Here is a list of what the different roles are for within the virtual environment, which has been borrowed from The British Studies Web Pages, http://elt.britcoun.org.pl/elt/m_index.htm
and click on The Pied Piper (authored by Ida Baj).

Framing the Pied Piper story
For background to this activity and discussion of the concept of framing - see Teaching Culture through Drama: Dorothy Heathcotes approach

Participants: students enact the whole story or particular episodes. Students act out the conversations between the Pied Piper and the Mayor. Additionally, the pressure on the Mayor can be emphasized by acting out the clash between the angry crowd and the helpless Mayor at the beginning of the story.

Guide: events are related by an eye-witness. The lame boy comes back to town and tells the story to the worried parents.

Agent: students are asked to re-live events or explain them. Students as experts use the story of the Pied Piper to write and deliver an introductory speech at the First International Convention of Rodent Control Officers in Hameln, Germany.

Authority: reconstructing events from the position of power. The German Emperors officials (students) come to Hamelin to investigate the mysterious disappearance of the children. Who will they summon and question? All the interrogated persons are played by the teacher-in role.

Recorder: reconstructing facts. A chronicler from the Hamelin Monastery (students) writes the story trying to stick to facts. For him the Pied Piper is a suspicious gypsy who uses black magic.

Press: providing a biased commentary on the event. Students rewrite the story in the style of a 1930s Chicago newspaper reporting a conflict between two gangs, one led by a mobster called the Mayor and the other by the Piper. The article tries to persuade the citizens of the city to cooperate with the police in the attempts to track down and arrest both gangsters.

Research: Students find out background information about Witold Wojtkiewicz and try to explain why he referred to the Childrens Crusade in one of his most famous paintings.

Critic: students are asked to compare the event with other events. Students compare the story of the Pied Piper to the film Dogville by Lars von Trier (2003) and/ or to the poem The Pied Piper of Hamelin (1842) by Robert Browning.

Artist: expressing the story in an artistic form. Students design costumes for the staging of the story or write lyrics of a song entitled The Pied Piper of Hamelin.