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INTEGRATING CULTURAL ELEMENTS IN TEACHING MUSIC FOR ENTREPRENEURSHIP 

ACQUISITION OF UNITY SCHOOL STUDENTS’IN SOUTH-EAST NIGERIA. 

 

Scholastica Ifeoma Ezugwu  

Department of Arts Education, University of Nigeria, Nsukka 

scholastica.ezegwu@unn.edu.ng 

 

 

Abstract 

This study examined the impact of integrating cultural elements in teaching music for students’ 

acquisition of entrepreneurship skill in Unity Schools in South-East Nigeria. One research question 

guided the study. A survey research design was used for the purpose of the study. The sample of the 

study was all the 30 cultural and creative arts teachers hence; no sampling technique was adopted by 

the researcher for the teachers while purposive sampling was adopted for selecting 60 students. A 

16-item statements/questionnaire were used to collect data from the respondents(teachers) and 

‘Focus group discussion on Cultural Music (FGDOCM)’’for students. The instrument was validated by 

two experts in Department of music, another expert in cultural and creative arts in Department of 

Arts Education and one expert in Measurement and Evaluation all from Faculty of Education 

University of Nigeria, Nsukka. The instrument yielded the following reliability estimates of 0.84 using 

Cronbach Alpha method. The result was analyzed using mean scores and content analysis. The result 

revealed that integrating cultural elements in teaching of music has a lot of benefits like helping 

students to develop life coping skill, embrace cultural diversity, improve creative engagement in music 

and music related field among others. It was recommended among others that cultural and creative 

arts teachers of Unity Schools in South-East Nigeria should be exposed to sensitization programmes 

through conferences, workshops, seminars on the need for integrating cultural elements in teaching 

music. 

Keywords: Music, cultural elements, integration, students acquisition, entrepreneurship skills.  

 

Introduction 

Education has been of great importance to nations aspiring for growth and development.  This is 

attributed to its roles in enhancing national development in the areas of political, economic, religious, 

and socio-cultural aspects of life of the people.  According to Ogbonnaya (2017), education is seen as 

pivot where all the developmental efforts of nations revolves. In line with the above, Obanye (2017) 

observes that, education is the process whereby individuals acquire the requisite knowledge, and skills 

which enable them to be useful to themselves and the society in general. Ugbor & Ugbor (2018) explain 

education as, the hub of individuals and nations development as, it enables them to acquire basic 

knowledge, skills, right values, belief system, and attitudes which enable them to be functional 

members of the society.  From all these definitions, education plays a key role to individuals’ and 

national development.   

 

The Federal Republic of Nigeria in her National Policy on Education observes that, education is an 

instrument per excellence for national development (FRN, 2014). The Policy further states that, 

education enables citizens of Nigeria to live in Unity and harmony as one indissoluble, democratic, and 

sovereign nation founded on the principles of freedom, equality and justice, among others (FRN, 

2014). The above implies that, education enables individuals to live in harmony, despite the diversities 



 

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in economic, political, religious, and socio-cultural aspects through the acquisition of knowledge, 

values, skills, right attitudes and values to be useful to themselves and the society at large. A nation 

cannot be developed if there is no Unity amongst its people, thus the need to use certain agents in 

achieving that, music is one of those agent.   

 

Music is a magnetic agent that draws people together, creates room for the sense of brotherhood 

and instills the sense of belonging and collective responsibility.  Music is a means of communication, 

which encompasses a non-verbal and verbal means of communication. Music is a universal medium of 

expressing the deepest feelings and aspirations that belong to all humanity, and therefore it is used 

as a communication event between cultures (Ducan, 2018). It is imperative to know that, music exists 

in every human society and is fundamental to the nature of man/woman, and as well functions in the 

context of the personal and world view of each culture of the society. 

 

Music as a subject of study in Nigerian Schools existed since 1842 through the introduction of 

missionary Schools (Adeogun, 2018). Adeogun further states that the current state of studying music 

takes off from the Nigerian National Policy on Education (1981), which states that ‘’ the Federal 

Government, realizing the importance of arts and culture in the development of science and 

technology has, given Arts and Cultural Education its legitimate right in the nation’s educational 

system at all levels, with their educational goals clearly stipulated”.  Thus, music is being taught as a 

component of cultural and creative art subject in Secondary Schools today, together with arts, 

crafts, and drama. Music as a component of cultural and creative arts, has its curriculum focused on 

harmony and counterpoint, aural training, history and literature of music and performance, in which 

students develop their careers and function well in the society. Elendu (2017) views music as a 

component of cultural and creative arts, and a research area in which scholars investigate ways of 

teaching and learning music. In support of the above, Devika (2019) asserts that music as a component 

of cultural and creative arts, is also seen as the process of preparing dedicated individuals/students 

for positions of leadership so as to give vitality and priority to a society’s musical life. It encompasses 

the study of music to be in command of musical thoughts, values, tastes, practices, and wisdom not 

only of one’s society but also of others’ and to interpret such from one’s own perspective (Adeogun, 

2018). 

