Transmission of Cultural Heritage and Identity through Traditional Music and Storytelling with a Focus on Bapedi Children’s Musical Arts

The oral acts of the Bapedi people are diverse and extensive, and they are passed down from generation to generation as a living tradition. The backdrop of festival music making in Bapedi community is a natural manner of mixing enjoyment and education. Children learn via discovery rather than being overwhelmed with hard facts in early childhood music education, which is a multidimensional subject integrating numerous strands of knowledge. The goal of this anthropological study was to see how traditional music and storytelling may be used to convey cultural legacy and identity among the Bapedi people, with a special focus on children’s musical arts. Informal interviews, observations, and recordings were the primary data sources. Publications and records are examples of secondary sources. This study was inspired by two interrelated research questions: 1) How do children in the Bapedi society learn their culture through traditional music and storytelling? 2) What moral lessons can be learned from traditional Bapedi music and storytelling? The findings revealed that play underpins practically all informal learning in early life. The findings also revealed that some songs are allegedly sung by certain characters in a storey and are taught by parents during storytelling evenings.

Author (S) Details

Morakeng Edward Kenneth Lebaka
Department of Creative Arts, Faculty of Arts, University of Zululand, Kwa Dlangezwa Campus, South Africa.
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Emphasizing Ethnocentrism and Nation. Reflection on Blocking Factors the Birth of the African Subject

In order to classify the worlds of significance that they contain and examine their importance in the construction of the country, the article challenges the principles of ethnocentrism and nation. Obstacles stretch this path from the perspective of this construction, and prevent the birth of the African subject, the very one who is the main. The object of the article is to provide the necessary instruments for the development of a national conscience, a pledge to reinforce the patriotic bond and citizenship. The nation can not be established without the contribution of all ethnic identities in the current configurations of African “states.” And if, as Victor Hugo has well pointed out, “opening a school is closing a prison,” the school must be the crucible from which the so-called change of mindset will begin, a comprehensive reform of both the republic’s institutions and educational programs that must take Africa’s realities into account and adapt to the world’s challenges today. It is unlikely for the young African republics to become nations and to embark on the road of emergence without this national consciousness.

Author(s) Details

Mbemba-Mpandzou Anselme
Department of Philosophy, Faculty of Literature and Humanities, Marien Ngouabi University, Brazzaville, Congo.

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