Classification of role-playing games. The place of role-playing in teaching and training The task that the members of the group participating in the role-playing game strive to solve is to create a model of behavior that is typical in everyday life for real people.

business game- this is a method of group training of joint activities in the process of solving common problems in the conditions of the maximum possible approximation to real problem situations. Business games in vocational training reproduce the actions of participants seeking to find the best ways to solve industrial, socio-economic, pedagogical, managerial and other problems.

The specifics of the learning opportunities of a business game as a method of active learning are as follows:

The learning process is as close as possible to the real practical activities of managers and specialists. This is achieved by using models of real socio-economic relations in business games.

· the method of business games is nothing more than a specially organized activity to activate the received theoretical knowledge, transferring them into an activity context. What in traditional teaching methods is "farmed" to each student without taking into account his readiness and ability to carry out the required transformation, in the business game acquires the status of a method. There is not a mechanical accumulation of information, but an active disobjectification of some sphere of human reality.

Types of business games

To date, there is a wide variety of typologies and classifications of business games in the literature. Let's give examples of some of them.

For example, the classification of business games:

1. By the type of human practice recreated in the game and what are the goals: educational, research, managerial, certification;

2. By the time of the event:

No time limit;

With time limit;

Games taking place in real time;

Games where time is compressed;

3. According to the performance evaluation:

Point or other assessment of the performance of a player or team;

There is no assessment of who worked how;

4. According to the final result:

Tough games - the answer is known in advance (for example, a network diagram), there are strict rules;

Free, open games - there is no known answer in advance, the rules are invented for each game, the participants work on solving an unstructured problem;

5. By ultimate goal:

Educational - aimed at the emergence of new knowledge and strengthening the skills of participants;

Ascertaining - competitions of professional skills;

Search - aimed at identifying problems and finding ways to solve them;

6. According to the methodology of conducting:

Hole games - the game takes place on a specially organized field, with strict rules, the results are recorded on the forms;

Role-playing games - each participant has either a specific task, or a specific role that he must perform in accordance with the task;

Group discussions - associated with the development of meetings or the acquisition of group work skills. Participants have individual tasks, there are rules for conducting discussions;

Imitative - have the goal of creating an idea for the participants how they should act in certain conditions;

Organizational and activity games do not have strict rules, the participants do not have roles, the games are aimed at solving interdisciplinary problems. The activation of the work of participants occurs due to the hard pressure on the individual;

Innovative games - form innovative thinking of participants, put forward innovative ideas in the traditional system of actions, work out models of real, desired, ideal situations, include trainings on self-organization;

Ensemble games - form the managerial thinking of the participants, are aimed at solving specific problems of the enterprise by organizing business partnerships between teams consisting of service managers.

The beginning of a business game is preceded by a statement of the problem situation, the formation of the goal and objectives of the game, the organization of teams and the definition of their tasks, the clarification of the role of each of the participants. The interaction of game participants is determined by the rules that reflect the actual state of affairs in the relevant field of activity. Summing up and analysis of optimal solutions complete the business game.

With the help of a business game, you can determine: the presence of tactical and (or) strategic thinking; the ability to analyze one's own capabilities and stand for an appropriate line of behavior; the ability to analyze the capabilities and motives of other people and influence their behavior.

Conducting a business game, as a rule, consists of the following parts:

Instructing the teacher about the game (goal, content, end result, formation of game teams and distribution of roles);

Studying documentation by students (script, rules, step-by-step tasks), distribution of roles within the subgroup;

The game itself (studying the situation, discussion, decision making, design);

Public defense of proposed solutions;

Determining the winners of the game;

Summing up and analysis of the game by the teacher.

The use of business games contributes to the development of critical thinking skills, communication skills, problem solving skills, and the processing of various behaviors in problem situations.

Various modifications of business games are used in the educational process.

simulation games. In the classroom, the activities of any organization, enterprise or its division are imitated. Events, specific activities of people (business meeting, discussion of a plan) and the environment, conditions in which an event occurs or activities are carried out (office of the head of the shop, meeting room) can be simulated. The scenario of an imitation game, in addition to the plot of the event, contains a description of the structure and purpose of the simulated processes and objects.

Role play (role playing)). In these games, the tactics of behavior, actions, the performance of the functions and duties of a particular person are worked out. To conduct games with the performance of a role, a model-play of the situation is developed, roles with “mandatory content” are distributed among students, characterized by different interests; in the process of their interaction, a compromise solution must be found. At the heart of role-playing is always a conflict situation. Students who have not been given roles observe the game and participate in its final analysis.

"Business theater" (method of staging). It plays out a situation, a person's behavior in this environment. The student must get used to the image of a certain person, understand his actions, assess the situation and find the right line of behavior. The main task of the staging method is to teach one to navigate in various circumstances, to give an objective assessment of one's behavior, to take into account the capabilities of other people, to influence their interests, needs and activities, without resorting to formal attributes of power, to an order. For the staging method, a scenario is compiled that describes a specific situation, the functions and responsibilities of specific individuals, their tasks.

Game design is a practical lesson or a cycle of classes, the essence of which is the development of engineering, design, technological and other types of projects in gaming conditions that recreate reality as much as possible. This method is distinguished by a high degree of combination of individual and joint work of students. The creation of a project common to the group requires, on the one hand, knowledge of the technology of the design process, and on the other hand, the ability to communicate and maintain interpersonal relationships in order to resolve professional issues. Game design can turn into real design if it results in a solution to a specific practical problem, and the process itself is transferred to the conditions of an existing enterprise.

