Musical apprenticeship and learning of Entongooli (bowl lyre) music in communities of Wakiso district, central Uganda

Abstract

This study aimed at exploring how entongooli (bowl lyre) music is learnt through apprenticeship in communities. Skilled players are ageing before passing on skills to the young generation. The study therefore generates literature on pedagogies that can support communities and education institutions to acquire entongooli music culture and proficiency in playing indigenous instruments. Specific objectives to the study included establishing how performers of entongooli music learn to play entongooli using apprenticeship, finding out the processes an apprentice can follow to acquire entongooli playing skills, as well as establishing how entongooli learning processes contribute to school music education theory and practice. The scope of the study was Wakiso district located in the central part of Buganda region in Uganda. The study employed a qualitative research design with a case study ethnography that embeds phenomenological methods which lean on individual narration of lived experiences. The study population comprised of experienced players and entongooli learners who were selected using purposive and snowball sampling procedures. Through participant observation, researcher collaborated with community members in understanding how they work. Data was collected using interview guide, observation, focus group discussion, photographs, audio and audio-visual recordings alongside documentary analysis. Findings revealed that performers basically learnt playing entongooli through omu-kw’omu, self-teaching, interactions, collaborations and engagement with ensembles. Other factors included family background, learners’ discipline, environment and quality of experts. It was also revealed that entongooli learning practices contributed to school music education since they involve approaches like emulation, observation, socialization and participation with experienced players. Recommendations included need for education institutions to incorporate apprenticeship ways of teaching and learning in their pedagogies.