Role playing

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0><tr> <td valign="top" colspan=2 height=90 BGCOLOR="#000000" TEXT="#F7F7FF" bgproperties="fixed" background="21d005a0dvldtc.jpg"> <div> <FONT SIZE="5" COLOR="#000066" FACE="Arial" >PT3 Readers are Leaders</FONT><FONT SIZE="5" COLOR="#FF6600" FACE="Arial" > </FONT>    |     <A HREF="index.htm" TARGET="_top" TITLE="PT3 Readers are Leaders"><U>home</U></A> | <A HREF="home38.htm" TARGET="_top" TITLE="Training Room"><U>Training Room </U></A> | <A HREF="home.htm" TARGET="_top" TITLE="Reading Room"><U>Reading Room</U></A></div> <div> <A HREF="id86.htm" TARGET="_top" TITLE="Analyzing a book with a journey to ident"><U>Analyzing a book with a journey to identity theme</U></A>   |   <A HREF="id99.htm" TARGET="_top" TITLE="Writing activities"><U>Writing activities</U></A>   |   <A HREF="id87.htm" TARGET="_top" TITLE="Using a conflict theme"><U>Using a conflict theme</U></A>   |   <B>Role playing</B>   |   <A HREF="id89.htm" TARGET="_top" TITLE="Asking Questions"><U>Asking Questions</U></A>   |   <A HREF="id90.htm" TARGET="_top" TITLE="Using Visual Strategies"><U>Using Visual Strategies</U></A>   |   <A HREF="id91.htm" TARGET="_top" TITLE="Literary terms"><U>Literary terms</U></A>   |   <A HREF="id92.htm" TARGET="_top" TITLE="Shared Reading"><U>Shared Reading</U></A>   |   <A HREF="id93.htm" TARGET="_top" TITLE="Community Connections"><U>Community Connections</U></A>   |   <A HREF="id94.htm" TARGET="_top" TITLE="Small group discussions "><U>Small group discussions </U></A></div> <div> </div> </td> </tr><tr> <td valign="top" width=190 BGCOLOR="#FFCC00" TEXT="#080000"> <div> <B>Goals:   </B></div> <div> 1.   To visualize clearly what is happening in a complicated scene.</div> <div> 2.   To remember  main events in history or literature.</div> <div> 3.   To understand feelings of characters in a scene.</div> <div> 4.   To explore alternatives.  To look at choices that their consequences.</div> <div> 5.   To practice speaking and behaving in different situations.</div> <div> 6.   To compare the experiences of characters in a book to your own experiences.</div> </td> <td valign="top" height=390 BGCOLOR="#FFCC00" TEXT="#080000"> <div> Role playing</div> <div> <B>ROLE PLAYING AND DRAMATIZATION</B></div> <bR> <div> <FONT SIZE="4" COLOR="#000066" FACE="Arial" >Goals:  </FONT> <A HREF="home54.htm" TARGET="_top" TITLE="Activity Room"><U>Activity Room</U></A></div> <div> 1.   To visualize clearly what is happening in a complicated scene.</div> <div> 2.   To remember  main events in history or literature.</div> <div> 3.   To understand feelings of characters in a scene.</div> <div> 4.   To explore alternatives.  To look at choices that their consequences.</div> <div> 5.   To practice speaking and behaving in different situations.</div> <div> 6.   To compare the experiences of characters in a book to your own experiences.</div> <bR> <div> General rules for role playing</div> <div> Doing role playing requires following rules and procedures carefully.  Before doing role playing, a group should agree to follow these rules.</div> <div> 1.     The audience is to listen and to be quiet during a role playing.  Any heckling will stop the role play immediately and may be subject to disciplinary action.</div> <div> 2.     There is to be no touching or pretend fighting during role playing  role plays.  </div> <div> 3.     Actors are to freeze in place when the leader calls stop (or gives another signal)</div> <div> (You might want to practice this.)</div> <bR> <div> <I><B>Activity:   Reader's Theater</B></I></div> <div> <FONT SIZE="3" COLOR="#000000" FACE="Arial" ><B>    </B></FONT><B> </B>If you are reading a play, assign parts and read the play aloud.  If you are reading a novel with a lot of dialogue, assign parts and read it like a play.  Decide whether you want a narrator to read the parts that are not spoken by a character.</div> <div>      Untrained actors usually cannot read a part and act it out at the same time.  If you want to show the action in a scene, assign two people to each part--a reader and an actor.  The readers sit around the scene and read the parts aloud.  The actors do not speak, but go through the movements indicated by the text.</div> <div> <B>     </B></div> <div> <I><B>Activity:   Leader-guided improvisation.</B></I></div> <div>      In this style of dramatization, the teacher or leader sets up a scene and then the actors respond to each other.  Usually these role plays are very short.</div> <div> 1.     Physically set the scene  (move chairs around and define a stage area) and give students the needed background.  </div> <div> 2.     Select the actors and usher them to the front-showing them where to sit and </div> <div> reminding them what the scene represents.  Explain the characters they are supposed to play, and call them by their characters' name.  If a students does not want to participate, do not force them, but note that failing to participate will lower the daily grade-or assign an alternate task.</div> <div> 3.     