VALUE TRANSMISSION THROUGH DRAMA, STORYTELLING AND LIBRARY PERIODS IN SCHOOL EDUCATION

Abstract

Drama play techniques include improvisation, scripted plays, and role play, whereby learners engage as actors or audiences. Interaction in these activities fosters collaboration, cooperation, and empathy among students. Each library period presents an opportunity for school learners to acquire and develop values by engaging with carefully selected reading materials and programs. For example, librarians may recommend books that exemplify exemplary behaviour or organize discovery workshops aligned with the weekly value topics outlined in the educational instructional calendar. In such environments, elements like books, posters, and other resources serve as vehicles for nurturing and promoting values alongside academic development. Every section of each class should have a library class in class routine and primary class should have a class library system where tiny toads need not come to the library rather the library is set up inside the class. A principal hindrance to effective utilization arises from the absence of formal, detailed guidelines and curricula. Library periods supplement this environment, encouraging sustained reading to complement the exploration of human experience opened by visual and performing arts activities. When integrated effectively into the curriculum, these avenues help students develop the values essential for social cohesion.