The use of African music in the classroom ought to take place through approaches that are consistent with the genre. This book identifies and investigates the viability of call and response, cyclic and multi-part music-making procedures. The prominence of the call and response procedure in indigenous Kenyan music is identified and explored as a possible model of curriculum design and implementation. The book reports results of an experimental study carried out in secondary schools in Kenya, using this procedure. In this regard, this book recommends the Embedded Pathway (EP) Approach - a...