Teachers and educators (primary and secondary education), adaptable to student groups aged 12+.

• To foster group cohesion and physical collaboration.

• To explore comfort zones, emotional resistance, and group dynamics.

• To embody different roles and experiment with their psychological and emotional impact.

• To reflect on personal behavior in teamwork and conflict scenarios.

• Scotch tape or rope to create a “lava line”

• Empty bottles or safe objects to retrieve

• Cushions or mats for fall protection

• Music player (optional, to create atmosphere)

45–60 minutes (30 min physical + 30 min theatrical + 15 min reflection).

Part 1 – Physical Challenge

1. Setup: Mark a boundary on the floor with tape – participants cannot cross it (representing lava). Place an object (bottle) beyond reach.

2. Rules:

   • Groups must retrieve the object without crossing the line or touching the lava area.

   • At least one person must always be in physical contact with each other.

   • Once a bottle is retrieved, place it farther for the next level (5 levels total).

3. Goal: Complete all five levels, emphasizing collaboration and creative problem-solving.

Part 2 – Gestalt Theatre Role Inversion

1. Setup: Repeat the task, but participants must take a new role, opposite to their natural behavior:

   • Supportive becomes passive or critical.

   • Energetic becomes disengaged.

   • Confident becomes doubtful.

2. Rules:

   • Roles must be expressed safely—no physical harm or damage.

   • Act the role, feel the emotions, but remember it’s theatre.

3. Execution: Complete the same task while maintaining character.

Goal: Reach the highest level again as a group, while noticing internal responses to role inversion. 

For younger groups or those with physical limitations, reduce the number of levels or allow verbal communication only.

Roles can be written on cards and drawn randomly for role diversity.

In low-mobility settings, replace the physical task with a metaphorical puzzle (e.g., passing objects without talking).

After the challenge, invite participants to share how they experienced the first round — focusing on cooperation, problem-solving, and how it felt to stay connected as a group. In the second round, ask them to reflect on the emotions of taking on contrasting roles (passive, critical, supportive, etc.) and how it felt to face these roles from others. Emphasize that the goal is not to judge but to explore hidden interaction patterns. Conclude by discussing what participants learned about themselves, their roles in groups, and how these insights connect to real-life teamwork and relationships.

Increased awareness of comfort zones and group behavior.

Emotional insight into how different roles influence dynamics and self-image.

A deeper understanding of projection, judgment, and group collaboration.

Encourage full participation and emotional safety. Frame the second part as theatre – emphasize that it’s not about “being bad” but exploring parts of the self often hidden. Link the experience to classroom dynamics, peer relationships, and personal growth. This activity powerfully reveals internal polarities, projections, and the richness of group interaction.