ABSTRACT
This chapter is a contribution to the building of a theoretical framework for constructing drama-based storylines. Three perspectives are elaborated: a performative inquiry mode, dramaturgical teacher thinking, and a worldview considering artful teaching as an opportunity for strong meaning-making in learning events. An empirical example is presented of an urgent theme explored in the storyline, water as threat and hope – global level. Artful teaching and learning through use of drama-based storylines can contribute to performative literacy and awareness of sustainable ways of living.
