INTRODUCTION

My attraction to and interest in African music is due to my South African background and my specialisation in music teaching as an Orff Schulwerk specialist.  In my teaching of a primary music method unit at Deakin University, I decided to complement the Orff approach with an African music repertoire.  This was based on the contention that engaging students with an unfamiliar but attractive musical genre-such as African music-may enhance their understanding of the selected elements of music, particuarly rhythm, that are being studied. The basis for this contention was that the use of a non-Western musical genre such as African could provide:

• a model for teaching practical activities through the Orff approach;
• a "level playing field" for all students, regardless of their musical backgrounds, to learn more about rhythm;
• personal and professional mastery which increases students' self-esteem and their motivation for learning as non-specialists; and
• an impetus for understanding other cultures and their music.

A research project based on the above contentions was undertaken during 2002-03 and demonstrated that the inclusion of African music in a teacher education unit was an effective means of teaching rhythm and its sub-elements.  Moreover, the findings (from survey and interview data) showed that students gained greater confidence as music teachers and expressed the view that their levels of competence also increased through using African music. Students were also highly motivated and challenged as they engaged in a number of activities to learn about rhythm through the Orff as well as Kodály and Dalcroze methodologies in combination with the African repertoire. It also helped students to establish greater musical and cultural connections that subsequently synthesized their learning, understanding and interest in African music as a cross-cultural engagement. The use of African music in the classroom as a curriculum innovation also supports the ongoing process of internationalising the curriculum.

In 2004-2005 a project called "Smaller Steps Into Longer Journeys" was also undertaken with teachers in Melbourne teaching African music. The findings suggested that African music and other musics in the curriculum are being undertaken at both Primary and Secondary schools, teachers either employ Artists in Residence or undertake Professional Development themselves to teach in those genres in which they are not initially trained. This continues to be a good learning experience for both student and teacher to learn about a new music and culture. Such musical encounters broadens both students and teachers' skills knowledge and tolerance of "the other".

This website continues to be a work in progress. It has been established to provide resources for academics, practising teachers, students and others who are interested in teaching African music.  Please send any comments, suggestions or teaching materials for consideration that you may have to enhance this website to djoseph@deakin.edu.au