The case for role play and practical demonstration in the classroom: theory, potential and practice, by Ian Luff

A lot of student teachers are a bit reluctant to try role plays in their teaching, perhaps because they think it will be a bit chaotic, time consuming, a bit of a waste of time, with pupils just messing about. Ian Luff has worked with my students for the past 10 years and has persuaded almost all of them that role play doesn't have to be like that – it can be simple, quick, controlled and powerful. As part of some work we did together on a research project on creative approaches to subject pedagogy, he kindly put together some thoughts on the use of role play and practical demonstration, together with some examples of role plays which you might experiment with in your teaching. For a fuller description of Ian's ideas and examples, see ‘I've been in the Reichstag: rethinking roleplay', Teaching History 100, August 2000, 8-17, and ‘Beyond ‘”I speak, you listen boy”: exploring diversity of attitudes and experiences through speaking and listening, Teaching History, No. 105, December, 2001, 10-18.

Rationale

The purpose of this section of the site is to provide an introduction and practical ‘starter kit' to the use of role play and practical demonstration in the history classroom of today. Since starting teaching in 1982 I have found these techniques to be of immense help: both in motivating and involving pupils and, from that platform, in extending their confidence, understanding and skills in handling historical topics and enquiries.

Although I – and from the response to my articles and demonstrations, many others - wholeheartedly believe in these techniques I do not promote them as any form of universal panacea, nor do I deny that there are other ways of attaining the same learning objectives for pupils. I merely seek to lay the theory and examples of the practice of Role Play and Practical Demonstration before the teaching professional in order that he or she can make an informed decision as to adoption or rejection of the techniques.

What Do Role Play and Practical Demonstration Have to Offer?

To many pupils – particularly those who are kinaesthetic learners - the traditional forms of introducing a topic through teacher talk or the introductory passage in a text book chapter, then developing it through complex written sources can be an immediate turn-off. Instead of accepting the content of talk, written passage or source as a kind of entry ticket to an exciting place – the ‘disco' of history – these pupils will see only the media of ‘talking', ‘writing' or ‘reading' as barriers to entry. To many these media have a forbidding character of their own; and the fear of that character (and its associated memories of past boredom and failure) will lead to a hasty dismissal of the topic on a snap judgement: a judgement frequently not based on the topic itself at all.

The media of talk, text or complex source have not given these pupils an entry ticket to the disco of history – they have instead become the intimidating ‘bouncers' on the door. Lack of access prevents engagement. Lack of engagement is an insurmountable obstacle to learning and, through its twin of disruption, can affect the learning of the entire class -the fight on the pavement outside has caused the ‘disco of history to lose its licence!

Think of the frustration for us when the multi storey car park won't issue an entry ticket or when the school network flashes ‘access denied'. Many pupils probably get the 'access denied' message in many history lessons: particularly those dealing with topics demanding grasp of difficult abstract concepts, or requiring the ability to contextualise, or, perhaps most demandingly, requiring the understanding of ideas and attitudes of individuals in a seemingly remote past far removed from everyday experience in the early 21 st century.

Role Play and Practical Demonstration can be used as alternatives to teacher talk, texts and, to some extent, written sources; yet they can also provide pupils with the motivation and determination to access those essential techniques at a later stage. Role play and practical demonstration can unlock a topic, can grant access . The active involvement the techniques offer can draw pupils into the disco of history – the interesting place. And, once in, who knows what new and complex dancing the pupils may attempt? Role play and Practical Demonstration offer access to pupils of all abilities; access gives confidence; confidence is both the parent and child of success. Role Play and practical demonstration provide the entry ticket to the disco of history by arming pupils with an insight into concept, a sense of context, or an appreciation of ideas and attitudes of those in the past. Active involvement of the vast majority of the class is the key. Let's remember the words of Bruner: “Experience and do rather than transmit.”

Do at least try the techniques above in your own classroom. Feel free to adapt them and most importantly begin to think along the lines shown to create your own practical demonstrations and role plays. Take a deep breath, prepare well and give it a go!

Definitions

Some ground rules

Some examples

Back to Drama and roleplay home

Back to History PGCE home