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The musical enculturation and education of Wagogo children

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dc.creator Mapana, Kedmon Elisha
dc.date 2015-12-16T07:37:48Z
dc.date 2015-12-16T07:37:48Z
dc.date 2011
dc.date.accessioned 2021-05-03T13:36:17Z
dc.date.available 2021-05-03T13:36:17Z
dc.identifier Mapana, K. (2011). The musical enculturation and education of Wagogo children, The British Journal of Research in Music Education, 28 (3) 339-351.
dc.identifier doi:10.1017/S0265051711000234
dc.identifier http://hdl.handle.net/123456789/142
dc.identifier.uri http://hdl.handle.net/123456789/47597
dc.description This article examines the musical enculturation and early education of Wagogo children of the Dodoma region in central Tanzania. In support of the enculturation premise, longstanding practices in musical enculturation among the Wagogo are described, most of which are continuing today. The Wagogo hold to the belief that the behaviours of both mother and father affect the proper development of the young child prior to birth and this sense of joint child-raising responsibilities continues even as they enter into their school years. The intent of the article is to argue that the facilitation of musical experiences for young children and teachers through music and dance is a vital component of their holistic development, and to offer an understanding of how teachers and parents might incorporate daily singing, dancing and drumming experiences into the lives of children. By providing occasions for music in the lives of young children, and by nurturing their natural musical proclivities, the traditional music of the Wagogo of Tanzania remains a living tradition, a critical component of the identity of young Wagogo children, and an important means of human expression.
dc.language en
dc.publisher Cambridge University Press
dc.subject Music
dc.subject enculturation
dc.subject education
dc.title The musical enculturation and education of Wagogo children
dc.type Journal Article


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