Implementation of a computer-assisted method in teaching the Nyunga Nyunga Mbira

Abstract

The study focuses on implementing computer-assisted instruction (CAI) as a method in teaching the nyunga nyunga mbira, to first-time music students at university. The research was undertaken at Midlands State University (MSU) in the Department of Music and Musicology I worked in the above department at MSU. I adopted the learner-centred and constructivist approach in my teaching. The study observed the cognitive load theory in multimedia, which calls for learning experiences commensurate to the mental capacities of students. Over- or under-loading students results in unfulfilled needs in teaching and learning. I enabled students’ involvement to give room to discovery learning. Through action research I aimed to find the efficacy of computer-assisted method, in teaching the mbira instrument. I chose 16 students (5 females and 11 males), on the basis of convenience and availability as music students. The 16 students covered 4 hours every week for two semesters, giving a total time of 128 hours of instruction and practice. The students were exposed to 10 nyunga nyunga mbira tunes. The method provided guidance to the playing of the instrument via the colour code (black, green and red) and audio playback. The method used a software based tuning guide for performers to tune their instruments. The method however requires adequate resources in basic computer skills, staff notation, rhythm and pitch prior to teaching. The study reveals that students need adequate materials and apt work (cognitive load theory) to avoid over and under loading them. Also playback enables students to gradually gain confidence as they learnt to play the tunes, the volume and tempo are adjustable to suit the needs of students. I discovered that the instructor should analyse and study each tune carefully so that complex tunes are taught at a later time after students have gained confidence in using the method. It was noted that materials for teaching should be sequenced from simple to complex to enable skills acquisition. All the students managed to play the 10 tunes at their own paces as their performance was above average. It is concluded that CAI requires sufficient guidance to reduce on instructor’s personal involvement. The method requires enough resources in terms skills of instructors, and purchase of requirements, in computers and notation software. It is practically feasible to apply CAI as a method in the tuition of the nyunga nyunga mbira. I recommend the use of the colour code instead of numbers as aide to sight-reading. Complex tunes require more time hence their introduction should be delayed. Basic knowledge in computers and music theory are critical for students to play mbira using CAI. The size of class should range 15-20 and a number more than 20 should be divided into two groups for adequate management of resources. I recommend that research be done with other mbira types played at universities.