The Use of LEGO® SERIOUS PLAY® to Enable Learning Gain In Professional Actor Training

Anna Mcnamara

doi:10.18646/2056.54.18-016

Abstract

This reflective paper considers the potential positive and facilitative role of LEGO<sup>Â®</sup> SERIOUS PLAY<sup>Â®</sup> in the active learning environment, not just as a pedagogic tool to enhance and enable student reflection, but also as a method by which to develop engagement and understanding of learning content, through the case studies of undergraduate Acting students at the Guildford School of Acting.

Highlights

This reflective paper considers the potential positive and facilitative role of LEGO® SERIOUS PLAY® in the active learning environment, not just as a pedagogic tool to enhance and enable student reflection, and as a method by which to develop engagement and understanding of learning content, through the case studies of undergraduate Acting students at the Guildford School of Acting
When approached by colleagues to consider utilising LEGO as a pedagogic tool to enhance my delivery within actor training modules, I was intrigued
I have been delivering these schemes of work since 2015, working to refine and enhance both content and delivery annually through my own reflective practice, peer observation and student feedback, collected both informally and formally through structured module evaluation questionnaires (MEQs)

Summary

Introduction

This reflective paper considers the potential positive and facilitative role of LEGO® SERIOUS PLAY® in the active learning environment, not just as a pedagogic tool to enhance and enable student reflection, and as a method by which to develop engagement and understanding of learning content, through the case studies of undergraduate Acting students at the Guildford School of Acting. In order to ensure that students fully engage with this module, and more importantly, draw links between the work undertaken through the Contextual Studies scheme of work and the wider practical work this module underpins, I have found it vitally beneficial to adopt a style of delivery that is more attuned to the learning and teaching environment of the acting studio, than that of the lecture hall (Kolb, 2015); Lage et al, 2000; Tharp and Gallimore, 2012).

Results

Conclusion