This was done with a group of able 15-16 year olds over a concentrated two-day period. Theme title: This Life. Idea was to create a number of small groups ( 4-6 ) each group with the task to create a life story of a character and to express the highlights of this life story via a variety of writings: poetry,prose, script, diary, letters, song etc. The life story to be presented by the group to the the whole group via dramatic readings. In addition, at least one moment to be dramatised as an improvisation. Resources: space. lap-tops. large number of photographs/pictures relating to: life/living/ageing/loving/dying/being born etc. etc. on display / scanner / computer with image projector / large screen / large paper / large pens etc. Start: Poetry reading of my favourite poems depicting life experiences, general discussion, relaxed. Explanation of idea for life-line and of the theme. Discussion of key moments in our lives -- rites of passage, etc. Groups organised. A3 blank paper. Create a character - each person in group adding a feature. Give a name. Decide on 10 biographical facts reflecting life. Present character to whole group. Fun start but thinking about character and biographical details. Often pictures are caricatures. Groups advised, however, to use their portrait as the subject for their life-line ( or to re-invent it if preferred ). Groups disperse with task to begin to develop the life-line ( they have a free choice of historical context ) with dates, to map this out on large paper agreeing on key moments etc. (some groups had their character still living, others had their's long dead ). Pencil-in the forms of writing that might be used to express these key moments. Present life-lines to whole group. Discuss ideas for writing. Emphasise need to choose wisely the moment for improvisation. Groups agree which individuals will express which life moments ( usually two pieces of writing each ) and ensure a variety of writing forms. Work is drafted, read, redrafted, associated with images where possible, entered onto the computer which projects on the large screen the writing and its image ready for presentation. Presentations take place. Groups have developed linkages via narration. Readings are accompanied with text and images, the improvisations are powerful and incorporate readings (letters / diary ) as part of the drama or act as a preface to readings. No breaks between presentations. Discussion is relaxed afterwards. The technology worked but I would like to explore further with it. Use of music/sound effects/video using Powerpoint. The students took to the technology very positively. This was a huge success. John McKellar.