Cognitive and didactic games do not belong to business games. They only involve the inclusion of the studied material in an unusual game context and sometimes contain only elements of role-playing games. Such games can be carried out in the form of copying scientific, cultural, social phenomena (competition of experts, "Field of Miracles", KVN, etc.) and in the form of subject-content models (for example, travel games when it is necessary to develop a rational route, using different cards).

Noogen is a pedagogical (educational) technology based on the form developed by G.P. Shchedrovitsky organizational and activity games, and as content using the solution of problems for ontological modeling (creation of possible worlds, for example: build a lesson where the teacher is silent, build a world in which there is a language, but there are no names in the language, etc.).

The initial element of educational technology is the collective construction of possible worlds and possible scientific theories.

The subject of Noogen tasks can be space, time, nature, history, language, relationships between people (children and adults).

The effectiveness of business games is ensured by a number of factors:

when they constitute a system for the formation of a specialist throughout the entire period of study, developing from simple to complex at various stages of education;

when they contribute to the integration of various disciplines, becoming complex;

training(English training from train - to teach, educate) - an active learning method aimed at developing knowledge, skills and social attitudes.

Training is a form of interactive learning, the purpose of which is to develop the competence of interpersonal and professional behavior in communication.

The advantage of the training is that it ensures the active involvement of all participants in the learning process.

It is possible to single out the main types of trainings according to the criterion of the direction of impact and changes - professional, skillful, psychotherapeutic, socio-psychological, business training.

In professional trainings, the priority role belongs to the improvement of the personality of a specialist, his professional motives and values, professional self-awareness, professional competencies and professionally important qualities. Along with the technologies for developing these integral characteristics of a specialist, the content of professional trainings includes methods for changing a person’s mental states:

- "warming up" a specialist to reduce unnecessary tension, overcome personal resistance to change;

Labilization - a person's awareness of the inadequacy of his behavior in certain professional situations, dissatisfaction with previous forms of behavior, the creation of positive motivation for learning, readiness to learn new things;

Presentation of techniques, techniques of new professional behavior;

- "freezing" - fixing new ways of activity, integrating them into the personality.

Skill training is aimed at the formation and development of a specific skill. Most business trainings are skill-based, such as negotiation training, self-presentation, sales techniques, etc.

Psychotherapeutic training (more correct name - psychotherapeutic group) is aimed at changing the mind. These groups correlate with the existing areas of psychotherapy - psychodrama, gestalt groups, groups of body-oriented, dance-movement therapy, etc.

Socio-psychological training (SPT) occupies an intermediate position, it is aimed at changes in consciousness and in the formation of skills. SPT is often aimed at changing social attitudes and developing skills and experience in the field of interpersonal communication. Today this method is actively used in work with children, parents, professionals of the socionomic (work with people) group, heads of enterprises and organizations.

The main goal of socio-psychological training - increasing competence in communication - can be specified in a number of tasks with different formulations, but necessarily related to the acquisition of knowledge, the formation of skills, development of attitudes that determine behavior in communication, perceptual abilities of a person, correction and development of the system personality relationships, since personal originality is the background that colors a person’s actions, all his verbal and non-verbal manifestations in different colors.

The whole variety of methods, techniques, techniques used in trainings can be combined into the following groups:

Discussion methods (group discussions, negotiation training, partner communication training, etc.);

Game methods (role-playing and business games, psychodrama, transactional analysis, etc.);

Relaxation methods (relaxation and meditation techniques);

Intellectual trainings (trainings of reflection, creativity);

Sensitive trainings (training of interpersonal sensitivity, self-confidence, etc.);

Psychogymnastic exercises.

The cycle of training sessions is usually designed for 30-50 hours, the average duration of each session is 3 hours. In some cases, classes are held - marathons, the duration of one session is 8-12 hours.

In interactive pedagogy, “warm-up” or “ice-breaking” exercises, “ice-breaking exercises” are often used, which resemble traditional psychological trainings that promote team building and group cohesion. These techniques are used mainly at the propaedeutic stage of organizing group activities of students, when students get to know each other and prepare for work in small groups of cooperation, establishing trusting relationships and developing the necessary skills to work in cooperation. As part of the learning activities, it is recommended to use group formation techniques in the following learning situations:

When starting a new curriculum (project);

Early work of small cooperation groups;

When you need to pause and switch students' attention from one question to another;

At the end of the lesson, when the students are tired;

Before the start of trainings, seminars and other training events involving group forms of activity.

The normative term for the implementation of the communicative training program is 8 weeks, 2-3 hours of classes per week, which is 20 hours of training.

Throughout the entire period of study, the work of students is not evaluated, since negative evaluation characteristics can violate the atmosphere of trust in the classroom, hinder the personal growth of the participants in the training.

The activities of the training groups are strictly regulated by the rules of work, which are accepted by all participants in the training:

1. Punctuality.

2. Concern for the privacy of the life of the group.

3. The desire for activity in the classroom.

4. Do not give up the right to say "no", as well as the right to (most) decide how to behave, how to act in a particular group situation.

5. If possible, be sincere, provide reliable information.

6. Have the right to receive support, help from the group.

7. Strive to listen to the interlocutor without interrupting according to the principle: "One speaks."

8. To take part in all events, procedures, situations that arise during the work of the group.

9. Have the right to express their opinion on any issue.

10. Use the appeal to "you" during the work of the group.

11. Report difficulties that prevent participation in the work of the "from" and "to" group. (The need to skip classes, leave or come earlier or later than the appointed hour). Moreover, each participant has the right to do this in advance. In this case, the issue of his further participation in the work will be decided by the group.

