Abstract:
Singing and dancing in traditional Maasai society of Kenya are important avenues for learning. While singing is the production of melodically vocal sounds, dancing entails rhythmic body movement. Singing and dancing are intertwined. Reviewed literature principally examined singing and dancing in Western cultures. As a result, there exists a knowledge gap with respect to learning experiences posted by singing and dancing in indigenous societies. This study examined the characteristics of indigenous Maasai singing and dancing and explained the elements of their learning experiences. The study also determines the implications of indigenous songs and dance for curriculum reform. The study collected data through library and archival search and respondent interviews of elders, youths, chiefs, education officers and head teachers. Data was also collected using focus group discussions of secondary school students. The study established that Maasai people’s indigenous songs and dance have significant learning experiences. Such songs and dance are all inclusive pastime and learning avenues that derived their contents from societal history, culture, and nature. Indigenous Maasai songs have distinct implications for school curriculum reform in Kenya. The study concluded that indigenous Maasai songs and dance transmit significant learning experiences that are relevant to life in that society.
