Transmitting An Integrated Ghanaian Storytelling Module In The Classroom: The Case Of The Aŋlɔ-Eʋe

Abstract

Throughout the history of humankind, when there were no written ways of communication, oral communication existed as the norm. And because human beings are historical species they continually engage themselves in the act of telling stories of things that happened, things they see happening and things that will happen. The Almighty God who is the creator of the world, according to Bible, laid the foot-map towards storytelling. For instance God said: let us make man in our own image and likeness. This is God telling us a story of what he wants to do. God began with the oral form of storytelling which he passed unto man and the Bible has become the written story of whatever ensued between God and man. In Ghana, storytelling was a normal ritual for the indigenes after the evening meal, especially. Lessons or morals from folktales help to guide children grow up as upright and responsible members of the society. Educational institutions have also been using storytelling as a tool for the transmission and sharing of knowledge and values, this is because it is a natural and powerful technique to communicate and exchange knowledge and experiences. Music and dance in traditional storytelling, which is the focus of this study, serves as a dynamic tool in the transmission of indigenous knowledge, skills, values and virtues. Therefore, this thesis examines Aŋlɔ-Eʋe traditional storytelling and other accompanied art forms such as music, drumming and dancing. Its purpose is to research how the traditional module of storytelling in the classroom can help the Ghanaian child in his/her development. This thesis will also look at the advantages of local language use in classroom storytelling over English Language in the development of literacy skills among the children.