位在奈及利亞德爾塔州具有種族國族特色的歐克帕（Okpe）王國，它的文化包括被視為是土著知識系統、宗教信仰、儀式和社會慶典紀念活動的許多音樂藝術創作和舞蹈形式，這些音樂舞蹈藝術可以同時滿足一定的哲學理性思維與社會道德義務。其文化中的音樂藝術成分自成系統，以象徵形式的詩歌來包裝土著知識，並製作成音樂傳播給大眾，藉此傳授知識，並且代代相傳於後代子孫。這裡所指的表演成分，為即興組成並演出的音樂片段，通常受到當時客體或主體人物和周圍環境變化的影響。鮮有非洲音樂教育家，能夠將社會的土著知識系統的音樂藝術予以整合並套用至教育心理學和教學中，作為動力。本文的主要目的，在於檢視音樂藝術成分及表演成分，作為土著知識系統，如何透過詩歌在社會中呈現，以及在音樂教育課程中加以強調此特點的必要性。

Okpẹ is an ethnic nationality in the central district of Delta State, Nigeria whose culture is rich in heritage that includes many musical arts creativity and dance forms, which serve as indigenous knowledge systems and are associated with religious beliefs, ritual and social observances for satisfying and fulfilling certain philosophical requirements and socio-moral obligations. Musical arts composition in the culture is a system by which indigenous knowledge is packaged poetically in symbolic forms and crafted into musical communication directed to an audience, in order to impart certain relevant knowledge and to store same in reflective and enduring manners for posterity. Performance-composition, in this context refers to any musical piece composed and performed extempore as performance is in progress, usually influenced by the characters of objects or subjects and developments in the immediate environment. It has never really occurred to many African music educationists that it is necessary to integrate and apply the musical arts indigenous knowledge systems of the society to
the dynamics of educational psychology and teaching-learning. The primary objective of this paper is to examine how musical arts composition and
performance-composition poetically function in the society as indigenous knowledge systems and the necessity of emphasizing it in music education curricula.