Didacticism of Spoken Word Poetry Performance to the Youths in Kenya

This study investigated the didacticism of spoken word poetry on the youth in Kenya with a focus on the Wajinga Nyinyi series (1–8). Recognizing the growing popularity of spoken word as a form of social commentary and artistic expression, the research sought to understand how performances influence young people’s perceptions of their social, political and economic realities. The study was guided by three specific objectives: to examine how the performance elements of Wajinga Nyinyi spoken word poetry create understanding of the art form among the youths in Kenya, to assess the use of language and meaning in Wajinga Nyinyi spoken poetry and to determine didactic values in the Wajinga Nyinyi spoken word poetry on the youths in Kenya. The study is grounded in Semiotic Theory and Performance Theory which provided a powerful lens to analyze the use of signs, symbols and performance elements in spoken word poetry. The research employed a qualitative research design to enable an in-depth exploration of the themes, language use and performance techniques in the Wajinga Nyinyi spoken word poems. The study targeted youth audiences from Kenyan universities with key informants selected through purposive sampling. Data was collected through in-depth interviews, focus group discussions and direct observation of performances. The study revealed that Wajinga Nyinyi spoken word poetry employs performance elements and figurative language to enrich thematic delivery, deepen meaning and provoke self-reflection. Beyond artistic expression, it functions as a powerful didactic tool for civic education, moral instruction and social awareness. The study recommends further research on how performance settings affect audience responsiveness across rural and urban contexts, how subtitles and translations in enhance comprehension of linguistic techniques and a comparative analysis of Wajinga Nyinyi with other Kenyan spoken word poems to explore the thematic diversity.