Open Access

Edith Kreutner

• It is a commonly accepted truth that creatively engaging with language leads to better learning outcomes. Yet, traditional approaches still dominate or play a significant role in teaching literature in Austrian tertiary education. Some assessment types, such as the term paper, have survived the centuries with little change, appearing somewhat outdated if used as the sole or major assessment method. In 2023, a teaching project transformed an introductory literature class (Understanding Drama and Film) from a term paper-based course to one focused on student-centered creative tasks, including an introduction to drama pedagogy, hands-on film workshops, screenplay writing, and a collaborative film project based on the play chosen for the class, Arthur Miller’s *All My Sons*. Due to the success of the first course, the project continued in the following semester. Student progress was assessed, and feedback collected through open and multiple-choice questionnaires. The main benefits observed included improved self-confidence in using the foreign language, a more relaxed and learner-friendly atmosphere, enhanced understanding of the topic areas (drama and film), and heightened awareness of the advantages of drama-based pedagogy. The findings from this study support the student body’s call for more creative tasks that break away from traditional literature teaching, not only in tertiary education but also in school classrooms. This approach should encourage more room for drama-based pedagogy and hands-on creative tasks in Austrian classrooms.