CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Drama plays a very fundamental and significant role in the lives of students not only because it helps them to understand the world they live in but also to know how to adapt to the society they live in. It also helps them gain understanding in facilitating social integration through group interaction and effective communication. The curricular status of drama has been the subject of serious controversy ever since it made its incursion into formal education. Drama has always been seen as a mode of communication and a method of teaching other subjects, but not as a subject worth serious academic attention in its own right. (Umukoro, M.M. 2002, Drama and Theatre in Nigerian schools, chapter 1, pg 26-27, lines 3-6). This position obviously stems form a combination of prejudice and ignorance. “What is there to teach or learn about drama anyway, other than acting and dancing on the board” is the belief of most people. They do not understand that teaching and learning goes beyond just acting and dancing alone, it has its unique qualities that even set it apart from other literary genres of prose and poetry. Drama remains the strongest ally of education in the attainment of mutual objectives because it has its vital relevance in the lives of students by being a part of the human life and a medium of natural development. (Umukoro, M.M.2002, Drama and Theatre in Nigerian schools, chapter 1, pg 16, lines 16-17). Drama is concerned with action, doing and seeing and teaching is nothing but a process of action and communication. The teaching of drama in Junior Secondary Schools is relevant because it encourages the development of an individual’s personal resources. These resources are those of sensory perception, intellect, imagination, powers of concentration, physical and verbal skills and emotional control. (Umukoro M.M. 2002, Drama and Theatre in Nigerian Schools, chapter 1, pg 9, lines 11-5). Also the teaching of drama in Junior Secondary Schools brings about a child’s psychological, social and emotional growth. It brings about a child discovering his inbuilt talent, strength and weakness. Through drama a child discovers his intellectual ability to lead i.e. having a heart of leadership. Through the teaching of drama, a child discovers his future ambition or career. Drama also prepares a child towards future theatrical performances.
Drama is a unique tool to explore and express human feelings curbing societal vices. Tunde P. Osipeju’s THE GODLY AND THE UNGODLY is a play that focuses on the relevance of children drama. It teaches the benefits of discipline and hard work. It implores parents to teach their children the right things to do in life. The play also dwells on parents pampering their children leading them to destruction of their future. This is a step most parents take and they see it as a normal thing to do. The end result leads to regret. The play The Godly and the Ungodly by Tunde P. Osipeju is a good case study to be used on the relevance of teaching drama in Junior Secondary Schools in order to expose children to things they are ignorant of.
1.2 PURPOSE OF THE STUDY
The purpose of this study is to show the relevance of teaching drama in Junior Secondary Schools using Tunde P. Osipeju’s The Godly and the Ungodly as a case study. It will try to find out to what extent the teaching of drama in Junior Secondary Schools will add to the physical, psychological, emotional, social and developmental growth of a child. Finally it will indicate whether the teaching of plays has appositive or negative impact in the lives of students.
1.3 STATEMENT OF THE PROBLEM
This research is based on the relevance of teaching drama in Junior Secondary Schools. In most schools, drama is often employed as an extra-curricular activity, and a mere recreation designed to break the monotony of conventional classroom teaching, but it shouldn’t be.
(Umukoro, M.M, 2002, Drama and Theatre in Nigerian Schools, chapter 1, pg 34, lines 10-12). Rather than just being employed as an occasional event, drama should be seen as a project for all schools especially Junior Secondary Schools. Every student is expected to derive some benefits from it, either as an active participant on or off the stage. One major benefit is to make students become more tolerant of and towards one another, to become less inhibited in their attitudes. It also helps in the choice of their career.
This project will be focusing on the relevance and impact of teaching drama in Junior Secondary Schools using Tunde P. Osipeji’s The Godly and the Ungodly as a case study.
1.4 SIGNIFICANCE OF THE STUDY
The essence of this research is to find out the extent to which the teaching of drama in Junior Secondary Schools. It is also designed to find out if teaching of drama will bring about negative or positive impacts in the lives of students using Tunde P. Osipeju’s The Godly and the Ungodly as a case study.
1.5 SCOPE OF THE STUDY
The research study is to find out the relevance of teaching drama in Junior Secondary Schools using Tunde P. Osipeju’s The Godly and Ungodly as a case study.