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Columbia  \nIn this article, I have examined how a drama‐based practicum had an impact on learning in meaningful ways for preservice teachers and grade‐6 students during a three‐week alternative teaching placement. Because the nature of drama‐based teaching and learning invites participants to think and feel with ideas and emotions continually intersecting, I investigated cognitive and affective learning moments during a collective play development unit. Participants’ recorded responses indicate that using this process to address social justice issues created a conducive and rewarding learning environment.  \nKey words: practicum, drama, collaboration, bullying  \nDans cet article, l’auteur explique comment un stage de trois semaines faisant appel à l’art dramatique a eu des répercussions positives sur l’apprentissage chez des étudiants‐maîtres en stage et des élèves de 6e année. Comme les idées et les émotions sont continuellement en interaction dans l’enseignement et l’apprentissage basés sur l’art dramatique, l’auteur a étudié les apprentissages cognitifs et affectifs des participants au cours des trois semaines durant lesquelles s’est déroulé un projet d’élaboration collective d’une pièce de théâtre. Les réponses enregistrées des participants indiquent que le recours à ce processus pour traiter de questions de justice sociale a créé un environnement propice à l’apprentissage.  \nMots clés : stage, art dramatique, collaboration, intimidation  \n_________________  \nCANADIAN JOURNAL OF EDUCATION 30, 1 (2007): 47‐67  \nThe creativity and excitement from the students made it all worthwhile. They were happy to learn and eager to participate in each lesson. After teaching in this style, why would you go back to the traditional style? (Preservice teacher)  \nInstead of completing a traditional teaching practicum, 12 preservice teachers from the University of Prince Edward Island engaged in a drama‐based teaching unit with grade‐6 students for a component of their final school placement. In groups of three, the preservice teachers led four elementary classes in a variety of drama‐based activities before guiding the students into a collective play development process that highlighted their learning about bullying and drama. Prior to working with the elementary students, the preservice teachers developed their own collective drama and toured their social justice play to schools across Prince Edward Island. The three‐week team‐teaching project with elementary students enabled these preservice teachers to apply their recent learning of collective playbuilding, and, equally important, to create a meaningful learning experience for grade‐6 students.  \nOver the last few decades, researchers have reported the positive effects of the arts on academic and student development (Catterall, 1998; Csikszentmihalyi, 1997; Deasy, 2002; Eisner, 1998; Greene, 1995; Rose, Parks, Androes, & McMahon, 2000; Wagner, 1998.) . Furthermore, a number of studies have specifically considered the impact of drama on social learning (Basourakos, 1998; Beale 2001; Belliveau, 2004; Bouchard, 2002; Courtney, 1980; Edmiston, 2000; Gallagher, 2001; Winston, 1998) . Of these studies, however, the impact of drama‐based teaching on preservice teachers’ professional growth and students’ perception of learning has yet to be thoroughly researched.  \nThis article builds and expands on current research in drama and learning, as I examine how a drama‐based approach had an impact on learning about teaching (and social justice) for preservice teachers and their students during a three‐week practicum. The nature of drama‐ based teaching and learning invites participants to think and feel because ideas and emotions continually intersect; therefore, it is important to recognize and highlight both cognitive and affective learning occurrences within the drama practicum. Because the interplay  \nb","cbCaiqCV5qxmcydc","https://ap.wps.com/l/cbCaiqCV5qxmcydc","pdf",289495,21,"English","# Abstract and key focus\n## Drama-based practicum impact on learning\n## Background research: drama\n## Drama’s role in curriculum, self, and reflection","[{\"question\":\"What was the main teaching approach examined in the practicum?\",\"answer\":\"The article examined a drama-based practicum where preservice teachers led drama activities and guided students through a collective play development process.\"},{\"question\":\"How did the process support learning for Grade 6 students?\",\"answer\":\"Responses described a conducive and rewarding learning environment, with the drama-based process helping students engage with learning about bullying and social justice.\"},{\"question\":\"What background ideas does the article use to explain why drama works in schools?\",\"answer\":\"It cites research goals such as helping students understand themselves and their world, supporting emotional and cognitive growth, and creating a safe distance for exploring real-life situations through enacted characters.\"}]","AN ALTERNATIVE PRACTICUM MODEL FOR TEACHING AND LEARNING - George Belliveau | PDF",1792084740,53]