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Improv & Roleplay in the Classroom: Lessons from Vic Michaelis’ D&D Performance Anxiety

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2026-03-01

9 min read

Turn Vic Michaelis’ D&D performance anxiety into classroom exercises that build confidence, improv skills, and collaborative storytelling.

Turn stage fright into classroom superpower: practical roleplay lessons inspired by Vic Michaelis’ D&D performance anxiety

As a teacher, you want high-impact classroom activities that boost student engagement, build confidence quickly, and scale across diverse groups. Yet many educators hesitate to use improv or roleplay because of one recurring problem: performance anxiety. If students freeze, laugh nervously, or opt out, the lesson stalls. The good news: performance anxiety is a teachable moment — and improvisers like Vic Michaelis show us how to convert that fear into playful, collaborative learning.

This guide turns Michaelis’ public account of D&D performance anxiety into classroom-ready exercises that strengthen improv, collaboration, and storytelling. You’ll get step-by-step activities, assessment tools, hybrid adaptations, and 2026-forward strategies that reflect the latest trends in drama education and edtech.

The evolution of improv, D&D, and roleplay in classrooms (2024–2026)

Since the mid-2020s, educational use of tabletop roleplaying games and improv has accelerated. Schools and after-school programs now integrate D&D-style campaigns for social-emotional learning (SEL), language arts, and creative writing. In 2025 and early 2026, two major trends crystallized:

Playful pedagogy mainstreaming: Districts began funding play-based units tied to standards for communication, empathy, and narrative understanding.
Edtech + roleplay fusion: Virtual tabletops, AI-driven NPCs, and low-cost AR filters made roleplay more accessible in hybrid settings.

Educators who harness these trends can deliver low-stakes, high-return activities that reduce performance anxiety and deepen student learning. One influential voice from entertainment — Vic Michaelis — reminds us that even seasoned improvisers feel anxiety, especially when combining roleplay and live performance.

“I'm really, really fortunate because they knew they were hiring an improviser, and I think they were excited about that… the spirit of play and lightness comes through regardless.” — Vic Michaelis, interview, Polygon (2026)

Use that “spirit of play” to craft classroom routines that normalize nerves and channel them into collaboration.

Why Michaelis’ D&D performance anxiety is a teaching moment

Michaelis’ experience teaches three key lessons for teachers:

Even experts get nervous — vulnerability models growth mindset for students.
Improvisation isn’t elimination of fear; it’s a set of tools for managing it (rules, structure, and ritual).
Design for low-stakes exposure — incremental practice beats one-off ‘big reveals.’

Below are classroom activities that turn those lessons into practice. Each exercise is ready to use, adaptable by grade level, and mapped to confidence-building outcomes.

Six classroom exercises inspired by D&D performance anxiety (detailed, ready-to-run)

1. Character Warmups — 5–10 minutes (daily routine)

Objective: Build voice, posture, and quick identity creation to reduce freeze-up at the start of roleplay tasks.

Materials: index cards, a timer, optional costume props (hats, scarves)

Have students draw a card with a single prompt (e.g., “curious librarian,” “stubborn baker,” “weather-obsessed scientist”).
30 seconds to create a 1-line introduction (name, occupation, a quirky habit).
Share in pairs; partners ask one follow-up question and then swap roles.

Why it works: Short bursts reduce pressure and create muscle memory for stepping into character. Scale up by increasing time or adding a 1-minute monologue.

2. Dice-Decide Stakes — 20–30 minutes

Objective: Use randomness to shift ownership from perfection to curiosity; reinforce the “yes, and” principle.

Materials: a D20 or any die set, scenario cards, story ledger (digital or paper)

Present a story hook (e.g., a missing artifact in the school library).
Students roll a die to determine a constraint or twist (1–5: minor obstacle, 6–10: quirky ally, 11–15: rival appears, 16–20: secret revealed).
In 10-minute groups, students improvise a 3-minute scene incorporating the roll result.
Reflect with 5 minutes of peer feedback that focuses on risk-taking and collaboration, not correctness.

Why it works: Randomness normalizes surprise, a key element of D&D and improv, reducing anxiety tied to perfectionism.

3. Mask Lab — 30–40 minutes (nonthreatening prosthetics adaptation)

Objective: Use masks and physical transformation to create psychological distance from self-consciousness — a strategy used in Michaelis’ prosthetic-heavy improv work.

Materials: simple half-masks, paper props, washable face paint, mirror or phone for recording

Discuss consent and safety. Students who opt out can be stage managers or narrators.
Students choose a mask and invent a physical tic or voice quality for the character.
Pair students and run two short exchanges (1 minute each). Swap masks and repeat.
Debrief: Which physical choices helped you step into character? Did the mask reduce nerves?

Why it works: Masks create psychological distance and enable brave experimentation. Michaelis has spoken about heavy makeup and prosthetics as a performance tool; you can use scaled-down versions safely in class.

4. Very Important People — Improvised Interview (40 minutes)

Objective: Practice listening, questioning, and character sustain. Inspired by Michaelis’ host work on Dropout’s improvised show.

Materials: prompt cards for host and guest, simple set-up (table and two chairs), recording device

Assign one student as host, one as guest. Guests are given a detailed character card (background, secret, eccentricity).
Hosts prepare five open-ended questions. The rule: hosts must build on guest responses using “yes, and.”
Run 5–8 minute interviews. Rotate roles. Encourage prosthetic or costume options for guests to increase distance.
Class votes on the most inventive detail added. Reflect on what made the guest comfortable or uncomfortable.

