Interrogating and Intersecting Music Pedagogy and Teaching Patterns In Contemporary Nigeria Music Industry

There has been a shift in the music industry that has emphasized the need for students to meet the expectations of the music business, and excel in various roles as graduates of Music. Music education in higher institutions must align its focus towards producing marketable students that possess artistic skills and musical technological proficiency. This study explores various teaching strategies and approaches, including integration of music technology, active participation learning, multi-sensory learning, and individual methods capable of assisting in the attainment of these expectations. It recognizes the value of transformative learning theory of Jack Mezirow and O’Sullivan to achieve artistic potentials for the learner. Intersecting these new concepts of music pedagogy to contemporary teaching meets the evolving career and skill demands of the music industry. What can be done as music educators to impinge on theseparadigms to influence the students’ musical interest, and more importantly, help them to face challenges in finding employment and overcoming the standard of the evolving music industry? The methodology adopted for this research anchored on interviews, library sources, as well as explanatory elements. The research reveals and emphasizes the importance of constant self-education for music educators, reforming music education in higher institutions, specifically through intersecting music pedagogy teaching in contemporary Nigeria with a view to aligning with evolving career demands of the music industry. This will assist the students to push the bar of musical art education to new heights, facing challenges of job placement, as well as meeting and surpassing the standard of the evolving music industry across the globe.