Including a curriculum that asks students to study and perform drama from past centuries is worthwhile. Such an approach does not merely preserve tradition; it deepens cultural literacy and strengthens core academic skills. I believe schools should include old drama and theatre practice as a structured component of arts education.

First, historical drama exposes students to enduring themes, language, and social values that continue to shape modern societies. Performing classical plays requires close reading, interpretation, and collaboration, which develop analytical thinking and communication. For example, staging a Shakespearean scene demands attention to context, rhetoric, and character motivation, skills that transfer directly to literature and public speaking. As a result, students gain a richer understanding of history while improving academic competence.

Secondly, practical theatre work from earlier periods nurtures creativity and empathy in ways modern media often cannot. Recreating traditional stage techniques, costumes, and performance styles encourages problem-solving and teamwork under constraints. Critics argue that old drama is irrelevant to contemporary life; however, its exploration of power, morality, and identity remains highly relevant. When guided effectively, students can connect these themes to present-day issues.

In conclusion, a curriculum that includes centuries-old drama and theatre practice offers significant educational value. It strengthens cultural awareness, transferable skills, and creative engagement. Therefore, schools should adopt such programmes in a balanced and accessible manner.