roleplay in the classroom
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The document discusses the value and application of role-playing in drama education. It outlines 3 phases of role-playing: planning and preparation, interaction, and reflection/evaluation. Role-playing encourages experimentation, develops empathy and social skills, and involves students in direct experiential learning. It promotes verbal, physical, logical, and interpersonal skills. Through negotiating roles, students rehearse lifelong learning skills like communication, empathy, and social competence. The goal is for students to become empowered social actors who can cope with human relationships.
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roleplay in the classroom
- 1. Introduction Historical details – Monero, 1946 : Definition – planned learning…. 3 aspects role taking role making role negotiation
- 2. Warning Putting on plays is training not education Role-play is not theatrical rather an active learning medium, ongoing and/or spontaneous Simulation focused on context, and circumstances not roles – difference between role-play/simulation is one of focus not distinction
- 3. Value of Role-play in Drama education Encourage experimentation with roles, situations and try out range of behaviour possibilities Inclusive teaching strategy : whole class Roleplay draws on life experiences not acting ability : everybody has experienced a role in life
- 4. Value of Role-play in Drama education Participants negotiate social expectations of giving roles and dynamic interpretation Make abstract problems concrete Involve students in direct experiential knowledge/learning Promote life long learning Develop empathic understanding : emotional intelligence
- 5. Value of Role-play in Drama education Universal teaching strategies - 360 Active Collaberative Interactive Integrative
- 6. use only in emotionally safe environment Harmful emotional atmosphere Teacher loses emotional self-control Role-play becomes performance Painful memories and experiences triggered Conflict situations Role takers exposed to undue stress Focus of role-play too close to own issues Errington, 1997, p.39 WARNING
- 7. Application 3 distinct phases Planning & preparation Interaction Reflection / Evaluation Errington, 1997, p. 37
- 8. Planning and Preparation Context Objectives Identify scenario Locate roles Gather resources
- 9. Interaction Warm up Establish ground rules Explicit objectives vs. exploration Reduce fears Describe scenario
- 10. Interaction Allocate roles Explain teacher role in role-play Begin role-play – gradually Stop/ start as necessary Give clear signal show role-play has ended
- 11. Reflection & Evaluation Debriefing session Identification, classification, analysis of major issues Purpose is to make connections and provide opportunity to evaluate own learning
- 12. 6 Steps of reflection Bring out of role Allow expression Consolidate ideas Group analysis Opportunities for peer evaluation Looking beyond
- 13. Application 3 distinct phases : cyclic learning process Errington, 1997, p. 37 Interaction Reflection / Evaluation Planning & preparation
- 14. How and what do students learn Involving students in direct participatory learning methods achieves deeper learning because students are placed in positions where they have to manipulate knowledge Promotes verbal, physical skills, logical and intuitive thinking, interpersonal skills, spatial, rhythmic and kinaesthetic awareness
- 15. How and what do students learn Attempting to negotiate with other players ensures students engage in rehearsing life long learning skills fundamental to success in both role-play and life : oral communication, empathy, social competence Students become active empowered social actors & learn to cope with a range of human relationships
- 16. In closing Neelands pg. 20 involving young people…. Figure 4 We need to remember that kids strutting on stage is not the purpose of school drama. We need to question what learning is occurring and if our list does not include critical thinking, reflective praxis and a range of other skills as articulated in such documents as the curriculum framework