Dramatic Role-Play as an Embodied Resource for Dignity-Affirming Learning Environments (Poster 5)

• In Event: Designing for Dignity Affirming Experiences: Leveraging Embodied Learning Toward Equity in Interaction

Abstract

Objectives.
This poster aims to examine how playful embodied learning environments can transform classrooms into a thriving space for affective and meaningful sensemaking experiences.

Theoretical framework.
Recently, scholars have argued for the need to expand on the importance of agency and affect as part of understanding dignity-affirming learning environments (Keifert, et al., 2021). This further establishes the importance of designing spaces that encourage meaningful and affective connections to learning science (Jaber & Hammer, 2016). Play is one such activity that values children’s enjoyment, curiosity, and ideas (Elkind, 2008). It can also support children with diverse embodied opportunities to engage in science as authentic participants who are visible and heard in dignity-affirming classrooms (Author & Colleagues, 2020; Espinoza, et al., 2020). Therefore, this poster illustrates the potential play has in creating dignity-affirming learning opportunities where children have the embodied agency to experience the sensemaking journey of feeling and doing science.

Methods and data.
The study took place in a mixed-age dual language classroom (English and Spanish) of 1st and 2nd grade students (6-8yrs). Children in the study learned about dynamic and interdependent ecosystems through dramatic role-play by creating costumes to embody and imagine themselves as sea creatures living in the kelp forest. For example, children role-playing as kelp pretended to hide and shelter children playing as fish. Data is from a dramatic role-play activity where children spontaneously decided to play as reporters who reported on the effects of ocean pollution. Children playing as reporters used iPads to video record the news, while children playing as sea creatures performed the dire effects of pollution in the kelp forest. Following interaction analysis (Jordan & Henderson, 1995), transcripts of students’ talk were created from video data to examine how children shared affective stances on scientific phenomena while playing and embodying roles.

Results and significance.
Findings illustrate how dramatic role-play led to embodied opportunities that affirmed educational dignity by supporting the development of affective and moral stances in science. In Figure 1, we see a child playing as Reporter 1 embodying her role by (1) voicing her observations and stance on pollution while pretending to report the news and (2) interviewing her classmate (Kelp) to affectively share and discuss science (lines 1-5).

Figure 1. Transcript of students playing as Reporter 1 and Kelp

Embodying these roles also became opportunities to expertly share affective stances on science phenomena. In lines 6-11, Kelp embodies both the role of kelp and interviewee as he shares his stance on the impact of ocean pollution on humans. Additionally, children’s embodiment of being reporters gave opportunities to develop a moral voice while learning science (Figure 2).


Figure 2. Transcript of a student playing as Reporter 2

Reporter 2 not only shares her affective stance on pollution but continues to state the moral importance of taking action in marine conservation (line 5). In conclusion, embodying the roles of reporters and sea creatures transformed the classroom into an agentic space for children to affectively observe, feel, react, and morally engage in science.

Author

• Christine Lee, University of California - Los Angeles