Abstract
Aim: The aim of this project was to investigate whether role play and creativity in a co-creative perspective could contribute to strengthening the student’s learning and their experience of resonance. Based on an assumption that it would have a positive impact on the student’s learning in the area of continuing education. I decided to investigate the student’s perspective through active participation in the game and creative process.
Methods: For this project I have chosen to focus on one class of students with experience from previous modules. This was chosen based on the consideration that the students would contribute with reflections that would provide more nuanced insights regarding their experience into the interviews and evaluation.
A combination of methods was used in order to obtain a concrete description and reflection on their experience and interactions during the role play. The focus group interview (Brinkmann 2020) was chosen as a method. This allows the students to describe their experience of being creative and performing role play though joint dialogue. Furthermore, a colleague was asked to observe (Brinkmann 2020) the students while role playing, in order to obtain an objective perspective on the interaction between the student´s. Finally, an evaluation was made in the class, to ensure a broad response to the inclusion of role play during the day. On the last day of the module, an oral evaluation was carried out. Field notes (Brinkmann 2020) was used as a method and was subsequently reconstructed based on key words. When reading through the material, themes such as relationships, trust and security emerged which, based on the chosen theoretical universe, were articulated as a form of 'common knowledge'. This became central to the research and the conclusion that it is the foundation for using role play and creativity when teaching.

Contribution: By examining the use of role play in a teaching setting and putting it in relation to relevant theories, the importance of creating a learning environment based on trust, security, and relations was highlighted.
This project contributes with additional knowledge to what is used today and can form evidence to support the value of implementing role play as an integrated part of the teacher’s organization of the teaching. The project highlights the potential of experimenting with the inclusion of role play in creative processes, taking into consideration that the role play must always be adapted to the specific context. This with focus on the student´s, what the purpose of the module is, the teachers approach and experience with including role play and lastly the facilitation of the teaching.
Implications to practice: The observations made in this project suggests that there are many positive effects of including role play in teaching, both for the student’s learning and the building of relationships. These observations should be shared among colleagues to enhance the inclusion of the knowledge and experience from this project. This knowledge can contribute to focusing on the importance of constantly strengthening our didactics and the organization of teaching in the area of continuing education in relation to our learning philosophy RPL.