The personal-growth model of the language arts, based on views expressed at the 1966 Dartmouth Seminar, emphasizes creative drama as important in contributing to children's language development. However, any increase in creative drama within language arts programs is jeopardized by current conditions, which include limited economic resources, teacher cutbacks, declining enrollments, the back-to-basics movement, and the movement to provide additional funding for the gifted (which might appropriate whatever dramatics effort does exist). This paper points out that proponents of creative dramatics need to understand and experience some of the uses of language which spontaneous drama permits, discusses a schema for varying styles of language, and examines the use of these styles in drama activity. The paper gives examples of participatory work in creative dramatics and states, in conclusion, that carefully controlled longitudinal research is needed to support the inclusion of creative drama in language arts programs. (JM)

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