Teaching and learning within the cross-cultural transmission of West-African music in Australian community settings

Abstract

This study aimed to uncover the strategies being used to teach West-African music in cross-cultural, community settings in Australia. It examined the motivations that govern the decisions to teach and learn traditional West-African music, as well as the influence of the philosophies and practices of West-African and Western music education on current pedagogy and music outcomes. The research design was that of an ethnographic multi-case study. Motivational issues included desire for entertainment, cultural experience, and improvement of skills. The musical skills and knowledge that teachers and learners wish to produce were categorised into immediate objectives of technique and rhythm, and long-term goals of stamina, self-direction, and deeper understanding of time and style. Emphasis on either long-term or short-term goals was found to affect strategies of teaching and learning. Changes to the learning environment were observed as having a major influence on traditional teaching methods, which are culturally incongruent with the pace of living and expectations of efficiency in Sydney. Adaptations to deal with these changes have resulted in supplementary verbal explanations, with atomistic analysis of rhythms. Additional learning tools used by experienced students included notation and recording devices. Concerns regarding the depth and authenticity of musical understanding as well as efficiency of learning are discussed.