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BUILDING THE CREATIVE POTENTIALS OF THE ADOLESCENT: THE CREATIVE DRAMATICS APPROACH




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BUILDING THE CREATIVE POTENTIALS OF THE ADOLESCENT: THE CREATIVE DRAMATICS APPROACH

















ABSTRACT
This work explores the various methodologies, principles, challenges and prospects in the development of children through the instrumentality of the Educational Theatre. This work borders on the prospects of Theatre Education for children, especially within the pre-pubertal stage as well as identifies problems and prospects that invariably arise from this sensitive collaborative interaction, between theatre and education. Chapter on introduces the background of the study, defines relevant terms and concepts, explains the significance, scope and research method of this research. Chapter two is the review of relevant literature through the use of appropriate sub-headings. Chapter three: it is the theoretical framework of the research. Chapter four deals strictly with the subject matter of the research critically, while chapter five concludes the research and makes relevant recommendations.














TABLE OF CONTENTS
Title Page -       -       -       -       -       -       -       -       -       -       i
Certification     -       -       -       -       -       -       -       -       -       ii
Dedication       -       -       -       -       -       -       -       -       -       iii
Acknowledgement    -       -       -       -       -       -       -       -       iv
Abstract   -       -       -       -       -       -       -       -       -       -       v
Table of Contents     -       -       -       -       -       -       -       -       vi

CHAPTER ONE
1.0      Introduction
1.1      Scope of Study
1.2      Definition of Terms
1.3      Research Method

CHAPTER TWO
2.0      Literature Review
Summary

CHAPTER THREE
3.0      The Concept of Education
3.1   Educational Theatre: A Conceptual Understanding
3.2   Theatre as Art and Subject
3.3   The Psychology of Children in Education
3.4   A Review of Published Plays for Children




CHAPTER FOUR
4.0      The Trends and Perspectives in Educational Theatre
4.1   The Development of Children in Educational Theatre
4.2   Problems and Prospects
        Summary

CHAPTER FIVE
5.1   Conclusion
5.2   Recommendation
        Bibliography
















CHAPTER ONE
1.0      INTRODUCTION
Theatre and education enjoy collaboration interaction. Both concepts are no doubt, possibly the two oldest phenomena in human history. Theatre is believed to be as man himself, embodying his first preoccupations his initial struggles, successes, set-back etc. education has always been the process by which a child or young adult develops the abilities, attitudes and other forms of behavior and social interaction which are of positive value to the given society. Theatre and education have always functioned symbiotically as integral aspects of individual self-enlightenment and training. It is appropriate to state that theatre and education both serve as the channel for better understanding of the environment as dictated by main economic, social and psychological needs. Both concepts are the most effective forces through which him (man) at the center of creation from where he established social relationships. Although it has long been agreed that the only way to build up a continuing audience for the professional adult theatre is to introduce children to the best possible expression of it and so inculcate the habit of theatre appropriate and education through theatre, in practice there seems to be apparent stumbling block to this lofty attempt. In most school, theatrical activates are not enshrined in the academic curriculum but are rather employed as extra-curricular activity mere recreation defined to break the monotony of classroom teaching. This misconception explains the use of theatrical activities strictly as embellishments or interludes during special activities. The reason for this may not be far-fetched. The near absence of a deliberate programme for the development of children in educational theatre and or, the lack of proper theatre training for the teachers who oftentimes are merely interactive teachers with little or no affinity towards the arts.
This research seeks to identify the methodology necessary for the development and inculcation of knowledge into children through the educational theatre, taking note of the problems and prospects as well as challenges that lay ahead.
1.1      SCOPE OF THE STUDY
This study will focus on the development of children through educational theatre without specifically citing any previously established school where such education takes place. This is due to the obvious limitation of finance needed to embark on research, however this research confines itself to theatre based programmes rendered as part of the curriculum content of schools targeted at children whether performed by adult or by children in public.
1.2      DEFINITION OF TERMS
EDUCATION:
        There are nearly as many definition of education as there are social scientists. This stems from the fact that educational system vary from one society to another and from one period to another. However, in this study, education is defined by Nwala (1975:13) thus:
…. The recognized method (formal or informal) whereby a person acquired most of his ideas, beliefs and attitudes, in shirt, his knowledge, skill and manner necessary not only to combat the hazards and problems of life (physically, theoretically and psychologically, and to secure the needs of life biologically, socially and economic) but also to fit into the company of human beings.

The above definition outlines the prominent characteristics of education. Umukoro (2002) defines as:


….Is the process by which the individual comes to terms with their self and the large human society in which he or she operates.

Wellbeing according to Olewe B.N (1995) development means growth or change, or planned growth. It is a carefully directed process of training for new ways of behavior.
COMMUNICATION
        It is an interactive process designed to provide the participants with one or more of the following values: enlightenment, education, information acceptance, knowledge, recreation, entertainment and change. It always involves giving and receiving or sharing of : communicable idea, information. Messages, facts, activities, situations and knowledge immediate of delay, in the process of communication (Emejulu: 1990).
One of the objectives of education is for development.
1.3      RESEARCH METHODOLOGY
The data gathering techniques is based on content analysis. Information on this study was gathered principally through library research, direct and observation and from documents such as text book journals articles etc.





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