 

Music helps students to develop important personal skills like critical thinking, problem-solving, 

strengthens perseverance, engagement, persistence, enhances fine motor skills, emotional well-being 

of students and learning how to work cooperatively toward shared goals (Bell, 2019). With respect to 

facilitating student academic achievement, Bell asserts that music, as part of a School subject, helps 

to: prepare the brain for achievement, fosters superior working memory, improves recall and 

retention of verbal information, sharpens student attentiveness, supports better study habits, 

advances achievement in other subjects like mathematics, and boosts reading and English language 

arts (ELA) skills.  Music as component of cultural and creative arts subject does not exist in isolation 

in the music classroom, it is influenced by integrating trends in general education, society, culture, 

and politics. 

 

Culture is the patterns of learned and shared behaviour and beliefs of a particular social, ethnic, or 

age group (Oji, 2016). Culture is seen as an accumulation of elements produced, or integrated and 

possibly adapted by a cultural group. Cultural elements are therefore those features that explain 

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cultures from the standpoint of what is common across all cultures. Many components of cultural 

elements like value, norms, rituals, architecture, food, language, taboos, music, symbols, holidays, 

clothing, dance, arts and creative, festivals, artifacts, ideology, traditions among others, however, 

the present researcher will explain culture through a set of main components namely: values and 

beliefs, norms, symbols, language, and cognitive components. Values are very important element of 

culture and involve judgments of what is good or bad and desirable or undesirable. A culture’s values 

shape its norms. Values are deeply embedded and critical for transmitting and teaching a culture’ 

beliefs. Beliefs therefore are the tenets or convictions that people hold to be true. Individuals in a 

society have specific beliefs, but they also share collective values. Therefore, values are the 

consistent, unwavering beliefs of a society over time. Norms are very important element of a culture 

as it concerns the formal and informal rules and regulations regarding what kinds of behavior are 

acceptable and appropriate within a culture or in a society. Norms are aspects of culture that humans 

live by, standards set up to tell one right from wrong and expectations for behaving. Social norms 

are the perceived informal, mostly unwritten and codified rules of beliefs, attitudes, and behaviors 

that define acceptable and appropriate actions within a given group or community, thus guiding human 

(Sonia, 2019). 

 

Language is the most basic and most important element in a culture because it is used as a medium of 

communication in the society. It can also serve as an identity of a given society in particular or nation 

in general. Every culture has a particular language which is passed by the persons belonging to that 

particular culture to the next generation and the following generation also has to learn the language. 

Language makes effective social interaction possible and influences how people conceive of concepts 

and objects. Language thus influences how we understand the world around us. Many aspects of 

culture depend upon how people within that culture communicate with one another. In terms of 

culture, language depends on what type of language is used in that speech community. 

 

A symbol is a mark, sign, or word that indicates, signifies, or is understood as representing an idea, 

object, or relationship. Symbols allow people to go beyond what is known or seen by creating linkages 

between otherwise very different concepts and experiences (Oji, 2016).  Symbols are significant 

because of their meanings. Probably all societies have nonverbal symbols we call gestures, movements 

of the hands, arms, or other parts of the body that are meant to convey certain ideas or emotions. 

However, the same gesture can mean one thing in one society and something quite different in another 

society like shaking of hands, wearing of cap. 

 

Cognitive components are the element of culture which deals with the management of difficult times 

or natural calamities. Cognitive components of culture are those through which an individual learn how 

to cope with an existing situation whether natural or social (Sonia, 2019). So cognitive elements are 

otherwise known as life coping skills. These skills and qualities are learned by children and taught to 

them by the parents, teachers, for them to adapt to any situations. These cognitive components 

include patience, hard work, honesty, humility among others. 

