Journal of Development Communication And Applied Theatre

This study investigated the impact of subsidized drama presentations as a tool for moral pedagogy among rural, socio-economically disadvantaged teenagers within Kanke Local Government Area (LGA) of Plateau State, Nigeria. Utilizing a qualitative case study design, the research explored a pro-bono delivery model of educational theatre and evaluated how exposure to ethically themed drama influences perceived moral reasoning and pro-social awareness among students. While the outreach performances reached an overall audience of 3,824 students across twelve secondary schools, a focal sample of 300 senior secondary students and their teachers participated in semi-structured interviews and field discussions. The Theatremass drama unit presented a repertoire focused on honesty, integrity, empathy, and civic responsibility. Qualitative data gathered via interviews, field observations, and post-performance focus group discussions were analysed thematically. The findings indicated a notable improvement in students‘ moral awareness, value clarification, and self-reported pro-social intentions. The study concludes that subsidized drama presentations serve as an engaging, accessible, and culturally resonant pedagogical tool for fostering character development in underserved rural settings. Recommendations include formal policy integration of educational drama into rural school curricula and enhanced corporate and institutional funding for arts-based interventions.

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