International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2020, Vol. 16(5) 242-255

Music Education With Educational Drama

Ayça Avcı

pp. 242 - 255   |  DOI:   |  Manu. Number: MANU-2003-11-0003.R1

Published online: October 09, 2020  |   Number of Views: 174  |  Number of Download: 657


In an increasingly digitalizing world, there are fewer and fewer activities to develop children’s manual skills, creativity, and imagination. As children are readily presented toys without letting them to make discover discoveries, children become very quickly bored with a toy or the content of a game. There are many academic studies confirming the effectiveness of learning by doing and experiencing during the learning process. The value of creativity and the imagination that reveals this creativity are also evident. Using educational drama activities in music classes through a drama activity called “Music Country,” which is based on children’s imagining themselves in a completely different country is the focus of this study. Aim of this study is twofold: it aims both to find out whether there is a significant difference between the pre-test and post-test results of students who study music through educational drama in the 5th grade music classes and to determine their views on the method. The single-group pre-test post-test design was applied as the method. The quantitative data were collected with the “Music class attitude scale” and calculated by running the SPSS 15.0 program and the results were obtained by using the Wilcoxon Signed Rank Test. In addition, a “semi-structured interview” form was used to obtain the qualitative data and this dataset was analyzed through content analysis. After applying the educational drama method in the music lessons, a significant difference was observed in the attitudes of the students in favor of the post-test. Further, the interview form analysis revealed that educational drama and music education in the affective and learning categories were interesting, motivating, engaging, and triggering the learner interest in the continuation of the course content.

Keywords: Educational Drama, Drama, Music, Music Education, Music Class

How to Cite this Article?

APA 6th edition
Avci, A. (2020). Music Education With Educational Drama . International Journal of Progressive Education, 16(5), 242-255. doi: 10.29329/ijpe.2020.277.15

Avci, A. (2020). Music Education With Educational Drama . International Journal of Progressive Education, 16(5), pp. 242-255.

Chicago 16th edition
Avci, Ayca (2020). "Music Education With Educational Drama ". International Journal of Progressive Education 16 (5):242-255. doi:10.29329/ijpe.2020.277.15.

