In my teaching, I strive to provide students with opportunities to develop and cultivate dramaturgical intuition and spontaneity, while connecting these ‚skills‘ to the traditionally emphasized ability for rational analysis. Since dramaturgy is a non-generative creative process—primarily involving the handling of existing materials rather than creating new ones—one of the fundamental questions in the pedagogical process is: how should the materials ment for dramaturgical treatment be introduced in the classroom? Should we throw them at the students, offer them, guide students to invent them, or encourage them to steal...? In this paper, I present several examples of how this question has been addressed, both in my own practice and in the practices of other educators I have observed. These specific solutions serve as an entry point into two complex topics: (1) the relationship between the 'dramaturgical voice' and the 'author’s voice,' both within the group and the individual, and (2) the balance between guiding the educational process and providing students with open, unstructured space.