Revitalising African Indigenous storytelling in education: The Unity School, Agbarho experience

Abstract

This study examines the role of African Indigenous narrative art in the Cultural and Creative Arts CCA Curriculum of Nigerian Junior Secondary School focusing on educational drama. The research examines how students learn in educational, cultural and moral values through this art form. The paper reveals that African indigenous narrative art facilitates comprehensive individual growth capability development, selfreliance, empathy, collaboration and interpersonal connections. This study employs a case study design, experiment with an intervention programme in a workshop setting at Unity School Agbarho, Delta State, Nigeria. Data collection involved participant observations researcher’s journal, interviews, assessments and students’ selfassessments. The participants consisted of seventy-nine (79) JSS 2 students. The cohort consists of thirty-eight (38) females and forty-one (41) males. The study findings indicate that incorporating African Indigenous narrative into educational Theatre effectively develops children’s moral and ethical principles as well as essential practical skills. To promote African Indigenous pedagogy and culture, the research therefore recommends incorporating African Indigenous narrative art into educational theatrical initiatives and the Nigeria Junior Secondary School CCA curriculum.