Documentation of Tiv Traditional Dance and Its Educational Relevance in Benue State Schools

Tiv traditional dance forms a central component of cultural expression and social regulation in Benue State communities, and its documentation and integration into school education represents both a cultural preservation imperative and an arts education opportunity. This study documented selected Tiv traditional dance forms and assessed their educational relevance in secondary schools in Makurdi, Gboko, and Otukpo Local Government Areas, Benue State. A qualitative descriptive design was employed, combining ethnographic observation of nine dance performances at community ceremonies and cultural festivals, in-depth interviews with fifteen Tiv dance masters and six arts education teachers, and visual documentation of performance movement vocabulary, costuming, and musical accompaniment. Five major Tiv dance forms were documented including the Swange, Ibi, Kuchichele, Ngohol, and Nungur, each with distinct social occasions, movement vocabulary, and gender-role assignments. Educational assessments with 12 secondary school arts teachers showed that Tiv dance is formally taught in only 25 percent of schools, primarily as a brief component of cultural studies rather than dedicated arts education. Teachers identified resource constraints, inadequate personal dance knowledge, and curriculum time pressure as the primary barriers. The study concludes that Tiv dance traditions are insufficiently integrated into formal education despite their rich artistic and educational value. Recommendations include curriculum enrichment, teacher professional development in Tiv performing arts, and a state-government funded Tiv cultural arts resource centre for schools.

Keywords: Tiv dance, traditional performance, dance education, Benue State, cultural heritage