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INTRODUCTION
1.1 Introduction
This research attempts an appraisal of folkloric forms in Tiv Plays as a vehicle for cultural
education. The purpose is to determine the effective use of these folkloric forms in the plays
as instrument of cultural education. The study is propelled by the fact that cultural values in
our society are fast being eroded to a point of going comatose. The use of isolated folkloric
forms instead of epic stories that are rooted in the culture and tradition of the people in some
plays that serve as media of cultural transmission is also a propelling factor. A particular
attention is paid to the significance of folklore as cultural material for playwriting and the
adequate use of the material as vehicle for conveying culturally relevant education in three
Tiv modern plays; Hagher‟s Swem Karagbe (1979), Gbilekaa‟s Prized Chickens are not
Tasty (2002) and Gande‟s The Rebound (2010). A close examination of the texts through
content analysis has been carried out to arrive at findings that reflect the adequate use of s
folklore in the plays in this regard.
1.2 Background to the Study
Folklore as a body of cultural materials is rooted in the socio-cultural milieu of the society. It
exists chiefly to address the basic social, cultural and individual needs of the people in the
society. Such needs according to Gbilekaa (2013:219) include entertainment, recreation,
education, and cultural perpetuation. Folklore transcends cultural and physical boundaries
and possesses universal attributes and applicability that are crucial to the understanding of
existence, and co-existence amongst people in the society. In other words, folklore is integral
in defining the histories and cultural heritage of the people be it in Africa, America, Europe
or elsewhere. Succinctly put, folklore is common to all human societies and peculiar to given
societies. It is Common in the sense that there are traditional stories, practices and cultural
1
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