Music Pedagogy and Learner Acquisition of Creativity and Critical Thinking Skills

Music is one of the subjects reintroduced in the primary school curriculum under the Competency-Based Curriculum (CBC). The Kenya Institute of Curriculum Development (KICD) in 2017 stated that the content in Grade Four is organised in three broad strands, which are: Performing, creating and composing and listening, responding and appreciation. The objective of this study was to determine the effect of music pedagogy on learner acquisition of creativity and critical thinking skills. The study was based on Vygotsky’s Socio-cultural Theory of cognitive development and Bruner’s Cognitive Development Theory. This study was carried out in public primary schools of Bungoma County, Kenya. Data was collected from teachers of Music, learners, head teachers, curriculum support officers and the Kenya Institute of Curriculum Development official for a period of one month. The respondents were 300 Grade Four learners, 20 music teachers of Grade Four, 20 head teachers, 2 Curriculum Support Officers and 1 Kenya Institute of Curriculum Development (KICD) official. The instruments of data collection employed were questionnaires, interview schedules and observation guides. Research findings indicate that most activities intended to promote creativity and critical thinking have not been introduced to learners. However, the real situation was revealed through observation. It was observed that 18 % of female learners and 17% of male learners made percussions, while 14% of female learners and 23% of male learners created rhythmic patterns using percussions. The use of Descant Recorders has a significant positive impact (β=0.652, P-value=0.000) at p-value <0.05 on the learner acquisition of 21st century skills. Through observation, the researcher saw the real state of learners. It is therefore evident that learners had not been exposed to most activities which promote creativity and critical thinking. This study is expected to help teachers gauge their levels of preparedness in handling music and the Ministry of Education in the training of teachers of Music. Its findings may also guide the KICD to produce relevant music materials, course books for music and appropriate music curriculum design.