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Role Play
This document discusses role playing as an educational method. It defines role playing as a technique where people act out problems to analyze human relations. Role playing allows maximum participation and discussion of ideas. It can be used to present interpersonal problems, provide emotional stimulus to solve problems, and develop understanding of different perspectives. The document outlines the planning, implementation, and evaluation phases of role playing. It discusses advantages like developing communication skills, confidence, and problem solving abilities. Role playing requires guidance and its impact depends on imagination and time invested.
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Role Play
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- 5. DEFINITION • Role playis an educational method in which people spontaneously act out problems of human relations and analyse the enactment with the help of other role players and observers.
- 7. DEFINITION • Role playingis a discussion technique that makes possible to get maximum participation of a group through acting out an example of some problem or idea under discussion.
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- 9. THE ESSENCE • Itis a part of two broad methods: 1. SOCIO DRAMA. 2. PSYCHO DRAMA.
- 10. SOCIO DRAMA • Dealswith the interactions of people with other individuals or groups like mother, nurse and leader. • It always involves situations of more than one person and deals with problems related to majority of the group.
- 11. PSYCHO DRAMA • Ispractised in group setting, and is mainly concerned with unique needs and problems of a particular individual. • The audience identify with roles in a role playing or critical observations brings about learning.
- 12. PURPOSES • To presentinter personal problems. • To provide emotional and affective stimulus for solving problems. • To provide awareness about social and psychological issues.
- 13. • To developa situation for analysis. • To prevent alternative courses of action. • To prepare for meeting future situations.
- 14. • To developan understanding of other points of view. • To convey information to develop specific skills.
- 15. PRINCIPLES • Role playis based on the philosophy that meanings are in people and not in words or symbols.
- 16. • If philosophyis accurate, one must in the first place share the meanings, then clarify our understanding of each other's meanings & finally if necessary change our meanings.
- 17. • Role playhas to do with the self concept. • The self concept is best changed through direct involvement in a realistic and life related problem situation rather than hearing about such situations from others.
- 18. • Creating ateaching situations that lead to change of self concept requires a distinct organization pattern. • Role play should be flexible. • A role play should be a stimulant to think and should not be an escape from discipline or learning.
- 19. • There isno single best method of selecting the characters; the group may do the assigning. • It requires rehearsal as an important feature to produce effective outcome and for audience to help players interpret their roles.
- 20. • Role playshould be done for a brief period so that the attention of audience may be captured effectively. • Enough time should be allowed for discussion and analysis of the situation.
- 21. • Role playevaluates the teacher and participants through discussions or follow up as to specific individual behaviour or sequence of group actions.
- 22. STEPS IN ROLE- PLAY • There are three seps.They are: 1. PLANNING PHASE. 2. IMPLEMENTATION PHASE. 3. EVALUATION PHASE.
- 23. PLANNING PHASE • Duringthe planning phase the following points are to be considered. 1. SELECTIN A PROBLEM FOR A ROLE. 2. SET UP THE ROLE PLAY SCENE.
- 24. 3. GETTING UNDERWAYIN ROLE PLAY. 4. MAKING THE ROLE PLAY COMPREHENSIVE.
- 25. SELECTING A PROBLEM •The group leader recognizes a peoblem that can be effectively role played and suggests it to the group. • The group can list problems on the blackboard and decide problem they want work out.
- 26. SET UP ROLEPLAY SCENE • The group should come to a clear agreement on the chief objectives to be realized in role planning. • The group must determine : what characters are to be involved, The attitudes and personality of the character, the seting of the story & the point at which the story should begin.
- 27. GETTING UNDERWAY IN ROLEPLAY • The role takers are usually go out of the room and are given a few minutes to warm up or get a feeling of the roles they are about to play. • Specify names other than their own, should be used to get them into their roles.
- 28. • The roleplayers should attempt to express the attitudes the group has assigned to the various charaters as well as achieve the goals decided upon. • The story grows out of natural reactions of the characters enacted in role playing.
- 29. • Those membersnot involved in the role play act as observers.They may be assigned to watch particular role players or to look for important clues that come out of role playing.
- 30. MAKING THE ROLEPLAY COMPREHENSIVE • The leader may cut at a point where enough action has already occured to provide a basis for discussion. • The leader may get immediate reaction of role players : how they felt in their roles and how they responded to others response in the scene.
- 31. • The leadermay use the role name of each person in the discussion so that the players does not feel he is being evaluated. • When role players suceed in projecting themselves into their roles assigned to them, they usually give valuable insight into the problem and provide additional material for discussion.
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- 34. IMPLEMENTATION & EVALUATION OFA ROLE PLAY • As the audience observers constitute the heart of role playing, we usually consider their opinion as an important feedback. • Feed back is sought as to how did the group think the role was handled, what were the good points of action, or what were the poor points or omissions.
- 35. • Role playingobservers: This might be played by different perople so that there might be a comparison of the behaviours of different people.
- 36. SUMMARIZE PHASE • Theleader sums up to the group chief points or principles which have come out in the playing and the comments of the observer s that follow. • The comments on specific problems should be taken under consideration.
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- 38. ADVANTAGES • Children havealways learned from mimicking or duplicating the actions of others, including their parents and peers. Role-playing is simply a continuation of the learning already done by students.
- 39. People enjoy playing,especially young people. If students are already motivated to play, learning through play would become even easier.
- 40. • Role playingencourages the use of critical thinking because it involves analyzing and problem solving, therefore role play is a cognitive learning method
- 41. • Role-playing teachesmany lessons; some of the most important lessons it teaches are lessons that are needed in society, competition, cooperation and empathy.
- 42. • Participation inrole-play allows students to make decisions, and through the feedback he or she receives, he sees the results of his actions, and can therefore learn how to adjust his words and actions to produce more likeable results.
- 43. • Role-play allowsfor the interaction between classmates, and peers. • It also allows introvert students to speak out. It helps to break down ”cliques”
- 44. • Role-play allowsfor the exchange of knowledge between students. • The teacher is also able to see the various capabilities of students at the same time.
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- 46. • Develops communicationskills. • Develops sensitivity towards others feelings. • Develops skills in group problem solving.
- 47. • Develops abilityto observe and analyse situations. • Encourages independent thinking.
- 49. • Positive Impact(independent thinking) • Confidence Building • Credibility • Staff feel valued (self esteem) • Self Awareness
- 50. • Safe Environment •The Challenge • More Solutions (problem solving) • Accountability • Business Productivity
- 52. DISADVANTAGES • Role playingis a means and not an end. • It requires expert guidence and leadership. • Participants may sometimes feel threatened.
- 53. • It isused as an education technique, not as a therapeutic one, and heavily depends on the student's imagination. • It is time consuming in developing group readiness. • It is limited only by the teacher's ingenuity and realistic use.
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