# School-gated real drama work and named maker

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](https://creative.gov.au/first-nations-arts/protocols-for-using-first-nations-cultural-and-intellectual-property-in-the-arts/); 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.