 

From the above discussion it is important to note that these cultural elements are supposed to be 

transmitted from one generation to another, and the process is to ensure continuity of traditions 

within a group of people, thus the need for music teachers to integrate the language, value, norms, 

symbols, ritual, tradition, ideology, arts and creativity, custom in the teaching of music. If these 



 

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cultural elements are integrated in the teaching of music, this will not only help students to use the 

knowledge to add vibrancy to communities, engaging the brain, strengthening the sense of belonging 

and connection with others but equip them in using their talents to reflects a society’s history, values, 

conventions and attitude. The goals of   integrating cultural elements in the teaching of music are to 

widen the scope through which students see and hear music and examine the universal qualities 

cultures share through music (Finma, 2015). Kennedy asserted that teaching music from cultural 

perspectives will x-ray learning experiences, thus the need for integrating cultural elements. These 

learning experiences in the arts include aesthetic experiences, creative engagement, and development 

of skills of expressive participation, as well as acquisition of knowledge and skills related to specific 

arts. In support of the above, Babiner (2020) believe that art experiences are unique learning 

experiences because they combine sensory perception, the affective domain, and the kinesthetic 

domain with the cognitive domain. This helps to provide opportunities for learning that involve the 

whole person, and context for making wide-ranging and personal connection s. Thus, the present 

researcher wants to find out the benefits of integrating cultural elements in the teaching of music 

in schools. 

 

Statement of Problem 

Music as a component of cultural and creative arts subject is the extension of pedagogical and training 

practices to be in command of musical thoughts, values, tastes, practices, and wisdom not only of 

one’s society but also of others’ and to interpret such from one’s own perspective. However, it has 

been observed that music as subject of study has been known to occupy a lowly position in school 

curriculum and also considered to be unworthy of serious academic study, since imposition of Western 

education in the 19thcentury.  Inheriting this notion has led to the gradual decadence of music in 

Nigerian schools which is evidenced in the merging of music, fine arts and drama under cultural and 

creative arts as one subject in school today, instead of teaching music separately as a subject of its 

own. It has also been observed that there is erosion of cultural perspective in the teaching of music 

in School.  Thus music teaching in School today is not certain if it is culturally oriented, as teachers 

mostly use Western musical framework which has a greater emphasis on Western theory, belief, 

notation among others, while indigenous music and arts which are deeply rooted in culture continue to 

be a rare occurrence. Based on the current teaching, the respect, zeal and necessary skills for 

indigenous African musical systems and tradition diminished and the Western musical system 

increased, which is not in conformity with 21st century teaching. It has been also noted that music 

has been faced with a long-standing predicament in content, teaching method and skills. This is 

evidenced in poor academic achievement of Junior Secondary School students in music in universal 

basic education examination (2017 – 2019) (Source: Federal Ministry of Education (Basic and 

Secondary Education Department, Abuja) and also in young Nigerian musician who anchored their 

songs from classical Western music, which most of them is considered corruptive both musically and 

morally. Thus, teaching music as a component of cultural and creative arts is essential since music is 

considered a fundamental component of human culture and , thus the need to teach music from 

cultural perspective.  

 

Purpose of the Study  

 The main purpose of this study was the need for integration of cultural elements in the teaching of 

music for entrepreneurship skill acquisition in Unity Schools in South-East Nigeria. Specifically, the 

study seeks to: 

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Awka Journal of Research in Music and the Arts (AJRMA) Vol 17 June 2024 

1. Find out the benefits of integrating cultural elements in teaching music for students’ acquisition 

of entrepreneurship skill in Unity Schools in South-East Nigeria. 

 

Research Question 

The following research question guided the study: 

1. What are the benefits of integrating cultural elements in teaching music for students’ acquisition 

of entrepreneurship skill in Unity Schools in South-East Nigeria? 

Methodology 

The research design employed for the study was descriptive survey which involves obtaining 

information from respondents based on the responses from a section of respondents which represent 

the entire population used for the study. According to Nworgu (2006) when a survey centers on 

describing some variables in relation of a given population, the descriptive survey research design is 

the most appropriate. The area of the study was all the Unity Schools in South- East of Nigeria. The 

population of the study was all the cultural and creative arts teachers and students. The sample of 

the study consisted of 30 cultural and creative arts teachers and 120 students drawn through 

purposive sampling technique. A 16 items questionnaire was used to collect data from the respondents 

and focused group discussion conducted. The instrument was structured on a 4-points likert type 

scale on which the respondents reacted to. The items in the questionnaire were weighted as a follows: 

Strongly Agree (SA)-4 points, Agree (A)- 3 points, Disagree (D) -2 points and Strongly Disagree (SD) 

-1point. 

 

The criterion mean of acceptance is 2.50. The instrument was face validated by two senior lectures 

in cultural and creative arts and music department and one in measurement and evaluation, all from 

the University of Nigeria, Nsukka. The Cronbach Alpha, Co-efficient method was used to determine 

the reliability of the instrument. It yielded a co-efficient of 0.90. A total of 16 copies of the 

instrument were administered and retrieved and focused group discussion conducted. The data was 

analyzed using mean scores, while content analysis was used for focus group discussion. Any item 

statement with mean rating of 2.50 and above was accepted value while item statement with a mean 

rating less than 2.50 was rejected.  