12. Speak out only on your own behalf and about what is perceived, felt, experienced, happening here and now.

13. Do not talk about those present in the third person.

14. Don't judge each other.

The principles of selecting training participants are important:

The principle of voluntary participation in the program;

The principle of group acquisition taking into account age.

For the training, a thematic plan for conducting practical classes is being developed.

Role play is an interactive method that allows you to learn from your own experience through a specially organized and regulated “living” of a life or professional situation.

Playing a role defined by the scenario, identification (identification) with it helps the student:

1) gain emotional experience of interaction with other people in personal and professionally significant situations;

2) to establish a connection between their behavior and its consequences based on the analysis of their experiences, as well as the experiences of communication partners;

3) take the risk of experimenting with new behaviors in similar situations.

Role-playing games are classified in several ways.

By purpose, they are divided into role-playing games:

- on the diagnosis of personal qualities;

- on training social-role behavior (including with elements of psycho- and sociodrama);

– on the development of communicative and organizational skills.

Depending on the completeness of the given plot, role-playing games are differentiated into games:

- with a poorly defined plot;

- with a fairly complete outline of the plot;

- with a rigidly set plot.

Characteristic features of a role-playing game:

- presence and distribution of roles. Each participant in the role-playing game receives a specific role;

- the difference in role goals in solving the tasks. Participants in a role-playing game make decisions in accordance with the social roles assigned to them;

- the interaction of players performing certain roles. It occurs vertically and horizontally;

- the presence of a common goal for the team. The overall goal in a role-playing game is to acquire new knowledge and develop skills for making conscious responsible decisions in the process of joint activities and in interpersonal communication;

– multi-alternative solutions. In a role-playing game, players have to make a decision after analyzing several alternatives, possible options for the further development of situations;

- the presence of controlled emotional stress. It arises due to the fact that social roles are performed by participants in the context of a conflict situation; this situation is involuntarily accompanied by forced activity of the players;

- a system of individual and/or group evaluation of players' activities.

Role play process:

1. Preparing for the game. The facilitator explains the essence of the method, the game rules and the tasks of the participants. At this stage, the scenario is outlined and the playing space is organized.

2. Direct playing of the game. The participants in the game embody the scenario, the participants "live" the problem situation in its game incarnation, i.e. in a role-playing game, students acquire the experience of activity and the corresponding experiences similar to what they would get in reality. Other trainees record their assessments of what is happening according to predetermined criteria. The use of video technology can significantly increase the effectiveness of the role-playing game method.

3. Summing up the game. The essence of this stage is the comprehension of the “experienced”. It is desirable to start with the verbalization by the participants of the game of their experiences (descriptions in words of their feelings that arose during the game) and the exchange of emotional experience between

game participants.

Example questions for a reflexive analysis of the situation by the participants of the role-playing game can be the following.

1. Are you satisfied with the results of the game and why?

2. What experiences did you experience during the game?

3. Would you like to change something if you find yourself in this situation again, and what exactly?

4. How did your partner help and/or hinder you the most in your search?

compromise?

5. Can your current experience be useful, if so, in what circumstances of real life?

The comments should not contain assessments of either the person himself or his actions, words and manner of communication. Productive feedback should not contain advice or interpretation, it may contain information about how the partner (or observer) feels, what he thinks about and how he can act in this situation. For example, his statement might be: "I don't like it when you interrupt me, and I have a desire to interrupt our conversation."

Appendix 6

STORY-ROLE GAME "EXAM"

Source: Zhukov Yu.M. Effectiveness of business communication / Yu.M. Zhukov. - M.: Knowledge, 1988. - S. 53-64. 49

Role-playing games are conducted according to a pre-developed scenario, they have detailed instructions for all participants in the game with a description of their subject and even interpersonal positions. Story games are based on the tasks that the host sets himself in advance, planning the entire training cycle. They are focused on the analysis of the most typical communication problems, which, in the opinion of the facilitator, are characteristic of most members of the group. In such games, complex communicative situations are modeled, a mechanism for deploying sufficiently long communicative processes is laid, which requires certain time costs in the educational process.

Game description

Role-playing game “The exam simulates a complex communicative situation with a conflict of goals. Characters involved in it: Student and teachers of the Department of Physics (Assistant, Associate Professor and Professor - Head of the Department). The conflict of goals of the main characters (the Student and the Head of the Department) is set by the fact that, trying to solve their actual (momentary) problems, these participants in the game want to achieve different exam results: the Student - to get "failed", and the Head of the Department - to put a positive mark.

The game is intended primarily for the analysis of the strategic component of communication, as well as finding out the reasons for choosing communication strategies. At the same time, it can be used to work with the tactical and technical components of the participants' communicative competence.

The main characters of the game have similar problems - problems of dependence on others. The peculiarity of the plot of this game is that the participants cannot solve their problems with the help of a closed strategy. At the same time, it does not matter who achieved their goals - the problems of addiction are not being worked out and no one is moving forward in solving these problems. Participants can effectively solve the problem of dependence only by abandoning the closed strategy and entering into cooperative interaction. But this requires them (especially the Head of the Department) to leave the role position.

Similar information.

The game program can be considered as a set of various types of game activities, united by a plot, which ensures the activation and development of the individual. An indispensable condition for success is the integrity of the program: compositional construction, the interaction of structural components, the dynamics of the development of the game task and ways to achieve a pedagogical result (what will be the result, what changes will happen to the child, what experiences, aspirations this or that action will cause, what the child will remember after the program ), a unified musical and artistic design.

