CHAPTERONE
1.0 INTRODUCTION
Music is the art of arranging sound for effect by melody etc. Webster’s (1998:28-37) II New reversible university Dictionary, define music as the art of arranging tones in an orderly sequence so as to a unified and conteneous composition (Olorunsogo 2006) stated that, music means different things to different people, the ancient philosophers view music as both physical and metaphysical vibration, the psychologist sees it as a sensation which must be perceived, the acoustician sees music as sound, the doctor physician sees music as healer, the Egyptian sees music as instrument for religious rites e.t.c.
Music Education is a field of4 study that deals with the teaching and learning of music it touches on all domains of learning, including the psychomotor domain (the development of skills) congnitive domain (the acquisition of knowledge) and in particular and significant ways, the affective domain include music appreciation.
South Africa is a country of extreme, conflict tension and promise, and it located in Africa.
I am presenting my investigation an south Africa music Education in the formal setting.
Historical Background: According to history, the Swedish missionary vHans Peter Halbeck arrived to west cape in South Africa in 1817. He was a Moravian missionary, He became later on the first Evangelical Bishop of the continent.
In 1876 the church of Sweden (the establish of natural church of a Lutheran deominat
In 1876 the church of Sweden (the establish of natural church of a Lutheran denomination) started an organized mission that lasted for many decades in southeast Africa.
Swedish mission started in Natural, but on “the field were already American, German and Norwgion missionaries. The pioneer oHo with (in Isilulu named Umfundisi Uvite) bought in 1878 a form at Rorke’s Drift and established the station called oscerge. It became a stronghold that still function as a crafts centre. The war between Zulus and Englishmen in Matal disturbed the activities. Oscarbeg became for a while a basis for English warriors.
There is no document written by Witt Otto regarding his Work. Frams fristedt on the other hand has provided a book publish in 1905 in which he describes his Co-operation with witt in Matal from 187 and further endeavours up to the establishment of the first Swedish station in Kwazulu Ekutuleni in 1888. He tells in his book illustrative description about many practicalities. He tell about the art of ox corting5, his encounter with Boer’s hostile attitude towards missionaries and Englishmen who finish the country with law, order and subsides to the mission schools has several reports about the terrible heathendom and it cultural expression Via music and dance.
He visited American mission station Indinda and became impressed by the examines performed by the Zulus. He listen to showcase insight in Bible history and general acquaintance “ some could even read whole chapters of the holy scriptures both in English and Zulus” other subject were mathematics and handcraft “ singing and music was also examined some could even play piano and organ. Consequently school became an urgent task at Ekutuleni.
The Swedish mission by several missionaries and new stations e.g Anagelegen (1883) Appelisbosh (1886) Emtulva (1896 (Ifaye (1890) Dundee coal field (1891) Czesa (1910). By 1920 the Swedish Zulu mission comprises of 9main station, 61 satellite stations 225 places for sermon, 7 970 members of the congregation 133 “black” mission workers which 7 were ordained and 65 everyday schools with 1,668 pupils. These schools which had singing and dance as part of school activities were the beginning of formal music education in South Africa.
1.1 Statement of the Problem
It has been noticed over the years that music has not been part of the core subject in South Africa due to the foundational problem of colonialism. This is similar to the situation in Nigeria music education programme. The modern day challenges of globalization expect knowledge about other nation. These therefore necessitate documenting the problem and development of music education programme in South Africa for comparative study with Nigeria.
1.2 NeedfortheStudy
The need for south Africa music education is order to give insight to student of music in Nigeria to have knowledge an this topic. A lot of similarities exist for comparative analysis in the music education development of the two countries.
Aim and Objectives
Music is an era of international togetherness. I purposely choosed this topic to aim at the giving insight into the effect of colonialism an music education in South Africa as a projected by Swedish colonialist in 125years in South Africa. In doing the area of similarities with Nigerian situation can be identified what can have been achieved can also be a reference point for Nigeria.
1.3 Research Question
i. How did Western music started in South Africa?
ii. To what extent do indigenous music education still exist?
iii. Why is traditional music marginalized yet honowed?
iv. What is the relationship between the Swedish and the south Africans?
v. Where is space for education integrated into the school system in South Africa Scope of study.
South Africa music can be roughly divided into two types formal and informal, the informal is passed from one generation to another or through peer group in informal arrangement. I am to deal with the formal music Education in South Africa. I have focused an the early period from 1875-1910 in the concluding remark, the work done by Lutheran missionaries in south Africa will be highlighted. The achievement in the post colonia era throughout the 20th century will be mentioned.
1.4 Definition of Terms
Zulus: A member of south African an people traditionally mainlyb living in Kazulu/Matal province.
Swedish: Is the national language that evolved from the central Swedish dialets in the beginning of 20th century.
Sweden: They are national and ethnic group native to Sweden mostly in habiting Sweden and others.
Missionaries: They are group of religious people sent into an area to do evangelism or ministers of service, such as education literacy, social justice health care and economic development.
Lutheran: Is a person who believes, teachers and confesses the truth of God’s word as they are summarized in the book of concord. The book of concord contain the Luther an confession of faith.