![]() The terms of inquiry are focused on features of lesson dialogue, including representations of others as emblems of authority, the teacher’s initiation of tasks, student responses and teacher feedback. Specifically, an analysis is made of a single studio lesson given by an expert saxophone teacher to an undergraduate student. This qualitative case study seeks evidence of authority in advanced studio behaviour, through Bakhtin’s account of dialogism and authoritative discourse and theories related to direct instruction. Concerns have been raised in general education theory about the limitations of such approaches, but they have been little researched in the context of studio teaching. Authoritative approaches have been described variously as systematic instruction, direct teaching and teacher-centred, and they appear to be widely accepted in music education, and sought by advanced students. The purpose of this paper is to explore authoritative discourses in advanced studio lessons. The paper concludes that until significant musical theories and conceptual approaches emerge from extensive fieldwork into Nigeria's diverse musical cultures, it will be difficult to develop and sustain an authentic and functional music education framework in Nigeria. The paper further identifies public perception of music as a Christian subject as one of the obstacles to an effective music education delivery system in Nigeria. There is also a structural defect in the vertical relationship between the various levels of music education in the state. The paper observes that the noble idea of bi-musicality, a concept that stresses musical literacy in both one's own culture and that of the West is hampered by lopsidedness, crisis of perspectives and inadequate resource materials and persons. Data were gathered primarily from field situations using empirical and deductive methodologies and secondarily from government publications and other publications related to the subject matter. ![]() Specifically, this research paper sets out to evaluate the success or otherwise of the music education delivery system in Kwara state of Nigeria and its implications for the goals of music education in Nigeria. ![]() There is however the need for periodic assessment and evaluation. Every educational system has its goals and objectives, curricula and modes of implementation. ![]()
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