In an experiment designed to involve reluctant learners in a creative learning experience, a class of youngsters assumed the role of a Sahara Desert tribe and talked about their perplexity in finding a chair washed up on the beach. Using this incident as the focal point for a project, the teacher divided the children into small groups to compose their versions of the dramatic situation that might ensue. Dialogues from each group were combined into a short drama which was cast, rehearsed, staged, and taped with appropriate background music. Although the quality of the children's writing, spelling, and use of English varied considerably from standard form, their complete attention was absorbed in mime, role playing, group and individual composition, interpretative reading, memorization, and set decoration. Such a project could easily be expanded to include studies of real desert tribes, staging techniques, and script writing. (JM)