An Ethnomusicological Analysis of Selected Indigenous Amharic Children’s Songs in Selected Government and Non-Governmental Primary Schools in Addis Ababa

Abstract

This study explores the Ethnomusicological features of selected indigenous Amharic children’s songs in both government and non-governmental primary schools in Addis Ababa. It aims to examine the musical, linguistic, and cultural elements embedded in these traditional songs and assess their roles in children's socialization, moral education, and identity formation. The study employs qualitative research methods, including interviews, participant observation, and audio-visual documentation. Songs were classified into categories such as play songs, lullabies, and moral instruction songs. Musical and lyrical analyses were conducted to uncover patterns, themes, and educational implications. The findings reveal that indigenous Amharic children’s songs are rich in poetic devices, traditional melodies, and cultural values. These songs contribute significantly to children’s cognitive, emotional, and ethical development. Moreover, variations were found in how the songs are used and perceived across government and non-governmental schools. The study concludes with recommendations for incorporating indigenous music into formal education and preserving these cultural expressions for future generations.