Balancing Cultural Heritage and Global Influences: Promoting African Music as the Foundation of Musical Literacy for Nigerian Children

In the face of globalization, the prominence of Western musical forms in educational systems across Africa, including Nigeria, has increasingly sidelined indigenous musical traditions. This study examines the role of African folk songs, specifically from the Igbo, Yoruba, and Hausa cultures, in shaping musical literacy among Nigerian children. By investigating the distinctive musical forms, rhythms, and cultural narratives embedded in these folk songs, this paper advocates for the integration of African music into the educational curriculum as a critical tool for cultural identity formation and musical skill development. Through a comparative analysis of Igbo, Yoruba, and Hausa folk songs, the paper demonstrates how these musical forms can foster a sense of cultural pride, cognitive development, and emotional connection to one’s heritage. The research also situates African folk music within a globalized context, recognizing the increasing influence of global music trends on young learners. While acknowledging the importance of global musical exposure, this paper argues for a balanced approach to music education one that integrates African musical traditions as a fundamental part of the curriculum, enabling Nigerian children to develop musical literacy that is culturally relevant and globally aware. The study contributes to the ongoing discourse on decolonizing music education in Nigeria, urging for a more inclusive and sustainable approach to music education that honors and preserves African cultural heritage.