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

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

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

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

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

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

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

Application 3 distinct phases Planning & preparation Interaction Reflection / Evaluation Errington, 1997, p. 37

3 distinct phases

Planning & preparation

Interaction

Reflection / Evaluation

Planning and Preparation Context Objectives Identify scenario Locate roles Gather resources

Context

Objectives

Identify scenario

Locate roles

Gather resources

Interaction Warm up Establish ground rules Explicit objectives vs. exploration Reduce fears Describe scenario

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

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

Debriefing session

Identification, classification, analysis of major issues

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

6 Steps of reflection Bring out of role Allow expression Consolidate ideas Group analysis Opportunities for peer evaluation Looking beyond

Bring out of role

Allow expression

Consolidate ideas

Group analysis

Opportunities for peer evaluation

Looking beyond

Application 3 distinct phases : cyclic learning process Errington, 1997, p. 37 Interaction Reflection / Evaluation Planning & preparation

3 distinct phases : cyclic learning process

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

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

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

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