Benjamin Adjepong, Benjamin Conduah


Music is a strand of the Creative Art curriculum content for Ghanaian primary schools. Composition, performance and listening forms part of the methods or strategies that are supposed to be used to teach this art form in the classroom. Elsewhere, it is argued that these three musical processes constitute the starting point of music activities in the classroom. Having some knowledge and practical insight of each of these processes is therefore very significant for the teacher’s professional practice in the music classroom. This article attempts to describe these processes and highlights some activities that can serve as a guide for the teacher to engage pupils in music activities under each of these three interrelated activities for effective musical learning and experiences.

Article visualizations:

Hit counter


music, composition, performance, listening, teaching, primary school, Ghana

Full Text:



Adjepong, B. (2018). Teaching the performing arts in Ghanaian primary schools: A dilemma for pre-service generalist teachers. European Journal of Education Studies 4(12), 265-275.

Ampomah, K. (2001). The teaching of performing, composing, and listening and observation: Preference of music students at University College of education of Winneba and teachers in basic schools at Winneba. African Music Educator 11: 1-6.

Amuah, I. R. & Adum-Attah, K. (2016). Music and dance for basic school teachers. Cape Coast, Ghana: College of Distance Education, University of Cape Coast.

Amuah, I. R., Adum-Attah, K. & Arthur, K. (2002). Music and dance for teacher training colleges. Cape Coast, Ghana: Kramad.

Cohen, L., Manion, L., Morrison, K. & Wyse, D. (2010). A guide to teaching practice (5th Ed). London, England: Routledge.

Countryman, J. (2014). Missteps, flaw and morphings in children’s musical play: Snapshots from school playground. Research Studies in Music Education 36(1), 3-18.

Dzansi, M. (2004). Playground music of Ghanaian children. Research Studies in Music Education 22: 83-92.

Flolu, J. & Amuah, I. R. (2003). An introduction to music education in Ghana for universities and colleges. Accra, Ghana: Black Mask Ltd.

Isbell, R. T. & Raines. S. C. (2003). Creativity and the arts with young children. Clifton Park, NY: Delmar Learning.

Mills, J. (1995). Music in the primary school. Cambridge, England: Cambridge University Press.

National Council for Curriculum and Assessment of Ghana. (2019). Creative arts curriculum for primary schools. Accra, Ghana: Ministry of Education.

Nzewi, M. (2003). Acquiring knowledge of the musical arts in traditional society. In Musical arts in Africa: Theory, practice and education edited by A. Herst, M. Nzewi and K. Agawu. Pretoria, South Africa: University of South Africa. 13-37.

Spodek, B. & Saracho, O. N. (1994). Right from the start: Teaching children ages three to eight. Boston, MA: Allyn and Bacon.

Strumpf, M., Anku, W., Phwandaphwanda, K. & Mnukwana, N. (2003). Oral composition. In Musical arts in Africa: Theory, practice and education edited by A. Herbst, M. Nzewi & K. Agawu. Pretoria, South Africa: University of South Africa. 118-141.

Willoughby, D. (1996). The world of music (3rd Ed). Boston, MA: McGraw-Hill.



  • There are currently no refbacks.

Copyright (c) 2020 Benjamin Adjepong, Benjamin Conduah

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).