Kibuuka, Moreen2025-06-202025-06-202024-11Kibuuka, M. (2024). Cultural identity and learning of amakondeere music among the Baganda in Kassanda district, central Uganda. Kyambogo University.https://hdl.handle.net/20.500.12504/2512xii, 170 p. : ill. (col.) ;This study investigated how cultural identity influences learning of amakondeere music, a traditional royal gourd trumpet of the Baganda people, within Kassanda District. It focused on understanding how a sense of belonging to the Baganda culture impacts individuals' interest in learning and performing amakondeere music and how this can inform music education in schools. Given that, the performance of amakondeere music is on a great decline, which possess a great threat of extinction to such rich cultural heritage, this study resurrects the significance of amakondeere music, bringing to mind its contribution to music education in Uganda. In particular, this study aimed at establishing how participation in cultural practices enhances learning of amakondeere music, by paying close attention to the role of customs and traditions in the learning process. The study also explores how language and other cultural values contribute to the transmission of amakondeere music in Kassanda District, Central Uganda. A phenomenological research design was employed to capture participants' lived experiences. Data was collected through interviews, focus group discussions, and observations of amakondeere engagements, then transcribed, translated, and thematically analyzed. The analysis revealed that children and youths in Kassanda learn amakondeere music as part of their cultural identity, with learning being reserved for males of all ages and social statuses from the Nnyonyi-Nnakinsige clan. It is a holistic process, where learners must know how to craft, play, and maintain the instruments. Amakondeere learning engagements emphasizes okukolera awamu (working together), where experts mentor novices through hands-on learning and observation. The process is culturally meaningful, driven by a passion for improving both individual and community well-being. Luganda language, customs, beliefs, obulombolombo (rituals), and emizizo (taboos) are integral to learning, as they embed a sense of identity and encourage participation. Based on the findings, the study recommends that music educators recognize the importance of cultural identity in motivating learning. Buganda kingdom officials, the National Curriculum Development Center (NCDC), and schools need to collaborate with the amakondeere music community in Kassanda to integrate amakondeere music and other similar cultural music forms in the curriculum, to expand career opportunities for aspiring musicians. Additionally, there is a need for royal authorities to collect and archive amakondeere music for future reference.enCultural identityLearningAmakondeere musicBagandaKassanda districtUgandaThesis