EXAMINING INSTRUCTIONAL TOOLS AND STRATEGIES FOR POPULAR MUSIC CURRICULUM INCLUSION IN KENYA: A STUDY OF SELECTED SECONDARY SCHOOLS IN NAIROBI COUNTY

Abstract

Many scholars have advocated for the inclusion of popular music in the Kenyan secondary school music curriculum to align with 21st-century approaches to music education. The challenge is determining which materials and tools to include, which affects the pedagogical approach. This study focused on identifying instructional tools that comprise inclusion materials and examining pedagogical strategies for inclusion as its primary objective. The study focused on selected Secondary Schools in Nairobi County. The research was based on three main theories: LeBlanc's Theory of the Sources of Variation in Music Preference, Gardner's Multiple Intelligence Theory, and Dewey's Social Constructivism Theory. The research employed a qualitative design to present a case concerning the main objective. The study targeted 24 secondary schools offering music education in Nairobi County. A total of 436 participants were selected: 380 students, 24 music teachers, and 10 key informants (KIs) across key curriculum policy stakeholders. Purposive sampling was used to select 180 students, 23 teachers, and 10 key informants to generate the required findings. The inclusion of popular music genres such as Afrobeat, Hip-hop, Reggae, Gospel, Benga, Genge-tone, and contemporary pop in the secondary school music curriculum is highly beneficial because these genres are relatable to students and reflect local culture, history, and social themes. Findings from music students, teachers, and KICD officials indicate that effective teaching of popular music genres in secondary schools requires a combination of audio-visual resources, musical instruments, digital tools, printed learning materials, practical spaces, and teacher-led guidance. The study concluded that the inclusion of popular music genres in the secondary school music curriculum is both relevant and beneficial. The study recommends that educational institutions formally incorporate popular music genres such as Afrobeat, Hip-hop, Reggae, Gospel, Benga, and Gengetone into teaching materials and resources.