Primary and secondary school teachers interested in exploring character development, enhancing empathy, and understanding diverse perspectives through improvisational theatre.

• To explore and reflect on the emotional, cognitive, and physical responses elicited by improvising various roles.

• To enhance awareness of the impact of stepping into characters different from oneself.

• To cultivate empathy by experiencing the world from the perspective of diverse theatrical characters, thereby gaining insight into one's own psycho-emotional aspects.

1. Here and now: this principle emphasizes the importance of being fully present in the current moment. 

2. Self-awareness: engaging in role-play allows participants to become more aware of their own emotional and cognitive processes. 

3. Personal responsibility: through the exploration of different roles, teachers are encouraged to take responsibility for their interpretations and reactions to the characters they embody. 

4. Direct experience: Gestalt therapy values learning from direct experience over abstract theorization. 

5. Conflict resolution: by stepping into various roles, participants might encounter internal conflicts or challenges in understanding certain characters' perspectives. 

6. Creativity and experimentation: Gestalt therapy encourages exploring new ways of thinking and acting.

7. Interpersonal relationships: although the activity may be conducted individually, it inherently involves reflecting on interpersonal dynamics and understanding the complexity of  human relationships.

8. Empathy and compassion: central to this activity is the development of empathy, as participants are invited to see the world through the eyes of various characters. 

A4 sheets of paper, thick markers for writing roles/emotions, background music, and cushions for each participant.

Approximately 60 minutes.

1. Preparation: write different roles, emotions, circumstances, or personal qualities on individual A4 sheets (e.g., mother, politician, homeless, extrovert, introvert…etc.) and place each sheet on a cushion spread around the room.

2. Role selection:

   • Invite teachers to enter the room and spend time observing the cushions and the words on them.

   • Ask them to walk towards a cushion that draws their attention and stand in front of it. If multiple teachers are drawn to the same cushion, they can share it.

3. Character embodying:

   • After choosing a cushion, teachers observe the word, close their eyes, and let the quality fill them. As the music plays, they embody the character, exploring and moving around the space with the integrated quality.

   • Encourage interaction, movement, and communication with others while maintaining the character's qualities.

4. Intensification:

   • Increase the music volume at intervals, asking teachers to intensify their character's desires and actions to the maximum.

5. Reflection:

   • Guide teachers back to their original cushion, inviting them to close their eyes, feel what's moving within them, and reflect on the connection between their choice and themselves.

For participants with limited mobility, allow them to explore the character through seated movement, voice, or storytelling. For those uncomfortable with full role-play, provide the option to narrate the character's thoughts or describe their journey instead of physically acting it out. In virtual settings, use visual aids or character cards to help participants embody roles. For neurodiverse individuals, give clear structure and allow processing time between steps.

After the role exploration, invite participants to reflect on what it felt like to step into their character’s shoes. Encourage sharing about the character’s emotions, motivations, and how the experience may relate to aspects of their own lives. Focus on empathy-building, perspective-taking, and the insight gained through embodying someone else’s story.

• Improved understanding and empathy towards varied roles and emotional states.

• Enhanced self-awareness through the identification with and reflection on chosen roles.

• Development of creative and improvisational skills in a theatrical context.

Stress the importance of a supportive environment where teachers feel safe to explore and express freely. You can highlight that the activity's goal is not theatrical perfection but personal and professional growth through empathetic engagement and creative exploration. Try to be mindful of the emotional depth this activity might evoke and provide space for teachers to process and share their experiences.