Variations Involving the Situated Performances of CPVs
At this stage, students are selected to play particular roles in the CPV (e.g., student, teacher, parent, principal, etc.) and try to respond to the situation as it unfolds. When using this technique, it is important to emphasize to the students in the audience that this is an extremely difficult activity and that the whole point of the exercise is to allow them to make mistakes in a safe and controlled environment. The other students are there to support the actors in the role-play, not to point out all the things the actors do wrong or to poke fun.
One way to begin situated performances of the CPVs is to hand the CPV to the student actors, give them five minutes to brainstorm, and then have them demonstrate a brief dialogue that could occur in that GHD IV MK4 Pink particular situation. Another way to begin is to forgo the brainstorming time and simply begin the dialogue and see how the student actors respond.
Audience members can participate in situated performances of CPVs in several ways. Instructors can enable audience members to respond to the actors during the performances by pausing the dialogue and soliciting oral comments or asking students to write comments (anonymously, if desired) on index cards that can be shared with the actors or the entire class. An interesting addition to the situated performance activity is to ask a second group of student actors to “challenge” the first by responding to the same CPV in a different manner and then asking the class to compare and contrast the two.
Similar to the various ways in which the audience can participate in situated performances, the role of the teacher can vary tremendously as well. One possibility can involve what Gustave Weltsek calls teacher in role. He writes, “Teacher in role means that the teacher/facilitator, rather than standing on the outside looking in and directing the flow of the dialogue, takes a role in an improvised world” (italics in original). He goes on to say that “in role, the teacher is responsible for GHD MK4 helping the group confront issues it identified at the beginning of the process and, when working with an outside text, to look for moments to critically connect with that text, not to impose values or provide answers”.
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