socks, mobile phones, hamburgers, etc.
It is also possible to create arts projects that highlight waste reduction themes via drama / theatres, music 20 and song-writing, digital art and animation, etc. with ESD as the theme can be arranged.
Music expressing sustainability problems / issues can be a part of the theatre / drama or even independence. 21 The lyrics of the songs can be written by the students or the music composed by inspiration from different cultural and national backgrounds.
Theatre-in-Education( formal version) and Drama-in-Education 22( informal and often performed in the classrooms as role play) can be used as a teaching-learning tool for highlighting local and national sustainability issues. Students, depending on their age, can write the scripts of the play as a part of cross-curriculum activities in mother-tongue or other language lessons and later perform the play in the classroom or for the whole school and also for parents, school / local government authorities. 23
In the younger age group, biology, general science and ESD can be demonstrated by creating a puppet booth with a“ garden” setting and decorating the puppet booth with drawings of leaves, flowers and various insects, making simple stick, hand or glove puppets representing different insects. Group the puppets according to names, colours and sizes. Let these insects meet two at a time in the“ garden”( puppet booth) to discuss their lives, similarities and differences. 24
Another Puppetry arts / drama, science / biology and ESD idea is to have a“ butterfly” and a“ bee” meet in the puppet booth to discuss how they go about pollinating flowers. A“ bee” puppet can discuss and demonstrate how he takes nectar from flowers to the hive to make honey and how that interaction with flowers contributes to pollination. Use“ teacher-in-role” activities to provide answers to key questions in the puppet booth, e. g., students( using puppets) pose questions to the teacher-in-role( insect). A follow up exercise with the roles reversed, i. e., the students, assuming the“ role” of insects, will answer the same questions posed earlier to the teacher. Use a sock puppet to explain how and why some insects live among plants. Use sock puppets to dramatize the“ social” habits of insects, e. g., some live in colonies while others are solitary. Ask students to mimic typical movements( flying, hopping, crawling, creeping, etc.) of different insects to“ bring them to life;” exaggerate movements for dramatic effect.
To combine drama / puppetry with mother tongue education and ESD, Students can write a short story, poem or monologue from the perspective of their favourite insect. This activity could begin in the mother tongue classroom where different terminology is discussed and word lists are prepared.
20 For more information on music and ESD, please read Music Education as a Pillar to Sustainable Development in Nigeria by Ogunrinade D O A. Journal of Economics and Sustainable Development.) ISN 2222-2855( Online), Vol. 6, No. 3, 2015. 83
21 For examples and ideas, see The Green Songbook: 43 Songs Arranged for Beginning Guitar, Book and MP3 CD, by Jessica Baron, Alfred Publishing Company, 2011. ISBN 0739071211, 9780739071212
22“ Drama-in-Education”, the term is acquired from http:// steinhardt. nyu. edu / music / edtheatre / programs / dramaeducation( assessed 21st of June, 2016)
23 The idea of Eco drama is taken from http:// www. teachingscotland. org. uk / education-in-scotland / primaryteaching / exclusive-eco-drama. aspx Recommended for further reading for interesting ideas and age classification.( assessed 21st of June, 2016)
24 The basic idea of puppetry and ESD is taken from the EAD ‟ s puppetry workshop video on https:// www. youtube. com / watch? v = fsn0YiISWN0
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