School workshop · I.C. R. Sanzio
Role-playing at school: imagining, collaborating, growing together
From June 24 to July 7, 2026, role-playing became a workshop in storytelling, cooperation, listening and autonomy.
The experience
A narrative environment for genuine participation
The workshop involved students with very different levels of experience: some had already played, many knew Dungeons & Dragons only by name and others did not know it at all.
The gaming table alternated character creation, exploration, symbolic combat, puzzles, listening for clues, group discussion and encounters led by different Dungeon Masters.
Before starting
Preparing the space means preparing the experience
Tables, maps, screens, dice and rulebooks were arranged to make the environment clear, recognizable and immediately immersive.
What students perceived
Imagination, collaboration and listening
The skills most frequently mentioned were imagination, collaboration with others, attentive listening, speaking in front of the group and problem-solving.
56% of the students said they wanted to continue playing Dungeons & Dragons. Others expressed a desire to play with friends, try different systems or experiment with the role of Dungeon Master.
The autonomy data is especially significant: 21 students out of 25 consulted the rules or looked for information outside the sessions at least occasionally.
More play time
Longer sessions and a programme spread across more meetings.
Smaller groups
More Dungeon Masters to reduce waiting time and increase each participant’s speaking time.
Narrative continuity
Episodic adventures and more stable groups, with characters able to grow over time.
Outcome
More than fun
The questionnaire confirms that the workshop was perceived as a meaningful experience, combining play, relationships, imagination and autonomous learning. The issues that emerged do not reduce the project’s value; they offer concrete guidance for making a future edition even more effective.
Read the school’s report as well