Effects of the differences between expressive arts and creative technology studies on the teaching of music in selected primary schools of the copperbelt province in Zambia

Abstract

The study was conducted to find out the effects of the differences between Expressive Arts (E/A) and Creative Technology Studies (CTS) on teaching music at primary school. The objectives of the study were to; ascertain the differences between Expressive Arts Study Area and Creative Technology Studies, discover the effects of the differences between Expressive Arts Study Area and Creative Technology Studies on teaching music in primary school, and find out how the effects of the differences between Expressive Arts Study Area and Creative Technology Studies on teaching music at primary school were addressed in the Copperbelt Province in Zambia. This study was done in a descriptive research design in which both qualitative and quantitative ways were used in collecting and analysing data. The questionnaire and focus group discussions were used to collect data. Further collection of data was done through observation of sampled class lesson presentation. Targeted population included student-teachers, teachers, education administrators (head-teachers, senior teachers and curriculum specialists) and teacher educators who included Heads of sections and Senior Lecturers at pre-service Primary College of Education and District Resource Coordinators. The results showed that, Ninety-two out of one hundred of the targeted population reported that there were differences between Expressive Arts Study Area in Colleges of Education and Creative Technology studies at primary school. Most of the respondents also reported that the differences had more negative effects on the teaching of music in primary school. This study revealed that the major causes of the negative effects of the differences between Expressive Arts and Creative Technology studies on teaching music in primary schools were that; firstly, the curriculum developers did not harmonise or link content of the Primary College Education Syllabus to the syllabus content for Primary School. Secondly, consultation between the two syllabi developers was not there. Thirdly, the in-service and trainee teachers were not orientated on both syllabi when introduced. Fourthly, integration of subjects especially for Creative and Technology studies was not well done. Some of the major recommendations from the research were that; firstly, contributory subjects in Creative Technology Studies syllabi needed more time so that each subject including music can have enough time to be taught. Secondly, there must be a linkage between Expressive Arts which is a college syllabus and Creative and Technology studies which is a primary school syllabus.