REPOSITIONING CHORAL CONDUCTING IN NIGERIAN UNIVERSITY EDUCATION: A PERFORMANCE-BASED AND INTERDISCIPLINARY APPROACH

Abstract

Choral conducting and directing remain critically underrepresented and insufficiently theorised within the Nigerian university education due to curriculum marginalisation, lack of formal mentorship, and the dominance of Western paradigms that undervalue indigenous musical expressions. Thus, this paper sought the repositioning of choral conducting as a central, autonomous, and interdisciplinary component of music education in Nigeria. The study examined factors contributing to the academic neglect of choral conducting, established its pedagogical and cultural significance within Nigeria’s higher education system, and examined challenges encountered in choral conducting in Nigeria. This study was guided by ethnomusicology and performance studies as interpretive lenses, which provide a lens for understanding conducting as both a learned skill and a culturally embedded performance practice. Methodologically, the study employed case studies and archival research to construct a historical and analytical account of choral conducting practices in Nigeria. Findings revealed systemic gaps in curriculum design, training resources, institutional support, and tensions between Western and indigenous traditions. However, the study also identified models of excellence among Nigerian conductors who creatively integrate local idioms with global standards. The conclusion emphasised the need to recognise choral conducting as an academic and cultural enterprise. The study recommended curriculum reform, establishing dedicated training programmes, faculty development initiatives, and institutional partnerships with professional choirs and global networks as a professionally viable discipline within Nigerian university education. Keywords: Choral Conducting, Nigerian Music Education, Performance Studies, Interdisciplinary Pedagogy.