Game programs meet the general principles of theatrical production art. The choice of topic in them should meet the interests and needs of the target audience. Bearing in mind that the focus is most often on children, it is necessary to take into account their age when choosing a topic and dosing loads during the game.

Compositional construction of the script: plot, development of action, climax. Scenario move. Game episode as the initial cell of the scenario.

For the game are especially important:

1. Amusement and intrigue, unexpected twists that are programmed when building a composition

2. The possibility of different reactions of the participants, which requires readiness for impromptu during the game

3. Providing the players with the possibility of independent decision-making in the course of the general rules of the game.

Today, special attention is paid to the creation of games that involve a large number of participants in their action. Invented full-scale long games with their own characteristics. They are called their scenario games because such games usually have a certain storyline (scenario) and all tasks in the game (objectives) correspond to this scenario basis. Such games, as a rule, take place over a fairly large area, they involve a large number of players at the same time, divided into two or more parties (teams) with a clear hierarchical control system within the team, and they last several hours in a row.

Such games are popular not only among children, so some of them are entertainment based on a commercial basis.

To implement the scenario move, clear rules are required, as well as the presence of an impartial jury (arbiter), which monitors the participants' compliance with the rules.

The main ideas of modern scenario (tactical) games are reconstructions of the battles of the past or fantastic battles of the future born by the imagination of the organizers. Good organizers of a scenario game always strive to exclude, if possible, dangerous areas in the territory where the action will take place and limit the size of this area. In some cases, it is necessary to pay special attention to the safety of the players and take into account their improvisational capabilities.

Compositional construction of game programs

(Fragment of the work "Dramaturgical basis of the game program".

Access mode:http:// bibliofond. en/ detail. aspx? id=30192)

Scenario - a detailed literary description of the action. The script of the game program is a detailed literary and dramatic development of the theme, conflict. It clearly defines game episodes, their sequence, the form and time of refereeing, the inclusion of spectacular screensavers.

The development of any leisure program begins with the definition of a topic: what will be discussed? What will be the basis of the presentation? Often the title itself already introduces the theme. Game programs can be devoted to the following topics: historical (memorable dates in the life of the country); heroic-patriotic (for example. “Hey, Slavs!”): sports and circus (“Strong, brave, dexterous”); literary ("Visiting Pushkin's heroes"); musical (“Do-re-mi”): entertaining (“Eh. Semyonovna!”).

The theme of the script is determined by the range of phenomena, issues that are currently worrying the audience. From the range of issues and phenomena that excite the audience, the screenwriter selects the most relevant ones. They determine the theme of the script. Thus, the theme is understood as a range of life phenomena that should be artistically explored in the script. The concept of "topic" in the "Explanatory Dictionary" by V. Dahl is interpreted as follows: "topic-task (position), which is explained, which is discussed."

The second problem of the screenwriter: for what? What is the main conclusion of the presentation? For example, the theme is "Wide Shrovetide". The idea is an emotional release, a sense of the Russian spirit and daring. Ideological comprehension should be expressed in a specific and continuous chain of actions (games) played out in a bright and meaningful environment.

To combine dissimilar parts into a whole, speech cords, reprises, poetic screensavers are selected. A considerable place is occupied by explanatory texts, announcements, calls, invitations to dances, games, participation in competitions, etc. All the material collected by the screenwriter must be compositionally built according to the laws of artistic montage. The next problem is the search for a method of presenting game material.

Drawing up a game program consists in the skillful creation of a game conflict situation. This is the basis and core of the game action, no matter what it is about, problems are solved in a game way. The basis of any game is overcoming obstacles. The essence of the game conflict is the confrontation of forces, skills, dexterity, erudition. Thanks to the tense conflict and interesting plot, many games acquire a kind of dramaturgy, representing small genre scenes full of humor.

Whatever the specific basis of the game, its plot should include a set of situations that enable the participants to show their literary, musical, choreographic abilities, show off their wit, show erudition, excel in dexterity and dexterity.

Entertainment-type programs may use a variety of game sets. not directly related to each other. However, recreation organizers prefer such a construction of programs in which a series of gaming entertainment is strung on a single plot core.

The theatrical plot-based game is a kind of story told in the language of quizzes, auctions, relay races, intellectual and artistic competitions, jokes, dances and songs. Thanks to the skillful directorial and dramatic organization, this story turns into a coherent story, played out by the forces of all those who play the mass performance. The plot allows you to logically build game episodes into a harmonious completeness. With the help of the plot, it is easier to provide such an arrangement of entertainment in which the overall line of play develops in an upward direction, and the tension and interest do not decrease, but increase.

There are various types of conflicts in the game:

The conflict of the presenter with one player (or two), and all the rest are the eyes of the game competition.

Leader's conflict with the group, for example: How do you know Russian? Let's check: I call the object in the singular, and you - - in the plural. Shall we try? Etc.

A conflict of equal numbers of parties. For example, "Nimble porters."

Who will quickly transfer table tennis balls from one basket to another using Chinese sticks.

There are various kinds of conflicts in the game. These include not only confrontation between 2 teams. Sometimes these are “Traps” - disputes (“repeat the tongue twister 3 times”), or game dialogues, a comic quarrel of personified presenters (clowns with a clown).

When there is no conflict, it is divertissement. The concert has no conflict. It develops through compositional construction.

