SETBACKS ON IMPLEMENTING NEW THEATRE ART SYLLABUS 

In 1997, the ministry of education and culture promoted the enactment of a National Culture Police by Parliament. The police, among other things, recognized that the arts are so vital in the development of the national that they deserve to be taught as independent lessons in the classroom. “Pre-primary, primary, secondary, and teachers college curricular shall include art subjects, e.g. music, fine art, hand crafts and theatre arts. Further more these subjects shall be examinable in continuous assessment and final examination of these levels of education”. (Ministry of Education and Culture1997:4) the Tanzania Institute of education and Vocational Training introduced a new Theatre art syllabus, which replaces the 1997 Theatre art syllabus. Its implementation was to start in 2008 in form I and would reach form IV in 2011. Theatre art as a school subject aim to communicate what knowledge and skills the students are expected to develop in dance, music, theatre and visual arts. The intended result is to affect the students with; the development of effective, cognitive psychometric skills in the arts, the joy of self expression and aesthetic awareness, a person connection with community heritage and the achievement of life skills. I, being an expert in this field, I conducted the research entitled: The challenges facing students in introducing theatre art in Secondary schools. My case study was Darajani secondary School at Marangu Kilimanjaro. Through my research I found that there are problems on the implementation of the new theatre art syllabus. Some of those problems are as follows; There are insufficient Theatre art teachers. This is due to the fact that there are few arts teachers training colleges. Example in 2007, at Butimba Teachers college graduation, there were only 2 students in Theatre art, 2 in fine arts and 1 in music. In order for the Theatre art subject to be successful, the government has to insure that there are enough teachers to implement the theatre art syllabus. Another setback of the new Theatre art syllabus is lack of teaching and learning materials. Example; there are no reference books. Reference books help the students to explore the subject into details and hence come up with proper understanding of the subject. The government has to provide the schools with books and special theater rooms for practicing and performing theatre works. These will not only improve the understanding of the students but also attract more students to join the Theatre art subject since the subject is optional. Further more, the students lack their traditional culture knowledge which is the base of theatre art. The main reason being the effect of colonialism and globalization. Addressing Parliament on December 10, 1962, Late President Nyerere said: “Of the crimes of Colonialism there is none worse than the attempt to make us believe we had no indigenous culture of our own; or that what we did was worthless – something of which we should be ashamed, instead of a source of pride ….. When we were at school we were taught to sing the songs of the European … Many of us have learnt to dance the “rumba” or the “chachacha” to rock-en-roll and to twist and even to dance the “waltz” and the “foxtrot”. But how many of us can dance and have even hear of the Gombe Sugu, the Mangala, and the Konge …… So I have set up this New Ministry to help us regain our pride in our CULTURE” (Ministry of National Youth and Culture, 1974:2). Through globalization, the traditional ways of passing the traditional values from one generation to another is gradually disappearing. Elders have no time to sit down with their children. They both spent time by reading, listening and watching programs which are mostly westernized. As a result, the children devaluate their cultures and see them as outdated. To solve the culture problem, students have to be taught the importance of their culture and the way of preserving it. They have to be taught how to use technology in a more positive way of regaining and modernizing their culture heritage. Digitalization poses certain dangers to the students, but these dangers lay in the limited ways. Digitalization has much more to offer than being culture deterioration mechanisms. It can help the students to trace the evolutions of international dimensions within a national culture, understand links between visual and the performance arts and appreciate the relative role of each in different cultures. Electronic media can help the students to record particulars as well as universals and in the process stimulate the elusive quality of uniqueness. Another challenge is the language. Language is more than just a means of communication. It influences our culture and even our thought processes. The newly established theatre art syllabus indicates the medium to be used in teaching and learning is English. This language poses many difficulties to the students within learning and understanding the theatre arts subject. There fore to improve the understanding of the students and preserve our culture, it is important to use Kiswahili Language as teaching media in this subject. 

Godfrey Mmasy 

Hedmark University College - Norway

Faculty of Education and Science.

goodymmasy@yahoo.com

THEATRE ARTS IN SECONDARY SCHOOLS

THEATRE ART IN SECONDARY SCHOOLS, 

THE BRIGHT FUTURE OF TANZANIA

In resent time, the Tanzania Institute of education and Vocational Training introduced a new Theatre art syllabus which replaces the 1997 Theatre art syllabus. Its implementation was to start in 2008 in form I and would reach form IV in 2011. Theatre art as a school subject aim to communicate what knowledge and skills the students are expected to develop in dance, music, theatre and visual arts. The intended result is to affect the students with; the development of effective, cognitive psychometric skills in the arts, the joy of self expression and aesthetic awareness, a person connection with community heritage and the achievement of life skills. Core espouses no specific methodologies, but supports the experiential of primary arts skills as a nature vehicle for discovering the attendant history, culture aesthetics, critiquing, and other relevant connections to the student’s world in and out of the school. The core centers on discovering the joy, richness and depth of the arts through active involvement with the art form. Theatre Art strengthen and advance the kinetic, pragmatic, playful, curious, creative, sensitive, and imaginative nature of the students through self expression, heightened perception and development of skills indigenous to dance music, theatre and visual arts. To deepen the understanding of the traditions and cultures of various people and communities, recommended music, art, literature and folk arts are coordinated in the theatre subject. Students arrive at school with their rudimentary skills as playwrights, actors, designer directors and audience members. Theatre education builds on this solid foundation. General competences expected to theatre arts students are; Demonstrate, promote and perform theatre art works. I, being an expert in this field, I have conducted the research entitled: The challenges facing students in introducing theatre art in Secondary schools. My case study was Darajani secondary School at Marangu Kilimanjaro. Through my research I arrive to the conclusion that Theatre art subject allows the Tanzanian students to understand their community and preserve their culture and understand others in new ways, perhaps more than any other subject. Addressing Parliament on December 10, 1962, Late President Nyerere said: “Of the crimes of Colonialism there is none worse than the attempt to make us believe we had no indigenous culture of our own; or that what we did was worthless – something of which we should be ashamed, instead of a source of pride ….. When we were at school we were taught to sing the songs of the European … Many of us have learnt to dance the “rumba” or the “chachacha” to rock-en-roll and to twist and even to dance the “waltz” and the “foxtrot”. But how many of us can dance and have even hear of the Gombe Sugu, the Mangala, and the Konge …… So I have set up this New Ministry to help us regain our pride in our CULTURE” (Ministry of National Youth and Culture, 1974:2). Theatre art provides training in the very practical aspects of communication so necessary in today's increasingly information-centered world. Students who participate in Theatre art are less likely to have difficulty speaking in public, will be better able to put themselves into others' shoes and relate to them, and will have a more positive, confident and self image. Participation in Theatre art activity requires self-control and discipline that will serve the student well in all aspects of life. Students in Theatre art learn to work together, to cooperate, and to find the best way for each member of a group to contribute, and to listen to and accept the viewpoints and contributions of others. Hence Theater art subject is an important tool for preparing students to live and work in a world that is increasingly TEAM-ORIENTED. The government has to ensure that there are enough teachers so that the Theatre art subject shall be taught in all secondary schools so that Tanzania will have the bright future through Theater art. 

Godfrey Mmasy 

Hedmark University College Norway  

Faculty of Education and Science 

goodymmasy@yahoo.com