Abstract
ABSTRACT The aim of this article is to describe an innovative method for investigating theatre knowledge at upper secondary school level. The results will function as an example of how the method called action (re)call can be used. The aim of working with the method, in collaboration with teachers and students, is to develop knowledge about ways of knowing in theatre education. The method represents a way to develop knowledge in relation to a complex, divergent assignment, in this case a stage production, and shows how didactic decisions can be planned in a systematic way.
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