cartoons have an impact on children aged seven to eleven years. Before achieving this primary objective, it was important to first find out which animated cartoons children watch and how regularly they watch the cartoons. It was also essential to first view the roles parents’ play in encouraging or discouraging their children who watch animated cartoons. Casual observation, a general survey, questionnaires, face-to-face interviews and focus group discussions were methods used to gather data for analysis. The analysis of data shows that children in Nairobi watch a lot of cartoon programs during the week, over the weekends and during school holidays; entertainment is the primary reason why children watch animated cartoons. Analysis also reveals that parents do not monitor their children’s viewing habits and, consequently, have little knowledge of the content of the animated cartoons their children watch. Parents appear to assume that cartoons are “innocent” and are “good for children.” This research reveals that 55.6 % of the 426 respondents say that they did not talk about cartoons with their parents and 92% said they did not discuss animated cartoons with their teachers. Without guidance, the majority of children appear to assume that all animated cartoon is good. A good number of the children cannot pinpoint bad aspects of animated cartoons but were able to clearly state what they perceived to be “good” things in and about animated cartoons. Overall, the research established that Non-African ideals of beauty and image dominate animated cartoons aired on television programs in Nairobi. Children are excellent imitators but poor evaluators. This study suggests that animated cartoons have discernible impacts on children in Nairobi in that they influence the children to construct their worldview and create perceptions that are alien to Kenya. The Non African ideals and values are increasingly defining the perception and attitudes towards gender roles, sexuality, body images and role modelling of children who consume animated cartoons in Nairobi. This is because these children are in that stage where images and impressions from diverse environments play a big part in how they construct their world.
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    The Design and Use of AIDS- Posters in Kenya
    (2013) Pido, John Peter Odoch
    The hypothesis of this study is that differences in aesthetic and communication systems confound the efficacy of posters used in efforts to control IDV-AIDS in Kenya. The study is based on empirical observation of the apparent failure of AIDS education campaigns to influence risk-taking behavior. Applying the theories and principles of design education as a filter and an analytical tool, the study takes into account the models and practice of several disciplines including communication, health education and health care delivery. The lack of substantial success of the health education approach, in general, and posters, in particular in curbing AIDS in Kenya invites questions on the efficacy of posters as a medium of communication. The study focuses on the poster, and in so , doing takes into account various parameters including perception of disease, sexuality, and design for health education as well as aesthetics and communication systems. Using archival data, relevant literature in several disciplines, participant observation as well as qualitative and quantitative analysis of data gathered in the field, the study established that conflicts among various models impact negatively on the efficacy of posters rendering them more or less ineffective in the campaign against AIDS. The field sample consisted of seventy eight users of posters and eleven health Workers in Kisumu who were interviewed to find out their opinions on the effectiveness of posters in the fight against AIDS. In general, the concerned users think that posters are not effective in controlling HIV infection and the spread of AIDS in Kenya. A few selected posters were analyzed with views to advancing recommendations for improving on the design of AIDS-posters and heal the education in general. The conclusion of the archival, experiential and observational components of this study coupled with the data gathered by report from a surveys ampleist hat posters are an inappropriate and ineffective medium for communication about HIV/AIDS if the objective of that communication is to slow down,or halt the spread of the virus
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    The use of indigenous Kenyan children's songs for the development of a music curriculum and pedagogy for the primary school in Kenya
    (1997) Akuno, EA
    Music education in Kenya has been characterised by the teaching of Western musical literacy and a curriculum content with a Western classical bias. To date, few students graduate with sufficient music making skills, and even less pursue training at higher levels. The research aimed to formulate a learning programme that would make music education successful for Kenyans, through a curriculum content and pedagogy that would promote Kenya's cultural heritage while ensuring pupils' development of musical knowledge and skills. Firstly, an analytical survey of past and current music teaching practices in Kenya revealed the deficiencies in the music education programmes. Secondly, a critique of the Kodaly, Curwen, Eurythmics, Orff and Music in the National Curriculum (England) programmes identified the elements that contribute to their success. These were evaluated for their suitability to Kenya's educational environment. Field trials with Kenyan pupils used musical elements derived from indigenous Kenyan children's songs to teach musical concepts and skills. The collection of indigenous Kenyan children's songs involved recording live children's performances and iterviews with adults. Transcribing the songs using staff notation facilitated a rhythmic and melodic analysis, while a study of the texts gave insight into the songs' cultural functions. The musical elements characteristic of these songs were used to design the Rhythm-Interval Approach (RIA), a music teaching programme focusing on the use of rhythm and interval to teach musical concepts and skills. The study resulted in the postulation of the elemental theory of music; aesthetic functionalism as a culture-sensitive view of African music; the Rhythm-Interval curriculum model; and a primary school music curriculum based on indigenous Kenyan children's songs.