The compositional basis of the script is plot. The concept of “plot” has had different meanings at different times. Initially, the main subject of the image was called the plot. IN AND. Dahl in the "Explanatory Dictionary" defines the plot not only as "the subject and content", but also as "the plot of the composition." Later, plots began to be called works depicting logically interconnected events.

The plot should ensure the dynamism of the action, which develops according to the laws of dramaturgy: from the exposition, the plot, through the build-up of the action and the climax to the denouement. The most rational construction of the plot is that. which spends most of its time under the build-up of action and climax. With the climax, a short, shock denouement should be extremely close. This will allow not to shoot until the final tense intensity of the action and most emotionally, effectively influence the viewer.

In theatrical performances and celebrations, the plot of a script should be understood as a dramatic arrangement of “facts of life” and “facts of art” in the order corresponding to the course of research.

Choosing a venue for the game program. It is desirable that the hall where the game program is held be festively decorated (if, of course, it is not held outdoors). Of the possible options, it is advisable to use decoration with balloons or flowers. Flowers are much more expensive, but more sophisticated, but balloons allow you to organize space with more imagination and usually become the most acceptable solution. Garlands, chains, panels, vaulted arches - a knowledgeable designer will offer dozens of options.

The moment of lighting is also important. The presence of at least minimal stage and so-called disco light is highly desirable. Remember a variety theater or a night club and try to imagine that instead of spotlights, scanners and strobe lights, they turned on ordinary “home” lights. The "festivity", "carnival" of the atmosphere is lost.

Techniques and methods of working on the material for the script. There are two traditional ways of interaction between the scriptwriter and the material.

First way. The screenwriter examines the facts associated with a particular event (or a series of events), forms his own concept of what happened or what is happening and writes a script, creating his own text based on what he has studied. P. Valery, a French literary critic and essayist, has an expression "A lion consists of eaten lamb." Whatever nourishes the mind, imagination and fantasy of the screenwriter (lamb), he creates something new in relation to the studied material, remaining himself (lion) in his work.

Second way. The screenwriter selects documents (texts, audio-video materials), works of art or fragments from them (poems, excerpts from prose, vocal, instrumental and choreographic concert numbers) and, in accordance with his plan, joins them using the so-called montage effect. A script arises, which is called a compilation (compilation, from Latin compilatio, - to collect).

But most often in dramatic work there is a mixed version. In this case, in the script, along with the author's texts, a document appears, next to the original song - a well-known film fragment.

In various forms of theatrical performances, the proportions of processed and untouched material are different. For example, in the scenario of a theatrical concert, the original text is minimal, while the main part is occupied by numbers prepared by genre experts, without prior orientation towards the general idea. In the competitive program, the opposite is true. The main thing is the author's game notions and the text of the presenter, and the concert numbers that permeate the performance occupy a rather modest place.

In the practice of the organizers of the holiday, there is also a formal compilation. Connection of episodes of scripts devoted to the same topic and written by different authors in a new dramatic version. This kind of operation is not very fruitful and, apart from a semantic and stylistic hodgepodge, does not lead to anything.

However, no matter how artistic and documentary material is interpreted in the future, the problem of its selection first arises. Therefore, it makes sense to consider the main requirements for it.

First. Compliance of the material with the main components of the idea (theme, idea, genre, scenario).

Second. Stylistic compatibility of the material. We are talking about the fact that within the framework of one scenario, the adjacency of literary texts of different authors almost always gives rise to bad taste. There are several reasons for this. Different artistic level of the works used, the author's individuality.

And yet, some texts live side by side, despite the fact that they are separated by entire epochs (according to the time of writing), and some reject each other, despite the thematic proximity. We observe the same phenomenon in other types of art and even, oddly enough, in documentaries.

Third. The novelty of the material used. The constantly repeating thematic canon (the main cycle of holidays) leads to the fact that the same literary fragments, the same vocal works, the same feature films and documentaries roam from script to script. Moreover, after the second, third, fourth performances, real heroes begin to “fade”. All this leads to standard dramatic decisions, and hence the depreciation of the theatrical performance.

Fourth. The art material must be of high quality. Do not abuse verses from calendars, stories from second-rate newspapers and magazines. Poor material creates a poor script.

Fifth. Documentary material must be true. First of all, this concerns information that is obtained in an exclusive way. This is where the laws of journalism come into play. With regard to each controversial fact, one should listen to the opinions of several parties, get acquainted with different points of view.

The collection of material and further work with it depend on the concept and method of creating the dramatic basis of the theatrical performance. If a script is conceived on an original theme and its entire text will be the author’s, and the method of creation is similar to the method of creating a theatrical play (the development of a dramaturgical conflict from event to event, embodied in stage images), the relationship between the creator and the “raw material” is traditional. The work is based on live observations, studied literature, collected documents, melted down in the crucible of the author's fantasy. Screenwriters who decide to follow the path of borrowing have completely different concerns. Then the characters, individual elements of the plot, the vocabulary of folklore and literary works become the basis of the idea.

This method, oddly enough, is the most popular today. From Russian fairy tales, Ivan Tsarevich (or the fool), Emelya, Vasilisa the Wise, Baba Yaga, Kashchei the Immortal, Leshy, Vodyanoy came to the festive venues from Russian fairy tales; from European: Snow White. Cinderella, Little Red Riding Hood. Characters of children's literature are hosting on the school stage: Dunno, old man Hottabych, Mary Poppins, Carlson, Alice the fox, Matroskin the cat, etc. On the club stage live and live: Chichikov, Ostap Bender, Vasily Terkin.

