In a milestone for arts education in the hill districts of Manipur, children from a government primary school staged a full-length theatre production rooted in indigenous storytelling, professionally mentored by theatre practitioners Mayengbam Bobo Singh and Sorinchon Zimik, marking what is being viewed as a rare—possibly first—children’s stage production of its kind from a hill-district government school.
The play, Hompui and Ngachirchaa (The Tiger and the Little Frog), was presented at the K Koshang Memorial Community Hall, Khangshim Village, as the concluding showcase of an intensive 10-day children’s theatre workshop. The production was performed by students of Khangshim Primary School, along with children from Khangshim and nearby areas, and was organised by the School Management Committee (SMC) of the school in collaboration with the Manipur Commission for Protection of Child Rights (MCPCR).
The programme was graced by Keisam Pradipkumar, Chairperson, MCPCR, as Chief Guest, while Ch. Anita, Member, MCPCR, also attended the programme, reflecting institutional engagement with child-centric, arts-based initiatives in government schools of the hill districts.
The play opened with a contemporary scene portraying a child falling sick due to excessive mobile phone use and being haunted by virtual game characters, before transitioning into a folk tale inspired by the Khoibu community.
Through the story of Ngachirchaa, a small frog who defeats the mighty tiger Hompui through intelligence and awareness, the production challenged conventional ideas of power and dominance.
The performance addressed broader concerns about screen addiction and its impact on children’s social interaction, discipline, and participation in cultural life. Folk songs, folk dances, and visual elements inspired by local flora were integrated into the performance, reinforcing cultural identity and a strong sense of place.
Observers noted that such professionally mentored children’s theatre remains extremely rare in the hill districts, particularly within government school systems, and described the initiative as a promising model for integrating arts-based learning and cultural continuity within public education.
