Abstract:
This study explored the adaptability of indigenous African marriage songs to piano. Music education has always been biased towards Western music content to the exclusion of local musical traditions. A vast amount of musical repertoire within indigenous African societies exists. Formal music education, however, seems oblivious of this resource despite some educators decrying the dearth of materials. There is a need for music curriculum which is located within an African context and which includes indigenous African musical practices. Such need is also expressed in the new Curriculum and Assessment Policy Statement (CAPS) document. This study explored the feasibility of building a repertoire of indigenous songs for classroom purposes. A number of songs, were collected, transcribed, analysed then placed in various levels of difficulty. These were then matched with the requisite proficiency levels congruent to other graded piano regimes commonly used in the school system. The assumption is that the adaptation and arrangement of indigenous marriage songs will help to bring indigenous African musical practices into modern music education space. Furthermore, it is envisaged that the philosophical understanding and the knowledge attendant to music practices yielding these songs and the context in which they are performed will form the basis for further advancement.
