Definition

A convention in which students represent an important role in picture form “on the wall” (usually on a large sheet of paper) so that information about the role can be collectively referred to or added as the drama progresses. Information may include: the character’s inner qualities and external appearance; the community’s and/or the family’s opinions about the character; the character’s view of him or herself; the external and internal forces working for and against the character; known and possible hidden influences on the action or character.

An Instructional Approach  

The important character being explored in the drama is drawn in silhouette on a large chart paper, white board or butcher paper. Students reflect on the thoughts, feelings and characteristics that are important about this character. They add written words, statements, phrases and questions to the butcher paper in this way:

  • Inner figure is the inside thoughts and feelings of the character themself: fears, hopes, wishes, questions that they have, feelings about themselves.
  • Outer figure is the perceptions of others about the character: different points of view, questions, what may be unknown about the character, the obstacles or pressures that they face.

Suggestions for creating the silhouette:

  • Trace the outline of a person on butcher paper and add role-related details (e.g., distinctive characteristics)
  • Use graphics from the computer and project it on the butcher paper using the overhead
  • Draw freehand outline

Class discussion

Using evidence from the text (or other source), what might be the:

  • fears
  • hopes
  • wishes
  • questions
  • feelings

of the character be? What words from the story support your thinking? What words does this character use to talk about themselves? What do we imagine they might say?

Using evidence from the text (or other source), what might be the perceptions of others about the character related to:

  • different points of view?
  • questions?
  • unknowns?
  • obstacles?
  • pressures?
  • judgements?

What words from the story support your thinking? What words do others in the story use to talk about this character? What do we imagine they might say?

Guided Practice

Teacher selects a character from a story that the class has been reading or from a well-known story. Students work in pairs or small groups to discuss the questions above and to create a miniature version of the role on the wall.

Reflective discussion

The teacher leads the group through a reflective discussion after sharing their miniature role on the wall documents.

  • "Whose voice might still be missing?"
  • "What differences might you notice between the character's inner figure and outer figure? What might cause those differences?"
  • "What information might we be missing? What questions do we want to continue asking?"

Variations for Different Levels of Readiness

  • Stick to using direct evidence from the text and have students identify words used by different characters during the read aloud (stopping frequently) to add to the Role on the Wall.
  • Invite students to engage more deeply through inference.
  • Select different criteria for the inner and outer portion of the Role on the Wall (e.g., visible identity markers/invisible identity markers, strengths/challenges, etc.)

Extensions

  • Study a script and encourage students to examine the underlying subtext to create a character map using Role on the Wall.
  • Combine Role on the Wall with hot seating or 'voice-in-the-head' to allow students to hear what the character says and what the character chooses not to speak.

Cross Curricular Uses 

Health / Social-Emotional Learning

  • Students explore the inner and outer pressures faced by people when making a decision.
  • Students develop understanding of  hidden meaning in speech (especially students on the Autism Spectrum or who need support with subtext in oral communication). Inner figure (intended meaning) / outer figure (words or gestures).
  • Use to map out emotions that students might experience and the actions that happen in response (either to soothe the emotions or cope with them).

Language, Reading

  • Use of Role on the Wall demonstrates ability to infer or determine important information, helps make characterizations by author more concrete.

Social Studies

  • Use Role on the Wall to explore push and pull factors related to migration.

Science

  • The inner figure might represent the perspective of one stakeholder in society impacted by a scientific/technological subject. The outer figure might represent the perspectives of one or more other stakeholders impacted by the same issue. E.g., Indigenous perspectives (be specific about nation or community involved) on mining as the inner figure, a developer's perspectives on mining as the outer figure.