How to play

1. Warm-up (Preparation)

The warm-up is the most important phase of the role-play. During this stage, participants discuss and familiarize themselves with the structure of the role-play and the topic to be addressed. Careful preparation is essential for success. The teacher introduces the structure if the method is new to the students.

present the theme of the role-play and create a collaborative atmosphere where different opinions are accepted
give students time to thoroughly explore the topic at their own pace
support students, if needed, with additional materials

2. Assigning Roles

Before assigning roles, they are discussed, and the teacher may describe them in more detail if necessary. However, it is useful for students to think about which roles are needed to solve the problem. Students can also choose their roles themselves. The teacher decides what works best for the group. If the teacher assigns roles, it is important to ensure that everyone is comfortable with their role. All participants should feel at ease.

3. Developing the Plot

The plot of the role-play can be created by:

the students,
the students and the teacher together, or
the teacher.

Students develop the storyline either independently or with the teacher. In some cases, the teacher may provide the main outline. However, students always create the dialogue and shape the action themselves. The teacher can support this process through discussion. It is important to emphasize that the goal is not acting skill, but working through the problem and learning about the topic.

4. Observers

Not all students need assigned roles. Some can act as observers and provide feedback. This allows the entire group to participate actively. The teacher should guide observers by emphasizing that:

they must not interrupt the role-play
they should take notes and provide feedback
they should not evaluate acting ability, but focus on the process
evaluation should focus on content, not form

5. The Performance

The role-play is performed once, briefly and spontaneously. The teacher may guide the actors during the performance or even interrupt it if necessary. If the situation goes off track early, the performance should be paused and discussed, for example with the observers, to consider how to redirect it.

6. Discussion

At first, students may focus on each other’s acting skills, even if instructed otherwise. The teacher’s task is to guide the discussion toward the actions and their effects. Discussion is the key part of the role-play and should be given enough time. Example questions:

Why did something work the way it did?
What motivated a character’s actions?
What other options were available?
What positive aspects could have been highlighted?
How could the viewpoint have been defended more effectively?

7. Replay

If needed, the role-play or parts of it can be performed again. Switching roles can offer new perspectives. This helps explore how the outcome changes when key roles are altered.

8. Second Discussion and Evaluation

After the replay, the discussion returns to the original theme or problem. Participants reflect on how the role-play contributed to understanding or solving the issue.

9. Conclusions

Drawing valid conclusions requires careful analysis of the performance. One-sided generalizations should be corrected. It is also useful to consider how students’ own experiences influenced the events.
Shortened Role-play Version
A shorter version is suitable for simple situations or when participants are already familiar with the method:

preparation and presentation of the problem
performance and discussion

A shortened role-play can be completed within a single lesson.

Based on the original model by © Jari Lavonen, Veijo Meisalo et al.

Heroes of press freedom

For questions about the game or workshops related to it, please contact: Ingrid Svanfeldt

The project has been granted funding from the following foundations:
The Swedish Cultural Foundation in Finland, the Swedish-Finnish Cultural Foundation, the Foundation for Journalistic Culture – Jokes and the Foundation for Media and Development – Vikes.