31 Dramatizing the Data: An Ethnodramatic Exploration of a Playbuilding Process George Belliveau University of British Columbia Abstract Tins paper focuses on the lived experience of twelve pre-serv ice teachers and myself as we engaged in a pin ybuilding process and the creation of a touring play in 2004. To explore the multiple learning that emerged during this drama process, I created an ethnodrama — Collective plai,building: Writing ourselves. Ethnodrama represents a relatively new approach of disseminating data and it has proven to be a valuable lens to investigate the nature of learning within this project. The data for the peiformance text emerged from participants’ journals, interviezos, researcher’s field notes and the collective anti-bullying script that toured over fifty elementary schools in eastern Canada. As an educational researcher and theatre artist I engaged in a playbuilding process with twelve pre-service teachers in the winter of 2004. Over the course of two months, we collectively built an anti-bullying play, You Didn’t Do Anything!, which we then toured to over fifty elementary schools in the province of Prince Edward Island in eastern Canada. This article investigates the collective creation process we underwent to develop the anti- bullying play. To represent the creative and complex process the pre-service teachers and I experienced while playbuilding, I created an ethnodrama that theatricalizes our lived experience. The data that inform this work emerged from participants’ journals, interviews, research field notes arid the collective script we created and toured to elementary schools. The ethnodrama, entitled Collective Playbuilding: Writing Ourselves, becomes a means to explore the learning arid meaning making that occurred during the playbuilding process. The ethnodrarna has been performed at three scholarly conferences, most recently at the American Educational