 

Results 

The results of the data collected from the study are presented in table 1 according to the research 

question.  

1.  Research Question: What are the benefits of integrating cultural elements in teaching music for 

acquiring entrepreneurship skill in Unity Schools in South – East, Nigeria? 

Table 1: Means and standard deviation response of male and female teachers on the benefits of 

integrating cultural elements in teaching music for acquiring entrepreneurship skill in Unity Schools 

in South – East, Nigeria. 

S/N Item  𝐗i  SD2 𝐗2 SD2 𝐗3 Dec.     

1.  It encourages students to embrace cultural 

diversity. 

3.18 .60 2.95 .62 3.03 .61       

A  

2.  It  helps in development of multicultural 

awareness. 

2.82 .60 3.05 .71 2.97 .67       

A 

3.  It helps in developing life coping 

skills/cognitive elements. 

3.36 .67 2.84 .76 3.03 .76      

A 



 

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Awka Journal of Research in Music and the Arts (AJRMA) Vol 17 June 2024 

4.  It does not foster aesthetic experiences. 3.18 .75 3.32 .95 3.27 .87      

A 

5.  It improves creative engagement. 3.09 .83 2.68 1.00 2.83 .95      

A 

6.  It  helps in development of tolerance. 3.73 .47 3.47 .70 3.57 .63     

SA 

7.  It gives students opportunities to develop 

musical concepts from their cultural values 

and norms. 

3.00 .89 3.00 .75 3.00 .79    

A 

8.  It  helps students to develop critical thinking 

skills. 

3.00 .63 3.11 .74 3.07 .69    

A 

9.  It also helps students to develop a more 

sensitive perception of presenting musical 

elements with symbols and beliefs. 

3.27 .79 2.79 .79 2.97 .81    

A 

10.  It exposes students in identifying 

differences as well as commonalities in 

cultures and conventions. 

2.36 .67 2.89 .74 2.70 .75     

A 

11.  It plays important roles in the construction of 

one’s’ identities. 

2.73 .65 3.32 .82 3.10 .80     

A 

12.  It helps in improving the language skills of the 

child. 

2.91 .94 3.00 .88 2.97 .89     

A 

13.  It does not widen students’ knowledge in 

reflecting society’s history and attitude. 

3.27 .79 2.63 .83 2.87 .86     

A 

14.  It also improves the students’ oral 

communication. 

2.81 .87 3.05 .78 2.97 .81     

A 

15.  It helps to perfect the child’s indigenous 

language. 

2.91 .83 2.89 .99 2.90                                           .92     

A 

16.  It enables the child to express his creative 

self with ease. 

3.00 .63 3.11 .57 3.07 .56     

A 

 Cluster A 3.03 .05. 3.01 .06 3.02 .06     

A 

KEY:  X̅1 = Mean for male  SD1 = Standard deviation for male  

 X̅2 = Mean for female  SD2 = Standard deviation for female 

X̅3 = Total mean  SD3 = Standard deviation for female 

The result presented in table 1 shows the mean scores and standard deviations on the benefits of 

integrating cultural elements in teaching music for acquiring entrepreneurship skill in Unity Schools 

in South – East, Nigeria. Table 1 indicates that items 1, 2, 3, 5, 7, 8, 9, 10, 11, 12, 13, 14, 15, and 16 

had overall mean scores of 3.03, 2.97, 3.03, 3.27, 2.83, 3.00, 3.07, 2.97, 2.70, 3.10, 2.97, 2.87,2.97, 

2.90 and 3.07 with standard deviations of .61, .67, .76, .87, .95, .79, .69, .81, .75, .80, .89, .86, .81, 

.92, and .58 for male and female teachers. The mean scores fall under the decision of agree based on 

the real limit of numbers. On the other hand, items 6 has means score of 3.57 with standard deviation 

of .63 which fall under the decision of Strongly Agree based on the real limit of numbers. The cluster 

mean is 3.02 with the standard deviation of .06 which fall under the decision of agree using the real 

limit of numbers. This indicates that the items are all benefits of integrating cultural elements in 

teaching music for acquiring entrepreneurship skill in Unity Schools in South-East, Nigeria.   

76 



 

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           The researcher had discussion with the students to find out the benefits of integrating cultural 

elements in teaching music for acquiring entrepreneurship skill in Unity Schools in South – East, 

Nigeria. 

