Abstract
Successful classroom role-playing that promotes imaginative performance approaches to characterization initially depend upon a student performer's ability to analyze literature to determine what the author has suggested about character actions and events; and a student performer's ability to cultivate critical skills of analysis and interpretation that ultimately give voice and body to a representative character portrait in classroom performance. Careful analysis of the selected literature includes reading with a critical eye, isolating mental symbols that clearly define character intention or motivation, and a classroom performance blueprint that encourages creative self-expression and exploration of role-playing strategies and techniques. The creative extent to which the selected exercises may be used effectively in classroom performance to reveal individual student interpretation and understanding of the literature being performed is the true measure of role-playing as it is directly related to the development of characterization.
Journal Title
Iowa Journal of Communication
Volume
29
Issue
1
First Page
63
Last Page
73
Language
en
File Format
application/pdf
Recommended Citation
Ratliff, Gerald Lee
(1997)
"Classroom 'Role-Playing': Performance Approaches to Characterization,"
Iowa Journal of Communication: Vol. 29:
No.
1, Article 6.
Available at:
https://scholarworks.uni.edu/ijc/vol29/iss1/6
Copyright
©1997 Iowa Communication Association
