PEDAGOGICAL APPROACHES AND CULTURAL VALUES IN NNWONKORO

Abstract

Nnwonkoro, a traditional female choral musical type among the Ashanti of Ghana, serves as artistic expression and an educational tool for transmitting cultural values, ethics, and historical narratives. Despite its cultural significance, scholarly engagement with its pedagogical dimensions remains limited, with most existing research focusing on its performance traditions. This has left a gap in understanding the instructional methods and social values embedded in vocal traditions such as Nnwonkoro. This study addresses this gap by exploring the pedagogical approaches inherent in Nnwonkoro music and how they contribute to knowledge transmission within Ashanti communities. Using an ethnographic research design—including participant observation, interviews with practitioners, as well as discographic engagement—the study examines various pedagogical dimensions of Nnwonkoro that can inform music teaching and learning in Ghanaian schools. Additionally, it highlights cultural values embedded in Nnwonkoro performance, such as social cohesion, respect for elders, and the reinforcement of gender roles. Findings suggest that Nnwonkoro is not merely an artistic performance but a vital pedagogical tool that integrates music with social and moral instruction. The study contributes to broader discourses on indigenous African music education and offers practical insights into how traditional musical type like Nnwonkoro can be adapted into contemporary educational frameworks, particularly through culturally responsive curriculum design and community-based pedagogies.