Oracy already exists in schools. Just look inside the drama studio

Chris Walters questions why drama is consistently overlooked in discussions about oral literacy. He argues that drama inherently encompasses speaking and listening, the core components of oral literacy. Walters points out that activities cited by oral literacy advocates, such as discussions and rehearsed readings, are integral to the drama curriculum. He observes that children naturally engage in lively debate when collaborating on dramatic projects. Walters suggests that the dismissal of drama might stem from a distrust of creative imagination or the emphasis on movement as a communication tool. He also speculates that a perception of disorder in drama studios might contribute to its marginalization. While formal debates are valuable, Walters emphasizes that school plays often represent children's most significant and memorable oral experiences. He urges a recognition of the drama studio and school stage as crucial environments for developing oral skills. Walters concludes by advocating for the inclusion of drama in oral literacy initiatives.