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Author(s): Augusta Arko-Mensah.

Volume/Issue: Volume 7 , Issue 2 (2024)

Abstract:

One of the areas of school music that have drawn attention to researchers is how music performances can be analysed by way of assessment to obtain objectivity in awarding specific grades to students involved in the performance. This paper highlights Ethnomus assessment tool, a culturally contextualised analytical tool for analysing and assessing school musical performances objectively. Additionally, it sheds light on prevalent notions of discussing music using Western musical discourse theories. Simultaneously, it establishes specific analytical frameworks that are adapted to the cultural context for the evaluation of music performances in Ghanaian educational institutions. The paper was approached topically and deductively in order to unravel situations of subjectivity and narrowness of the Westernised analysis and projects a thought that comprehensively situates itself within an African context for music performance assessment. The core of the Ethnomus assessment is in how the cultural elements have been used in the performance as well as the thoughts of audience about the performance. Three people are involved in the assessment procedure: the teacher, the student (performer) and the audience. The paper establishes the Ethnomus assessment tool for school music performance, aiming to contribute to the ongoing discourse in this field and promote objectivity within the specific context of Ghanaian culture. The recommendation is made for educators and musical analysts to adopt a holistic approach, drawing upon the Ethnomus assessment presented in the paper as a foundation for their assessments and analyses. This approach is envisioned to enhance the depth and objectivity of evaluation of musical performances in schools within the Ghanaian cultural milieu.

Keywords:

Ethnomus, Analysis, Assessment, School music, Musical performance, Performative analysis.

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