ABSTRACT
In the 1989/90 academic year the Department of Fine and Performing Arts (DFPA),
University of Dar es Salaam, established the Children?s Theatre Project (CTP) which
involved pupils in a number of primary schools in Tanzania. The project was carried out in
two phases. Phase one centred on training teachers in skills to organise and run children?s
groups through workshops. The second phase focused on the use of Theatre as a Teaching
Methodology. This study is a critical examination of Theatre as a Teaching Methodology in
Tanzanian, formal primary schools. It investigates two key questions: Firstly, In what way
might the CTPs Theatre as a Teaching Methodology work together with Drama in Education
methodology? and secondly, What effects might the integration of Drama in Education
pedagogy have on CTP? The theoretical framework to this study is informed by Drama in
Education pedagogy which considers the use of theatre elements as essential in achieving
both its ?pedagogical objective? and its ?artistic objective? (Bolton, 1993). The critical
pedagogy theory which focuses on reconstructing the experience of students and which
claims that ?reality is neither objective nor subjective but a complex combination of both
perspectives? (Carroll, 1996, p. 76) is applied to this study. The study utilises a qualitative
research methodology, in particular a case study approach to data collection and consists of
three kinds of data collection instruments; observation, in-depth open-ended interviews, and
written documents from the CTP?s records. It was noted that while Drama in Education
focuses on the process rather that on the product, Theatre as a Teaching Methodology is
largely concerned with the concept of using classroom drama and traditional theatre forms to
perform within the classroom. The findings demonstrate that both approaches under study are
particular to learning and teaching, and resonate with a critical pedagogy in which learning
and teaching are child centred. Though there is a distinction between Theatre as a Teaching
Methodology and Drama in Education, the tools are the same: the elements of theatre crafts
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(Wagner, 1980). However, it was revealed that there is no clearly articulated structure for
Theatre as a Teaching Methodology, thus a need to integrate the Drama in Education
structure is inevitable. These structures and their effectiveness have been proved both inside
and outside Africa (O?Toole, 1992; Nebe, 1991, 2008; Simpson and Heap, 2002; and Carter
and Westaway, 2001). The study recommends the CTP and education authorities in Tanzania
to explicitly consider the theoretical foundations which underpin their claim of child
centeredness by providing proper formalised education to all pre-service teachers. In other
words, the inclusion of accredited drama and theatre pedagogical courses in teachers? training
colleges is needed rather than ad-hoc, tailor-made courses and workshops.
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DECLARATION
I, Delphine Njewele, declare that this dissertation is my own original work. It is being
submitted in partial fulfilment for the degree of Master of Arts (Dramatic Arts) to the
University of the Witwatersrand, Johannesburg and that it has not been presented to any other
university for a similar or any other degree award.

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Signature
Delphine C. Njewele
25 day of August 2009

ACKNOWLEDGEMENTS
The completion of this report has been possible through the support and help of many people.
My profound thanks to all those who have helped me along this academic journey; I am very
grateful to my supervisor Prof. Hazel Barnes whose efforts, time, encouragement and
willingness to help; together with constructive criticism have enabled me to successfully
accomplish this work. With her is Coordinator of the Drama for Life programme, Mr. Warren
Nebe. His time, encouragements and supervision have made the original idea for this study
mature into an ideal academic work.
I extend my deep gratitude to Drama for Life lecturers and specifically Prof. Christopher
Joseph Odhiambo, and Dr. Kennedy Chinyowa for their encouragement and help in the
various stages of this study. I am grateful to my colleagues and classmates of the 2008
Masters in Dramatic Arts and Drama for Life Scholars especially Selloane Mokuku for the
support they have shown throughout the period of the study.
I cannot express the deep appreciation I have to the Witwatersrand University for awarding
me a place to study and the University of Dar es Salaam for granting me permission to study
at Wits.
I also wish to extend my thanks to my family, particularly my husband Rainard John
Kayombo and my daughter Janneth who missed my immediate care and love. With them are
my young brothers, especially Gaston Njewele, my young sister Edelfrida and children Sara,
Baraka, Marietta and my nephew Salumu Mpando. Their great endurance during the whole
period of schooling for my MA degree, understanding, encouragement, and praying
facilitated the completion of this work. I also thank my parents, Mr. Cosmas Njewele and
Mama Anna I. Munyuku for their encouragement, prayers and blessings during my entire
academic life. They have shown me a light.
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Finally, I wish to acknowledge and thank my sponsor, the GTZ, without which I could not
have been able to pursue my M.A studies.
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ABBREVIATIONS
CTP- Children?s Theatre Project
DFPA- Department of Fine and Performing Arts
DIE- Drama in Education
Ed-SDP- Education Sector Development Programme
EFA- Education for All
EPF- Education Programme Fund
ETP- Education Training Policy
MoEC- Ministry of Education and Culture
MoEVT- Ministry of Education and Vocational Training
PEDP- Primary Education Development Plan
Sida- Swedish International Development Agency
TIE- Theatre in Education
TFD- Theatre for Development
UPE- Universal Primary Education
UDSM- University of Dar es Salaam

