Unpacking the drama process as intellectually rigorous : "the teacher give you the bones of it and we have to act the muscles"

This paper demonstrates how drama can be a rigorous and intellectually demanding learning medium. It reports initial findings from a research project in which specifically designed drama strategies helped Primary ESL (English as a Second Language) children read a novel. These drama experiences fulfilled all pedagogical criteria within the 'intellectual quality dimension', as described in documents such as the Quality Teaching in NSW Public Schools Discussion Paper.