Teaching of Rhythm Fundamentals through Indigenous Songs in Zimbabwean Primary Schools

Abstract

There is concern that most of the songs used in teaching fundamentals of rhythm are mainly derived from outside children’s cultural song repertoire. This qualitative study seeks to address the challenge by exploring how indigenous music compositions can be utilised in developing basics of rhythm in learners. A phenomenological design was used in which selected music teachers were interviewed on how they teach fundamental rhythmic aspects. Observations of Music lessons were also carried out. Findings revealed that music teachers still face the problem of getting songbooks with pasichigare songs. Most schools are still relying on Western songbooks as their major source when teaching basic concepts of rhythm. The research concluded that children develop the ability to interpret rhythm better when indigenous music compositions are used. The study, therefore, recommends that music educators need to transcribe more indigenous music compositions to supplement the readily available content for the teaching of fundamentals of rhythm.