Why it works: Structured interviewing reduces pressure to memorize lines while building improvisational listening skills.

5. Scene Switch D&D (60 minutes)

Objective: Combine collaborative storytelling with role rotation; practice quick character adoption and responsive teamwork.

Materials: a basic campaign outline (setting, NPC motives), index cards for player moves, a central narrator/teacher as Moderator

Introduce a 3-act scenario. In Act 1, students create characters quickly (skills, quirk).
After each 5-minute scene, the Moderator calls “switch”: the next student takes over the same character, adding their twist.
Keep momentum high; limit each advancement to 3–4 sentences so everyone contributes.
Finish with a collaborative epilogue where students decide the character’s fate.

Why it works: Regular switches remove ownership pressure and promote flexible thinking — essential for students who fear being “stuck” on stage.

6. Debrief & Reflection Circles — 10–15 minutes

Objective: Make learning visible, normalize anxiety, and set incremental goals for improvement.

Use a simple rubric: Risk-taking, Listening, Characterization, Collaboration (1–4 scale).
Students self-assess and then give one warm (strength) and one cool (growth) piece of feedback to a partner.
Record goals in a learning journal or LMS assignment for teacher review.

Why it works: Reflection turns feelings into data teachers can use for differentiation and for awarding micro-credentials or formative grades.

Classroom management, safety, and accessibility

Safety is critical when using roleplay to address performance anxiety. Implement these best practices:

Consent first: Students must be able to opt out without penalty. Offer alternative roles (DM, scribe).
Clear boundaries: No improvised physical contact unless pre-consented and modeled safely.
Warm, predictable routines: Start every lesson with a 3–5 minute grounding ritual (breath, silhouette warmup).
Accessibility: Provide visual supports, scripts, and extra prep time for neurodivergent learners.

Assessment, tracking, and teacher documentation

Make progress visible without turning play into a stressor. Try these approaches:

Formative rubrics: Use the Risk-Listening-Characterization-Collaboration rubric from the Debrief exercise.
Digital portfolios: Save short recordings (30–90 seconds) that document growth over time.
Micro-credentials: Issue badges for “Consistent Risk-Taker,” “Scene Partner,” “Narrative Builder.”
Peer assessment: Partner feedback reduces teacher grading load and increases student ownership.

Hybrid and EdTech adaptations (2026-forward)

Recent edtech in 2025–2026 makes roleplay workable in hybrid classrooms:

Virtual tabletops (VTTs): Platforms like Foundry-style systems or simplified VTTs let students animate scenes and roll dice remotely.
AI roleplay partners: AI-driven NPCs can take simple DM jobs, freeing teachers to coach performance and reflection.
AR/filters for masks: Low-cost camera filters can simulate prosthetics for remote students, helping them gain the distancing benefits of masks without materials.

When using technology, remember privacy and consent — especially for recordings. Use district-approved platforms and parental notifications where required.

Sample week-long mini-unit: “Story Lab: D&D for Confidence” (Grades 6–9)

Day 1: Character Warmups + mini mask lab (30–40 min). Create characters and quick bios. Homework: journal one fear and a strategy to face it.

Day 2: Dice-Decide Stakes — short scenes, randomized twists. Reflection rubric introduced (45 min).

Day 3: Very Important People — improvised interviews with rotated roles. Peer feedback (50 min).

Day 4: Scene Switch D&D — longer collaborative scene, recorded in segments (60 min).

Day 5: Debrief & Celebration — watch 2–3 short clips, self-assess, award micro-credentials (40–50 min).

Teacher self-care and professional development

If your students are anxious, you might be too. Model vulnerability: share a short story about a time you felt nervous, and what helped. Invest 30–60 minutes in PD focused on improv facilitation — many districts offer micro-credentials in drama education and SEL as of 2025–2026. Resources to consider for PD:

Local improv troupes offering teacher workshops
Online modules on trauma-informed roleplay facilitation
Peer observation cycles with debriefs focusing on safety and scaffolding

Future predictions: improvisation, D&D, and schools (2026–2028)

Expect these developments over the next three years:

Standard-aligned play units: More districts will fund roleplay units tied to CCSS/SEL competencies.
AI co-facilitation: AI assistants will handle repetitive DM tasks and formative feedback prompts, letting teachers focus on human coaching.
Micro-credential ecosystems: Teachers will earn and stack badges in playful pedagogy, enabling recognition and career pathways.

Key takeaways — turn anxiety into agency

Normalize nerves: Even pros like Vic Michaelis experience performance anxiety; transparency lowers the barrier for students.
Design low-stakes routines: Short, repetitive warmups build confidence faster than occasional big performances.
Use randomness and role rotation: Dice and switches reduce ownership pressure and encourage collaboration.
Prioritize safety: Consent, opt-outs, and clear behavioral norms are non-negotiable.
Leverage tech wisely: VTTs, AR, and AI can scale roleplay, but protect privacy and focus on pedagogy first.

Final thought and call-to-action

Performance anxiety isn’t a barrier to using improv and D&D in class — it’s the starting point for powerful growth. By borrowing the spirit of play Michaelis talks about and adding structure, consent, and short, scaffolded practice, you can create classroom experiences that build confidence, collaboration, and storytelling skills that last a lifetime.

Ready to try one of these lessons next week? Download the printable prompt packs, rubrics, and a 1-week pacing guide from our teacher resource hub. Then share a short clip of your class warmup in the community forum — tell us what worked and what felt hard. We’ll spotlight great adaptations and offer micro-credential recommendations for facilitators.

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