Borrowed characters are a long and strong tradition of the folk theater and there is nothing reprehensible in this. All these heroes have long acquired the status of a mask with a stable social and moral aura.

Method of illustration and theatricalization. In order to build an event dramaturgically, it is not enough to understand the laws of the dramatic construction of a leisure event, to understand the specifics of a particular form of club work, it is necessary to be able to use the possibilities of illustration or theatrical techniques.

What are the potential possibilities of two techniques essential for the dramatic decision - illustration and theatricalization? We emphasize that these are two fundamentally different methods, but quite often the complete concept is replaced by another.

Illustrations and theatricalization are ways of artistic solution of the theme and they cannot be “introduced” into the event, because with their help it is organized, dramaturgically built. These techniques make it possible to artistically organize all the material, subordinating the expressive means used (music, poetry, dance, etc.) dramaturgically.

The method of illustration, as well as the method of theatricalization, involves not a random, arbitrary installation of poems, songs, dances and other expressive means, but dramaturgically organized in accordance with the theme of the event and the creative plan of its directors. In both cases, it is important to determine the measure and order of using various expressive means that make up the material of the event.

Now let's try to define the peculiar boundaries between theatricalization and illustration. The task of illustrating is to enhance the perception of the content of the event by attracting various expressive means (documentary material, poetry, prose, music, etc.).

The task of all expressive means used in the structure of a mass event is to enhance its impact on the viewer, to turn, in modern terms, information about this or that phenomenon or event into “aesthetic information”, that is, one that evokes a special feeling. experiences, joys, pleasures.

The same goal is served, but by completely different means, and another technique is theatricalization. Its pedagogical significance was highly appreciated by N. K. Krupskaya, emphasizing the possibility of using it to "influence" the emotional side of the event.

The true essence of theatricalization in modern club practice is to create a single "cross-cutting action" at a mass event, which would not only unite and subjugate all the components used (poetry, prose, musical performances, film fragments), but also create the necessary conditions for an active effective participation of all those present at this event. In other words, it is theatricalization that turns the spectator-listener, the spectator-observer into a spectator-participant, that is, an “actor” (he performs simple stage tasks determined by the organizer’s intention).

The choice by the organizer of the reception of illustration or theatricalization of dramatic material depends on the correctly found harmonic relationship between the content and form of the event.

The game is the leading activity of the younger student. It is in the game that many important life skills are trained, character traits are formed. In elementary school, play is the main way a child gains social experience. The leading role in this belongs to role-playing and business games. Their form of conducting involves an impromptu acting out of a certain situation. Moreover, in most cases, the child during these games plays the role of an adult. Why is it necessary to conduct role-playing and business games in elementary school? What kind of role-playing games can be played in elementary school?

Involving in such activities, students have to:

perform various social roles;
express different civic positions;
organize or influence the actions of other participants;
establish communication links, establish contacts;
resolve conflicts that arise during the game.

During the game, a relaxed atmosphere is established. Its organic flow includes natural command and submission, which children do not perceive aggressively.

Role play as a means of developing communication skills

Communication in the game is spontaneous, students have to develop a model of behavior that involves the formation of the following communication skills:

willingness to cooperate;
tolerance;
tolerance for other people's opinions;
the ability to conduct a dialogue;
the ability to find a compromise solution.

During the game, relationships are established between children, which they then reproduce in real life. The children are taught such techniques and rules of communication, which in the future they can use in life situations similar in form. Playing the situation several times makes it possible for students to switch roles, try other behaviors, and conduct.

Mental development of children

Game activity plays a huge role in the process of mental development of children. Equally important is the emotional component of the gameplay, because the most vivid trace in our memory is left by those events that hurt our feelings, cause a strong emotional reaction.

Thus, game activity enables the child to acquire invaluable own life experience in the most comfortable conditions for him. It can be called a creative laboratory of self-education, a “school of life” for a child.

The essence and structure of the role-playing and business game

Role-playing and business games have a social nature. Their essence lies in the artificial immersion of children in conditions that are possible in real life. The main thing in holding such games is to give children the opportunity to take the initiative, to present their model of social relations.

Younger students already have an idea of how adults behave in similar situations. Therefore, despite the offered freedom of action, in most cases children try to copy their behavior. The task of the organizer of the game is to push the children to find their own options for behavior, non-standard solutions to emerging problems.

The structure of this type of game is rather inconsistent. On the one hand, during the game, the child should feel absolutely free. On the other hand, the course of the game is strictly regulated:

the range of roles that schoolchildren should play is defined;
the conditions and environment in which imaginary events take place are indicated;
describes the rules of the game that must be followed;
there are moral and ethical guidelines that participants are required to use.

What is a role playing game?

Role-playing games are always a game of “something” or “someone”. The basis of such a game is the content of the roles that children must "try on" for themselves. The following types of roles are possible:

specific adults or children;
representative of a certain type of profession;
family roles;
ethnographic;
roles of fairy tale or literary characters.

Each child should play his role only within the framework of the game action, which can be directed to:

substantive recreation of the content of the activity;
building a system of relationships between people in the course of activities.

Types of role-playing games in elementary school

A distinctive feature of role-playing and business games is the presence of a plot. You can use the following types of plots:

creative;
related to the profession;
associated with the opening;
route, i.e. trips;
related to art;
paramilitary;
fabulous;
fantastic.

The inclusion of children in a plot-role-playing or business game allows them to go beyond their context of activity, realize the need for interpersonal communication and master the necessary key competencies.