Begin the scene by giving one character a line or something to respond to.  </div> <div> 4.     Hover in the background and stop the role play as soon as the actors have made a good point.  (A role play with untrained student actors rarely continues productively for more than 2 minutes.  By that time students usually either run out of something to say or get off the subject.)</div> <div> 5.     Applaud to signal the audience to applaud.</div> <div> 6.     Do follow-up discussion or writing assignment.</div> <bR> <div> <I><B>Activity:  Leader Directed Alternatives Line</B></I></div> <div> 1.     Set up a role play with two characters.  One character sets up the conflict.  This character stays through all of the role plays and the other character reacts to him or her.</div> <div> The teacher calls this student up, sets up the scene and gives that student the first line.</div> <div> 2.     A row of students are assigned to play the second character.  They take turns coming up and responding to the challenge set up by the first character-each one in a different way.   The teacher thanks or leads applaud of each character.   After each character the teacher might ask the class the strategy the person used and what the consequences are likely to be.</div> <bR> <div> <I><B>Activity:  Skits</B></I></div> <div> 1.     Write out the situation and the roles.  Either give the roles to students as they come into the class or assign the whole class skits and give them time to work on them during class.  Students usually need a 3-5 minutes to prepare a role play.(Always keep a copy of the role play and note who you gave the parts to.)</div> <div> 2.     When it is time for the role play to be performed, call the actors to the front by their character names and set the stage for them.   Give them a signal to begin.</div> <div> 3.     As soon as they have made key points and are beginning to run out of things to say, stop the role play.  (A skit with untrained actors usually does not continue productively for more than 5 minutes.</div> <div> 4.     Begin applause to signal the audience to applaud.</div> <div> 5.     Lead a follow-up discussion or give the follow-up writing assignment.</div> <bR> <div> <I><B>Activity:  Interviews or Talk Shows</B></I></div> <bR> <div> The leader gets into the role of a talk show host and either calls up guests to the front of the room or walks around the class and selects guests who talk from their seats.   The guests are characters in the last scenes in the novel--or real people or characters in other novels who might have interesting comments about the characters.  The leader asks the “guests” questions about what happened or their opinion.</div> <bR> <div> Tableau or Body Sculpture</div> <div>             Assign groups of students to create a living sculpture of a scene from the book, showing the posture and facial expressions and their relationship to each other.   This is a useful technique to capture feelings and relationships at a key decision point.  You can also have a "cameraman" move around the sculpture to show what is visible to different characters.  You can also have people show interpretations by different characters or students (one may see more danger or menace than another, for example.</div> <bR> <div> Notes to teachers on classroom use of role playing.</div> <bR> <div> <B>    </B><B>       Before using role playing, a teacher should explain that this is a method that helps understand literature.  The following rules must be followed.  (It is useful to review the rules each day that role playing is used until students master them.)</B></div> <div> <B>Rule 1:  There is no heckling or making fun.  </B></div> <div> <B>Rule 2:  All role plays end with applause.</B></div> <div> <B>Rule 3:  The audience is to be attentive.  (It is helpful to give the audience something to look for in the role play.</B></div> <div> <B>Rule 4:  There is to be no physical touching or make-believe fighting.  </B></div> <div> Rule 5:  When the teacher calls "freeze,"  the action stops immediately.  </div> <div> Note:  Most spontaneous role plays should last no more than 2 minutes.  As soon as the point has been made or it becomes obvious that the point is not going to be made, stop the role play.</div> <bR> <div> Role playing is different from most other teaching methods because it requires a high level of energy.  The teacher needs to be able to control the energy level.  A low-energy class may need a warm-up activity.  </div> <div> A high energy class will need a cool-down activity.  With a high energy class that is hard to control, follow a role play with a written activity which requires students to put in writing what they learned from the role play.  </div> <div> A role play needs to be followed with either a written or discussion activity to make sure that students focus on the ideas from the role play that the teacher wanted them to explore.  </div> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <div>      </div> <bR> <bR> <div>      </div> <bR> <bR> <bR> <bR> <bR> </td> </tr></table></body>