ABSTRACT
Undergraduate psychology students generally respond with enthusiasm to exercises that require their direct participation in class. For instance, having groups of them play roles in front of their classmates can produce an active and creative learning experience, for those directly involved and for those watching (Balch. 1983; Benjamin, 1981; Brooks, 1985). Brooks reported using teams of students in a history of psychology course to create and perform plays that illustrate the interaction of famous figures (Locke Wundt, Skinner, etc.). In Balch's (1983) exercise, students improvised dialogue in a client-centered therapy scenario given to them by the instructor.