Examples of the use of role-playing and business games in elementary school

Let's look at examples of what role-playing games can be played with younger students. Let's start with those games where it is proposed to play the role of children. The value of such games is that the children are given the opportunity to try out various options, play several behaviors and, on the basis of this, determine the most optimal and correct one.

Game "Planet of Friends"

First, the teacher invites the children to unite in several groups and describes the game situation to them. It will be about the infinite space, in which there are many planets. Each team is invited to settle on a separate planet. The essence of the game will be to establish life in an uninhabited area. Children, in turn performing the tasks of the teacher, must develop and equip their state. The tasks are as follows:

Come up with the name of the planet and its inhabitants. Describe what they should look like.
Make rules for living together on the planet.
Describe what events are happening on the planet.
Offer options for solving the described situation if it happened on your planet.

"But what if?" Olga Tikhomirova

After all groups have expressed their options for behavior in such a situation, it is necessary to conduct a collective discussion and formulate general rules for communication between children.

At the end of the game, it is necessary to invite children from a fantastic situation to move on to real events.

Students need to describe:

what situation they lost;
what topic was covered;
how it is possible to apply the rules expressed during the game in the life of your class.

Children must express and consolidate the rules of communication in the classroom. You can choose a group of children to write down and complete these rules, and then stick them in a classroom corner.

Of course, children are most interested in games in which they play the role of adults. Such options are possible.

Zoo game

To conduct such a game, you need to prepare a large amount of inventory:

figurines of various animals;
material for the construction of enclosures (a building designer or cardboard boxes can be used);
natural material to create the effect of the park;
box office tickets.

Children must be divided into several groups and the director of the zoo and the cashier must be selected separately. The meaning of the game is to build a zoo and organize a tour of it.

First, each group will have to choose an animal to care for. You can do this in random order, by drawing lots, or offer to guess riddles.

While this action is taking place, the zoo director must consider the location of each enclosure and draw a schematic map. After distributing the groups, he gives each of them a building material. While the groups are erecting enclosures, the director will have to beautifully draw up a map of the zoo and outline the route of the tour around it.

The main part of the game is that children should not only put the animal in the aviary, but provide care for it. The children are invited to find information on how to feed their beast, what conditions to create for it. You can take two or three days for this and continue the game after the students have prepared.

All the information that the children manage to collect will need to be voiced during the virtual tour. To do this, each group chooses its own guide. The rest of the children buy tickets at the box office and go for a walk to the zoo. They all move around the zoo in one group and, near each enclosure, they listen about who lives here.

Such a game can be used in environmental classes. During the game, children will get acquainted with the rules of behavior in the zoo and learn a lot of information about rare animals.

At events dedicated to the study of the Rules of the Road, role-playing games “Traffic”, “I'm going home”, “We are at a pedestrian crossing”, etc. can be held.

Game "Journalists"

First, the name and thematic features of the journal are announced. The editor-in-chief is selected from among the students in the class. He can be appointed or determined by voting of all members of the collective.

You also need to tell the children that there are several thematic departments in the editorial office of the magazine and explain the features of the work of each of them. Pupils should think in which department it would be more interesting for them to work. The division into departments can also be done as a full-fledged role-play, where children need to write a job application, pass an interview and receive an appointment order.

After completing all the organizational aspects, it is necessary to start simulating the work of the editorial office. The children are offered the theme of the release and each department must prepare the material and submit it to print. An editorial board must be selected, which will check the compliance of the material with the topic and design requirements.

The result of such a game should be the release of printed materials. When offering children such a game, it is worth thinking about its practical significance. Therefore, the theme of the issue should be selected in accordance with the topic being studied in the classroom or extracurricular activities. The produced magazine should be used at the final collective event. Moreover, it is not enough just to show it, you need to view and analyze each page. In the end, you should thank all the editorial staff and, possibly, “pay” their salary.

The theme of such games is very diverse. You can invite children to work at a confectionery factory, in a pizzeria, in a hairdresser, in a store, clinic or at the post office. With the help of these games, students will understand the features of each profession.

Examples of games in the lessons in primary grades

Mathematics

Story-based games on professional topics may not be so complex, but reproduce only certain elements of labor activity. For example, in a math lesson, you can invite children to play the game "Fishermen". They receive fishing rods, imitate setting the bait and throw the hook "into the water". In turn, the students catch the fish, on which the examples are written. After a successful catch, you need to complete the received task.

Russian language

Another example of using a business game in a Russian lesson. This is the postman game. The postman comes into the classroom and says that he has letters for the students of the class. Children receive letters (you can reproduce the situation of receiving a registered letter). Then the students open the envelopes and take out the cards with the task for independent work.

We invite a fairy-tale hero

Children like to take part in games with a fairy tale or fantasy story. The easiest way to use such games is to invite a fairy-tale hero to the class, who invites the children to complete his tasks. For example, Dunno may ask to teach him how to write poems. Little Red Riding Hood can distribute cakes to schoolchildren on which assignments are written (words with missing letters, terms whose meaning needs to be explained, etc.).

Dramatization

There is also a more complex version of such games. For example, the game "Remove a fairy tale." Children need to get acquainted with the script, assign roles, prepare costumes and scenery. Allow time for rehearsals.

The purpose of such a game is not to simply stage the plot of a fairy tale, but to analyze its moral aspect. After the performance, the teacher should invite the students to discuss how the guys felt in the role of their heroes. Emphasis should be placed on those actions from which children felt embarrassed, consider them unfair. Such a conversation ends with the formulation of correct norms and behavior patterns.

