The process of curriculum implementation involves helping the learner, who is central in curriculum implementation, acquire knowledge or experience. Implementation takes place as the learner acquires the planned experiences, knowledge, skills, ideas and attitudes that are aimed at enabling the learner to function effectively in a society (Delport and Dhlomo, 2010). However, the KNEC reports (2005-2012) reveal that a number of music candidates perform dismally and it may be inferred that they cannot function effectively in the music career. In producing proficient musicians that can be absorbed in the labor market, teachers are identified as agents in curriculum implementation process. With a focus on the teachers of music, this paper identifies pedagogical issues they face through implementation of the curriculum content. Form three music teachers and students in Nairobi County was the target population. A descriptive survey was conducted on both groups. Purposive sampling was used to select 23 schools that offer music and 23 music teachers that teach music in Nairobi County. Music students were selected using simple random sampling. A total of 180 out of 360 form three music students and 23 teachers participated in the study. Data was collected using questionnaires, classroom observation schedule and focus group discussions. Data was then analyzed using descriptive statistics and computation of the empirical data done using statistical package for the social sciences (SPSS). Theoretical instructional methods, inadequate pre-service training in specific content areas and negative attitude towards music among others were some of the pedagogical issues faced by music teachers in the implementation of the music curriculum.
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