Children’s musical learning through play and transmission of Ssekitulege music culture in Wakiso district Uganda

Abstract

This study aimed to explore the factors that facilitate the transmission of musical knowledge and skills among children through play. The Ssekitulege (earth bow) musical culture served as a framework to enable explore the children’s ability to acquire knowledge from older skilled and other experts, as well as their capacity to share this knowledge as peers. The research was conducted in Wakiso district of Uganda, involving children aged five and above together with skilled adults. The study was conducted with the following objectives: 1. To find out the background and processes the children engage in when making Ssekitulege Musical instrument. 2. To investigate how children play Ssekitulege in Wakiso district 3. To examine what facilitates children’s acquisition of knowledge about Ssekitulege and its cultural significance from their peers during Musical play. The study investigates the Ssekitulege, focusing on its cultural background and the ethnic values that inform its use, including specific taboos. It describes the materials and tools involved in making the instrument and outlines the processes that children engage in during its construction. The research highlights children’s interactions with the Ssekitulege, detailing various playing techniques, handling methods, sitting postures, types of music performed, and repair techniques. Furthermore, it explores how children learn about the Ssekitulege through peer observation, underscoring its cultural importance. A significant finding is that children’s desire to share Ssekitulege music culture in a playground context is shaped by factors such as language use, cooperative learning dynamics, teamwork, a supportive learning environment, and active participation. This study was a Qualitative Participatory Action Research (PAR)that aimed at revitalizing the Ssekitulege music culture, which is threatening extinction in Buganda. The researcher actively engaged in the processes of creating, teaching skills, and sharing of knowledge among children, while also gathering and documenting those engagements. The researcher employed various methods such as direct participation, interviews, observation, and audio-visual and photography recording tools to collected