Abstract
In this article, Rosenblatt's transactional theory of reading is used to build a rationale for using drama to promote an aesthetic stance to novel study. One teacher's experience with implementing a variety of drama strategies within the study of the text Hatchet, by Gary Paulsen, is explored. The focus of the exploration is on the types of drama strategies the teacher used to enhance her students' personal involvement during the novel study. Through drama, the students were provided with the opportunity to savor the images, sounds, smells, actions, and feelings that the words of the text evoked. The students were encouraged to adopt a range of stances on the aesthetic‐efferent continuum through a variety of sound and serviceable drama strategies. An in‐depth analysis of the student responses is provided.
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