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TABLE OF CONTENTS
Abstract i
Declaration iii
Acknowledgement iv
Abbreviation vi
Table of Contents vii
CHAPTER ONE
Introduction and Rationale
1.0 Introduction 1
1.1 Historical Background of the Children?s Theatre Project. 1
1.2 Definition of Terms 4
1.2.1 Theatre and Drama 4
1.2.2 Theatre as a Teaching Methodology and Drama in Education 6
1.3 Aim 7
1.4 Research Questions 8
1.5 Rationale 8
1.5.1 CTP and Teaching Experience 8
1.5.2 Drama in Education 9
1.6 Overview of Research Report 12
CHAPTER TWO
Literature Review
2.0 Introduction 14
2.1 Culture and Education 14
2.2 Tanzania and the History of Drama in Formal Schools 17
2.3 The Field of Drama in Education 20
2.4 Criticisms of Drama in Education 21
2.5 Conclusion 23

CHAPTER THREE
Methodology
3.0 Introduction 25
3.1 Qualitative research methodology 25
3.1.1 Case study 26
3.2 Data collection techniques 29
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3.2.1 Observation and field notes 29
3.2.2 Interviews 30
3.2.3 Documentation 32
3.3 Data Analysis 32
3.4 Ethical considerations 32
3.5 Theoretical Framework 33
3.5.1 Elements of Theatre 34
3.5.2 Critical Pedagogy 36
3.6 Conclusion 40
CHAPTER FOUR
Data Presentation part I
4.0 Introduction 41
4.1 Historical overview of the Children?s Theatre Project and Three Primary Schools
within the Study 42
4.1.1 Background Information on CTP 42
4.1.2 Short Profile of the Schools within the Study 45
4.1.2.1 Uhuru Mchanganyiko Primary School 45
4.1.2.2 Makamba Primary School 46
4.1.2.3 Mwenge Primary School 47
4.2 Contextualisation of Theatre and Drama within CTP 47
4.3 The Framework of Theatre as a Teaching Methodology 50
4.3.1 History and Practice 50
4.3.2 Approaching New Syllabus 52
4.3.3 Teacher -Pupil Relationship 54
4.3.3.1 Teacher -Pupil Relationship and the Lesson Planning 55
4.3.3.2 Teaching and Learning Strategies within Theatre as a Teaching
Methodology 57
4.3.3.3 Teacher- in-Role 58
4.3.3.4 Reflection, Evaluation and Questioning 59
4.3.4 Elements of Theatre 61
4.3.4.1 Focus 61
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4.3.4.2 Dramatic Tension, Signs and Symbols 62
4.3.4.3 Role 63
4.3.4.4 Time 64
4.3.4.5 Negotiating Classroom Drama 65
4.4 Conclusion 68
CHAPTER FIVE
Data Presentation Part 11
5.0 Introduction 69
5.1 Theatre as a Teaching Methodology as an Under-Valued Pedagogy 60
5.2 Teacher?s Responsibility 71
5.3 Planning and Framing the Lesson Structure 72
5.4 Conclusion 76
CHAPTER SIX
Conclusion and recommendation
6.0 Introduction 78
6.1 The Potential of Theatre as a Teaching Methodology and Drama in Education 78
6.2 The Possibilities of Synergy between Theatre as a Teaching Methodology and
Drama in Education 80
6.3 Recommendations 82
REFERENCE LIST 84
APPENDIX ?A? Key Interview questions 90
APPENDIX ?B? Research Permission Letter 92
APPENDIX ?C? Letter of Introduction 93
APPENDIX ?D? Letter of Informed Consent 94
APPENDIX ?E? Research Clearance Certificate 95