Literacy through drama

Drama can be a fantastic resource for both emergent and proficient literacy learners (Harrod, 2002). It enables students to engage with texts in a way that does not intimidate those whose skills may still be developing. We explored this concept using Voices in the Park by Anthony Browne. The first activity we participated in showed an explicit link to literacy - writing down adjectives, similes and metaphors to describe characters in the story. Using strategies like this, both literacy and drama outcomes can be achieved in a holistic and meaningful way (Ewing & Gibson, 2011). 

Writing down adjectives to describe the characters

There are also implicit ways in which drama and literacy can be intertwined. Using activities such role play and narration, students must employ what they know about the dramatic elements - focus, tension, space, role - as well as their understanding of a narrative, in order to create their drama (Ewing & Simons, 2004). Implementing these strategies can help less confident students to build up a better sense of self-efficacy (Harrod, 2002).

Conscience alley

Another way to link literacy to drama is reflection upon the conclusion of activities. Diary entries or creative writing pieces can help a teacher assess the students' understanding of the concepts while allowing students to experience a bit of freedom in their self-expression, and employing the literacy techniques they know. This is also great practice for the student as a metacognitive learner, assessing themselves and their own understanding (Ewing & Gibson, 2011).

Reference

Harrod, C. (2002). Drama and literacies. Drama Queensland Says. v.25 n.1 p.7-11.

Ewing, R., & Simons, J. (2004). Beyond the script: take two. Marrickville: PETAA.

Gibson, R., & Ewing, R. (2011). Transforming the curriculum through the arts. Melbourne: Palgrave Macmillan.