An invented paper scene is not an authentic drama encounter. Before Day 19, an educator selects a work by a named real maker or company through a school-authorised source: a permitted live visit, locally licensed performance excerpt, or other accessible first-party documentation. Check age suitability, performance/recording rights, school policy, child consent, sensory access and whether the maker/community has cultural authority over the content. An online clip is not automatically licensed for copying or public redistribution.
Record: maker's preferred credit; work title/source/location; type of encounter (live, authorised recording or other); permission/licence and allowed classroom use; authorisation date; accessible signed/text/audio description; source-stated context and unknowns. For First Nations work, use maker/community guidance and Creative Australia protocols; do not re-enact, translate, imitate or explain restricted cultural material without authority. Do not ask a child to speak for a community.
Invite “What did you observe?” and “What does the maker/source say about it?” Keep child's observation separate from source-stated context and inference. If no cleared work exists, Day 19 can practise the questions with a teacher-authored fiction but hold AC9ADRFE01 real-work encounter evidence. A paper stage diagram cannot stand in for a maker or observed performance. Record any actual child performance and actual willing audience separately from the encounter.