This paper explores the modus of generating further knowledge about indigenous knowledge as a useful resource in contemporary education. In this regard, the paper advocates for the integration of drama as a creative resource for indigenous language learning through the initiation of programmes that encourage the young ones to learn their indigenous language creatively. This particular discourse specifies the introduction of proverbs in dramatized forms to engender young participants’ interest to use and speak the Ibibio language. The purpose of the paper is to investigate the possibility of using drama to renew the interest of Ibibio children in their mother tongue. The educational and moral function of these materials were eroded by colonialism and is further weakened by globalisation (Gueye, 2018, Eller, 2009, Mapara & Mutasa 2011). The primary activity in this practice-led research is therefore an educational project carried out with a group of approximately 50 Ibibio children, aged between 9 and 12 who are pupils of selected primary schools in Ibibio speaking area of Uyo, Akwa Ibom State, Nigeria. The paper l therefore conclude that exposing children to these indigenous resources can create a learning opportunity, which would become personal lessons as well as equip them with the skills to further create stories based on the values or themes learned from listening or taking part in these creative learning sessions.
