AN ARTS-BASED APPROACH TO TEACH SOCIAL JUSTICE: DRAMA AS A WAY TO ADDRESS BULLYING IN SCHOOLS 1

Abstract

In this article, I examine perceptions about bullying and arts-based learning reported by elementary students, their teachers, and pre-s ervice teachers after participating in an anti-bullying drama initiative. Recent literature on this topic suggests that using an interactive drama approach to address bullying in schoo ls would enhance student understand ing of this pervas ive issue. Therefore, it was anticipated that an appreciable change would be identified in the resp onses between what elementary students knew an d fel t ab out bullying prior to partaking in the anti-bullying drama project and after. The research aimed to test some of the theories and assumptions suggested by moral and drama ed ucators, in an effo rt to dis cover whether o r not the

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