Shakespeare and Oracy

Fri 23 May, 2025

Our Head of Engagement, Evonne Bixter, reflects on a first encounter with Romeo and Juliet that sparked a lifelong belief in the power of creative, dialogic learning.

When I think back to my first encounter with Shakespeare, I am pleasantly surprised by the memory. I was around 13 years old and preparing for the first trial run of the Year 9 SATs in English: Romeo and Juliet. Although the exam was ultimately cancelled, that didn’t matter, because the joy came from the process of learning, not from a test result. 

We were fortunate to have a wonderful English teacher, Mrs Clarke, who brought Shakespeare’s words to life by encouraging us to act them out and engage in open discussion. We didn’t just read the lines from behind our desks; we embodied them. This dialogic, participatory approach gave us ownership of the text and the confidence to interpret and reflect on what we read. Like Shakespeare’s original audiences in the 17th century, we drew on our lived experiences to understand the characters and their choices. 

More than 30 years later, I am now Head of Engagement at Shakespeare North Playhouse, which opened in July 2022 in Prescot, Knowsley, just outside Liverpool. Interestingly, I wasn’t appointed for my expertise in Shakespeare, but for my passion for creative teaching and learning. It’s a fascinating full circle: my first encounter with Shakespeare was through a dialogic approach, and now I advocate for that same method: an approach that nurtures creativity and expression in the classroom. 

I am acutely aware that much has changed since I was a student. Today, the emphasis on assessment and attainment has increased dramatically, placing immense pressure on teachers and reducing opportunities for creative delivery. When working towards rigid outcomes, there’s little room for experimentation or risk-taking. Teaching becomes narrower, and the potential for innovation is stifled as you become so focused on the predetermined aims that you fail to see the infinite possibilities of free thinking and active discussion. 

Recent research continues to highlight the value of oracy and dialogic approaches in UK education. Voice 21’s 2023 report found that 77% of teachers believe oracy improves academic outcomes, though only 23% feel it is prioritised in schools. Meanwhile, the Education Endowment Foundation (EEF) is conducting several active trials on early oracy interventions, including the 2023–24 “Talking Time” project, which focuses on enhancing language skills among children aged 3 to 5. Additionally, an efficacy trial of the “Early Talk Boost” programme is underway, with results expected later this year. These initiatives underscore a growing recognition of oracy’s role in supporting both academic attainment and wider communication skills.   

Since joining Shakespeare North Playhouse, I’ve re-read much of the work I studied in school, alongside discovering a wealth of Shakespeare’s work previously unfamiliar to me. I’ve realised how life experience reshapes our understanding of literature—as it should. That’s why I’m passionate about empowering young people to develop and share their own interpretations, rather than simply absorbing those handed down to them. Their voices matter, and they deserve to be heard. 

In an era of mass disinformation and increasingly polarised public discourse, the ability to interpret, discuss and debate is more critical than ever. Rich with fascinating examples of the human condition, Shakespeare’s works are ideal for developing these skills. They explore timeless themes like love, power, jealousy, ambition, deception, greed and devotion, that create space for meaningful conversation without hitting too close to home. These narratives offer emotional distance, allowing for honest reflection and perspective. 

Through active discussion, reflection, and interpretation, young people can find their own voices within texts written over 400 years ago. What initially feels distant soon becomes surprisingly relatable. And in that moment, Shakespeare stops being a historical relic and becomes a living conversation. 

 

References 

Voice 21, 2023. Insights Report 2023. [online] Voice 21. Available at: https://voice21.org/insights-23/  [Accessed 21 May 2025]. 

Education Endowment Foundation, 2023. Talking Time. [online] Available at: https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/talking-time-2023-24-trial  [Accessed 21 May 2025]. 

ISRCTN Registry, 2024. Evaluation of Early Talk Boost. [online] Available at: https://www.isrctn.com/ISRCTN62346103  [Accessed 21 May 2025].