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Theatre as a Tool for Communicating Hand Washing Among Primary School Pupils

Theatre as a Tool for Communicating Hand Washing Among Primary School Pupils

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DEDICATION

This research material, titled “Theatre as a Tool for Communicating Hand Washing Among Primary School Pupils” is dedicated to God for His boundless grace and guidance. It is also a tribute to all computer enthusiasts whose contributions made my research journey smoother and enriched my documentation process, making the experience truly fulfilling.



ACKNOWLEDGEMENT

I am profoundly grateful to everyone who contributed to the successful completion of this project. I am especially grateful to my Supervisor (Name), the Head of Department (Name), and the Lecturers in the Department of Theatre Arts for their invaluable guidance and support. I also acknowledge the contributions of authors and scholars whose works on Theatre as a Tool for Communicating Hand Washing Among Primary School Pupils provided essential insights. Special thanks go to my study area (and any funding organizations, if applicable) for their financial assistance. I am equally thankful to stakeholders, including mentors, teachers, and colleagues, for their encouragement and support. Finally, I deeply appreciate my family and friends for their patience and unwavering support throughout this journey. Your contributions have been instrumental in making this research a reality.



ABSTRACT

This research work examines Theatre as a Tool for Communicating Hand Washing Among Primary School Pupils in an attempt to assessing the importance of Theatre to children and how it serves as a platform for learning and not just for entertainment. Further it goes to show also that (Theatre) serves as a place for connection of attitude and behaviours, this attest to the fact that it teaches good morals to children both in comic and serious issues. Different theatre activities were used ranging from games and exercises, songs and dances, story-telling, role play and hand washing exercises. The pupils were the stakeholders in the practical field work, with the researcher as the facilitator using all these activities as tools of analysis and the research methodology.


Theatre as a Tool for Communicating Hand Washing Among Primary School Pupils

CHAPTER ONE

1.0 Introduction

Theatre is not just another genre, it is one amongst many. It is the only genre in which today and every day, now and always; living human beings address and speak to other human beings. Because of that; theatre is more than just a performance of stories and tales, it is a place for human encounter, a space for authentic human existence. It can also be seen as a building where a live performance takes place such as a play or dance or a place where people gather to watch performances for relaxation. Theatre can be seen as a variety of art forms showcased in and outside the building and is seen as activities that man engages in. It is a conscious activity of man sometimes used to relate to specific activities of man with certain features of performance and worship.

Theatre is used to denote specific conscious activities (design activities). It is an art which encapsulate varieties of art form which entertains, communicate, educate and enlightens. It shows the relationship between humans and the society, man tries to penetrate the deep mystery of life and consciously develops theatre in order to correct what is wrong, which makes man a gregarious animal. The word theatre is also originally Greek, where the term is used to mean a seeing place. The theatre is therefore a place where we go to watch and participate in a kind of Fantasy-life or imaginary life or world of elusion or world of make believe. In other words, it is a place where we go to eave-drop into the life of other people. Theatre is also used to refer to events such as play performances which are organized for the viewing delight of the audience, as well as its use to refer to ritual, ceremonies and festivals. The purpose of which may be or not be the delight of anybody or audience.

…

CHAPTER TWO

2.0 Literature Review

2.1 Introduction

This chapter focuses on the review of related literature. A literature review includes the current knowledge as well as theoretical and methodological contributions to a particular topic. It documents the state of the art with respect to the topic you are writing. It surveys the literature in the topic selected. In this research work the literature review includes the conceputal review, theoretical framework, the review of related literature …

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Defense Procedure for Theatre Arts Researchers

In preparation for defending a project or seminar on Theatre as a Tool for Communicating Hand Washing Among Primary School Pupils, it is imperative that as a nursing student, you demonstrate comprehensive knowledge of your research. The defense process is structured to include presenting your work, answering questions, and illustrating its pertinence. Initially, provide a succinct yet thorough introduction to your research topic, emphasizing its importance and the objectives, ensuring that both the audience and the External Examiner can understand the scope of your study.

Prior to your defense, be thoroughly acquainted with your research abstract and the critical elements of Chapter One, including motivation for embarking on this research, problem statement, objectives, and significance. In Chapter Two, be ready to cite at least two references from the literature review. For Chapter Three, you should be equipped to discuss the methodologies, tools, and techniques utilized. In Chapter Four, defend your research by justifying the findings and linking them to your research objectives.

Conclude your defense by succinctly summarizing the study and offering insightful, evidence-based recommendations. A professional dress code, such as wearing a suit and tie, is vital to create a favorable impression and elevate your presentation.

During the question and answer segment, the External Examiner may pose questions pertaining to your research. If confronted with a challenging or irrelevant question, respond diplomatically with, “Sorry, Sir/Madam, the question asked is beyond the scope of my study.” Whenever possible, direct your answers back to your research findings to reinforce your expertise.

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