Role-playing and business games have a huge potential for shaping younger students' readiness for independent activities in real life. Their use in elementary school allows you to captivate children, promote their development, revealing talents and individual qualities.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Hosted at http://www.allbest.ru/

Choosing a training method

role training game information

One of the main problems that arise in the preparation of the training is the problem of choosing the method by which information is transmitted to the participants.

There are many different types of training, and the chosen method greatly affects how the objectives of the program will be solved, and for how long the effects of the training will be maintained after its completion.

There are many ways for the trainer to present the material. Just as different roads lead to the same destination, there are a number of different approaches to help achieve the objectives of the training. No path is the only right one, and some obscure path may be the shortest path to achieving learning goals.

The trainer should not be limited to only one method throughout the course. The use of a variety of techniques not only helps to maintain the attention and performance of the group, but also reflects real life situations in which it may be necessary to simultaneously use several behaviors. For example, if it is necessary to review an important case study using a procedure just learned to assess whether the participants have understood it well, either the simulation method or the case method followed by discussion and evaluation can be used equally effectively.

Role-playing games

Description

Role play is a way to expand the experience of the participants by presenting them with unexpected situations in which it is proposed to assume the role of one of the participants and develop a way to bring the situation to an end.

The lecture form of work allows you to control the time of the lesson. It is not always possible to estimate how long a particular question and answer session will take, but it is possible to calculate with great accuracy how long the entire lecture will last.

An approach

In order to get the most out of the role play, the proposed situations should be as close to reality as possible. It is necessary to allocate time to prepare a brief description of the characters involved and make sure that the game conditions created are as close as possible to the specifics of the main activity of the participants.

The instructions for the role play should describe in detail all aspects of the situation.

However, this instruction should not set rigid boundaries that prevent participants from playing their roles in accordance with their own ideas about how to act in such cases,

The task that the members of the group participating in the role-playing game strive to solve is the creation of a model of behavior that is typical in everyday life for real people.

It is the behavior, and not the manifestation of the talents of the speakers, that will be the basis of the subsequent discussion.

The group must observe the content of each scene played out. Those who are not participating in the game should be asked to take on the role of observers and record the behavior of the participants and its consequences.

Observation can be even more useful if a videotape of the role play is made and used to provide feedback or individual counseling if necessary.

1. Careful preparation of the plan.

Properly conducting a role-playing game brings invaluable benefits to its participants. Such exercises should be used towards the middle of the course, when the group is already able to overcome the resistance that may arise at the beginning of the training.

2. Use role-playing correctly.

The effectiveness of the role-playing game is due to its vitality and novelty of experiences. This means that this method should be used with caution. If games are played at every opportunity, their value can quickly disappear.

3. It's better to keep groups small.

The process of overcoming group resistance can be aided by limiting group size to ten people. The small number of participants helps to create a calm, informal environment that is necessary for the success of the exercise.

Opportunities to use role-play as part of the training program remain even when there are more than ten people in the group, large groups can be divided into several small ones, each of which will have its own observers, sets of role-plays and instructions. The time in such cases is calculated so that all members of small groups can discuss the results of the activities of their teams in a general circle.

4. Role play must be used creatively.

There is no reason to isolate role playing from other teaching methods. It is best to build the process so that after the theoretical part, a role-play follows, giving the opportunity to put into practice the principles just learned.

In cases where all participants in the training need to cope with some practical situation, a role play can be arranged for everyone. In this case, you need to divide one large group into several small ones. Each of them plays their own situation.

Role playing benefits

1. The acquired experience is stored for a long time.

"Learning by doing" is one of the most effective ways to learn and gain experience. Own experiences are remembered vividly and persist for a long time.

2. Pleasure.

In most cases, role-playing offers a relatively painless and enjoyable way to acquire knowledge and skills.

3. The emergence of an understanding of how other people behave.

The role play allows the participants to understand how people feel when faced with certain situations. This understanding can be a powerful learning tool; it can help develop the ability to assess the premises of the behavior of other people, which would be difficult to achieve in any other way.

4. Safe conditions.

There is an element of risk involved in the use of role play, but it mainly relates to how the group may respond, not to the effect of the play on them. Role play provides participants with a chance to learn or reinforce a variety of behaviors. The advantage here is a training environment that is free from the dangers associated with the use of a particular model, which could arise in natural conditions.

Role Playing Disadvantages

1. Artificiality.

The essence of a successful role-playing game is to create a situation as close to reality as conditions allow. If the group feels that the scenario of the game is unrealistic or does not take into account some details of the practical activity, the value of the game will be lost and the learning objectives will not be achieved.

2. The possibility of a frivolous attitude on the part of the participants.

If the objectives of the exercise are not fully explained and the importance of demonstrating behavior (rather than acting ability) is not emphasized, there is a danger that the role play will be perceived as something fun. Having serious goals for the exercise does not prevent people from enjoying participation in it and ensures the joy of interacting with the situation and getting out of it, and not just funny jokes during it.

3. The element of risk.

Like any training method that involves the active participation of participants, role-playing involves some risk. The game brings results only when the group is ready to join it. If group members are afraid of "losing face" while participating in the game, or are embarrassed by the process itself, this exercise will not be effective. The fact that the exercise is controlled further increases the tension.

The group should not be too large so as not to create discomfort. Role-playing can only be used when group members have dealt with their anxiety and feel that their self-esteem is not in danger.

Application

Role play is most commonly used in training to develop the interpersonal skills needed for success in areas such as interviewing, giving feedback and evaluation, negotiating, selling, and even coaching.