 

The researcher found out the following: During the discussion, the students mentioned many 

prominent cultural music from their areas that contain cultural elements like Nkwa Ụmụagbọghọ music 

of Afikpo, Atịlịọgwụ music of Ezeagu, Ikorodo music of Nsukka, Apala music, Fuji, Folk music, Waka, 

Bata and Gelede music of Yoruba tribes.  However, one of the students stated that the cultural music 

in her place Imo state, known as Abịigbo music of Mbaise, contains a lot of these cultural elements. 

The students stated that Abịigbo/Agbacha ekuru music of Mbaise contain certain language that is 

used for advice and one that is used for criticizing people of bad character, and highlight some 

behavior that are acceptable and appropriate within their culture, like need for purity, developing 

good moral standard, and respect for elders. Another student from Idemili North emphasized that 

the moon light music and folktales music in their place does not only equip them with life coping skills 

but guide and shape their individual personalities and responsibilities. The students further stated 

that the life coping skills they learn from that music include patience, hard work, determination and 

critical thinking skill. 

 

Discussion  

The findings of this study revealed that there are lots of benefits of integrating cultural elements 

in teaching music for acquiring entrepreneurship skill in Unity Schools in South – East, Nigeria. This 

shows that integrating cultural elements in teaching music plays a crucial role in students’ acquisition 

of entrepreneurship skill as it will help students to embrace cultural diversity, develop multicultural 

awareness, life coping skills, aesthetic experiences, creative engagement, tolerance, critical thinking 

skills, among others which are major tools for entrepreneurship acquisition and construction of one’s’ 

identities. It equally improves the language skills of the child, and give room for a child to express 

his creative self with ease.  

 

The finding is in line with Sonia (2019) who observed that the use of cultural elements in teaching 

helps students to bring history to life and practicalize learning. Sonia further asserts that 

establishing culture in the background of teaching and learning of music will influence greatly the way 

students see the world, understand it and achieve goals. The findings are also in line with that of Lary 

(2021), who opines that integrating cultural elements in teaching of music will allow students to 

understand the inner workings of a cultural group and to gain an understanding of how others view 

themselves musically. However, one will conclude that integrating cultural elements in the teaching of 

music will encourage the students in the area of developing life coping skills, aesthetic experiences, 

creative engagement, and expressive participation, as well as acquisition of other knowledge and skills 

related to music. 

 

Conclusions  

Teaching of music in schools still occupies lowly position in school curriculum in this 21st century due 

to erosion of cultural perspective in its teaching. However, realizing that each culture has its own 

musical qualities and appeals, teaching music with cultural perspective and mindset in our music 

classrooms will allow to deepen students’ knowledge in values, norms and language, of society. This will 

make them feel for the ways in which music was deeply social, cultural, ideological, political, and 



 

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personal. Therefore, the fundamental value of music from any culture needs to be appreciated by 

students through teaching, thus the need for integrating cultural elements in teaching music for 

development of tolerance, life coping skills and creative engagement. 

Recommendations  

Based on the forgoing, the researcher recommended as follows: 

1. Music teachers should be encouraged to integrate cultural elements in teaching music as it will 

facilitate students’ acquisition of entrepreneurship skill in Unity Schools in South- East Nigeria. 

Seminars, workshop and symposiums should be organized for teachers to ensure they acquire 

diverse knowledge on cultural music and its elements for the integration of these cultural 

elements in the teaching of music. 

2. Effective techniques are needed for integration of cultural elements in the teaching of music. 

Music teachers in Unity Schools are advised to adopt appropriate techniques by making use of 

songs, instruments and resources in integrating cultural elements in teaching music as itwill 

facilitate students’ acquisition of entrepreneurship skill. 

3. Music teachers in Unity Schools should develop good qualities towards integrating cultural 

elements in teaching music for students’ acquisition of entrepreneurship skill in Unity Schools in 

South – East, Nigeria. The teachers are advised to embrace diversity and be creative to enable 

all aspect of their teaching to be organized, articulated and effectively coordinated, while 

meeting up the immediate needs of difference groups in their music classrooms. 

4. Music teachers should try to overcome the challenges they will encounter while integrating 

cultural elements in teaching music for students’ acquisition of entrepreneurship skill in Unity 

Schools in South – East, Nigeria. Teachers should therefore try to understand the fundamental 

knowledge and history of cultural elements, how and where it is related to teaching music. 

5. Music teachers should help students to achieve their career. Music teachers are advised to 

ensure proper integration of cultural elements in teaching of music to equip students in building 

their career, developing 21st century skills and curbing of unemployment. 

 

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