Introduction

• Historical details – Monero, 1946 :• Definition – planned learning….• 3 aspects • role taking• role making• role negotiation

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

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

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

Value of Role-play in Drama education

• Universal teaching strategies - 360• Active• Collaberative• Interactive• Integrative

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

Application 3 distinct phases

• Planning & preparation

• Interaction

• Reflection / Evaluation

Errington, 1997, p. 37

Planning and Preparation

• Context

• Objectives

• Identify scenario

• Locate roles

• Gather resources

Interaction

• Warm up

• Establish ground rules

• Explicit objectives vs. exploration

• Reduce fears

• Describe scenario

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

Reflection & Evaluation

• Debriefing session

• Identification, classification, analysis of major issues

• Purpose is to make connections and provide opportunity to evaluate own learning

6 Steps of reflection

1. Bring out of role

2. Allow expression

3. Consolidate ideas

4. Group analysis

5. Opportunities for peer evaluation

6. Looking beyond

Application • 3 distinct phases : cyclic learning process

Interaction

Reflection / Evaluation

Planning & preparation

Errington, 1997, p. 37

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

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

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