  1. Abed, O., H., (2016). Drama-Based Science Teaching and Its Effect on Student’s Understanding of Scientific Concepts and Their Attitude towards Science Learning. Faculty of Educational Sciences and Arts, UNRWA University, Amman, Jordan.  [Google Scholar]
  2. Addison, R. (2008). Music and Play. British Journal of Music Education. Published online by Cambridge University Press: 18 December 2008. [Google Scholar]
  3. Akyol, A. K. (2003). Drama ve Dramanın Önemi. (Drama and Importance of Drama). Türk Eğitim Bilimleri Dergisi (Turkish Journal of Educational Sciences), 1(2). Retrieved August 22, 2019, from:  [Google Scholar]
  4. Akyüzlüer, F. (2007). İlköğretim 4. Sınıf Öğrencilerinin Müzik Becerilerini Geliştirmede Dramanın Etkisi. (The Effect of Drama on Improving Music Skills of 4th Grade Primary School Students, Unpublished PhD thesis, Dokuz Eylül University Institute of Educational Sciences, Izmir, Turkey. [Google Scholar]
  5. Albayrak, M. (2004). Okul öncesinde drama ile matematik öğretimi. (Teaching mathematics through drama in preschool), İstanbul: Pegem Yayınları. Retrieved from  [Google Scholar]
  6. Anderson, C. (2017). Teaching Social Studies through Drama, USA, Utah State University, All Graduate Theses and Dissertations, 6836. Retrieved October 18, 2018, from [Google Scholar]
  7. Arslan, A., Şahin, A., Şahin, E., Akçay, A. (2011). Yaratıcı Drama Yönteminin İlköğretim 6. Sınıf Öğrencilerinin Türkçe Dersi Tutumlarına Etkisi. (The Effect of Creative Drama Method on the Attitudes of Turkish Students of 6th Grade Students), Millî Eğitim (National Education), (1)190, 234-247.  [Google Scholar]
  8. Avcı Agun, B. (2012). İlköğretim 4. Sınıf Matematik Öğretiminde Hazırlıklı – Planlı Dramaya Uygun Etkinliklerin Geliştirilmesi. (Developing Activities for Prepared - Planned Drama in Primary School 4th Grade Mathematics Teaching), Unpublished Master's Thesis, Rize University, Institute of Social Sciences, Rize, Turkey. [Google Scholar]
  9. Bağdatlı, M., İ., (2011), Osmanlı Eğitim Geleneğinde Eğitici Drama. İstanbul Üniversitesi İlahiyat Fakültesi Dergisi (Istanbul University Journal of Theology), 24, 79-102. [Google Scholar]
  10. Bandura, A. (1977). Self Efficacy: Toward A Unifying Theory Of Behavioral Change. Psycological Review, 84, 191-215. [Google Scholar]
  11. Bandura, A., and Schunk, D.H. (1981). Cultivating Competence, Self-Efficacy, And İntrinsic İnterest Through Proximal Self-Motivation. Journal of Personality and Social Psychology, 41,586-598. [Google Scholar]
  12. Balıkçı, T. (2001). Sanat Eğitiminde Drama ve Yaratıcılığın Önemi. (The Importance of Drama and Creativity in Art Education), Unpublished Master's Thesis, Niğde University Institute of Social Sciences, Turkey. [Google Scholar]
  13. Budak, S., Erdoğan, Ş. (2018). Yaratıcı Drama ve Orff-Schulwerk Uygulamalarının Müzik Dersine Yönelik Tutumlar Üzerindeki Etkileri. (Effects of Creative Drama and Orff-Schulwerk Practices on Attitudes towards the Music Class), İlköğretim Online (Elementary School Online), 17(1), 314-335. [Google Scholar]
  14. Creswell, J.W. (2006). Understanding Mixed Methods Research, (Chapter 1). Retrieved from:  [Google Scholar]
  15. Creswell, J W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson. [Google Scholar]
  16. Dickinson, D. (2002). Learning Through the Arts, New Horizons for Learning, Seattle: New Horizons for Learning. [Google Scholar]
  17. Dweck, C. S. (1986). Motivational Processes Affecting Learning. American Psychologist, 41(10), 1040–1048 [Google Scholar]
  18. Erdogan, T, Erdoğan, Ö, Uzuner, F. (2018). Yaratıcı Drama Yönteminin İlkokul 4. Sınıf Öğrencilerinin Okuma Motivasyonu ve Tutumlarına Etkisi. (The Effect of Creative Drama Method on Reading Motivation and Attitudes of 4th Grade Students), Ana Dili Eğitimi Dergisi (Journal of Mother Tongue Education), 6(2), 297-313. Doi: 10.16916/aded.387462  [Google Scholar]
  19. Fernandez, J., T., (1999). Attribution Theory and Keller’s ARCS Model of Motivation. Instructional Technology Foundations and Theories of Learning. George Mason University. [Google Scholar]
  20. Fulford, J., Hutchings, M., Ross, A. & Schmitz, H. (2001). İlköğretimde Drama. (Drama in Primary Education) (Translated into Turkish by Leyla Küçükahmet, Hande Borçbakan, S. Sadi Karamaoğlu). Ankara: Nobel Publishing & Distribution. [Google Scholar]
  21. Garvis, S., Perdergast, D. (2012). Storying music and the arts education: the generalist teacher voice, British Journal of Music Education, Publisher online by Cambridge University Press: 21 February, 107-123. [Google Scholar]
  22. Gifford, E. F. (1988). An Australian rationale for music education revisited: a discussion on the role of music in the curriculum. British Journal of Music Education, 5, 2, 115–140. [Google Scholar]
  23. Girgin, T. (1999). Türkiye de Okul Öncesi Eğitim Kurumlarında Yaratıcı Drama Etkinlikleri, (Creative Drama Activities in Preschool Education Institutions in Turkey), Unpublished Master’s Thesis, Anadolu University Institute of Social Sciences, Eskisehir, Turkey. [Google Scholar]
  24. Hui, A and Lau S. (2006). Drama education: A touch of the creative mind and communicative-expressive ability of elementary school children in Hong Kong. Thinking Skills and Creativity, 1(1), 34-40. [Google Scholar]
  25. İnal, Kemal (1980). Durkheim’in Eğitim Anlayışı. (Durkheim's Educational Approach), Ankara University Journal of Faculty of Educational Sciences. 2(24), 511-518. [Google Scholar]
  26. Johnson, B., & Turner, L. A. (2003). Data collection strategies in mixed methods research. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research, Thousand Oaks, CA: Sage. 297-319 [Google Scholar]
  27. Keller, J.M. (1987). Motivational Design. In Encyclopaedia of Educational Media, Communications, and Technology, 2nd Edition. Westport, CT: Greenwood Press. [Google Scholar]
  28. Lepper, M.R., and Greene, D. (1979). The Hidden Costs Of Reward. Morristown, N.J.: Lawrence Erlbaum Associates. [Google Scholar]
  29. Levent, T. (1999). Drama Kültürü Oluşturmak. Eğitimde Tiyatroda Yaratıcı Drama. (Creative Drama in Theater in Education), Çağdaş Drama Derneği Bülteni (Contemporary Drama Association Bulletin), 2: 7-9 [Google Scholar]
  30. Mansfield, J. (2002). Differencing Music Education, British Journal of Music Education, Published online by Cambridge University Press: 01 July, 189-202. [Google Scholar]
  31. Miles, M. B. ve Huberman, M. A. (1994). An expanded sourcebook qualitative data analysis. London: Sage Publications. [Google Scholar]
  32. Moore, M., M., (2004). Using Drama as an Effective Method to Teach Elementary Students, Eastern Michigan University, Senior Honors Theses, 113,  Retrieved from (  [Google Scholar]
  33. Önder, A. (2000). Yaşayarak Öğrenme için Eğitici Drama. (Educational Drama for Learning by Experiencing), İstanbul: Epsilon Publishing. [Google Scholar]
  34. Önder, S. (2007). İlköğretim Beşinci Sınıf Müzik Dersinin Drama ile Birleştirilerek Uygulanması ve Öğrenciler Üzerindeki Öğrenme Farklılıklarının Tespit Edilmesi. (Conducting Fifth Grade Music Lessons through Drama and Determination of Learning Differences), Unpublished Master's Thesis, Cumhuriyet University Institute of Social Sciences, Sivas, Turkey. [Google Scholar]
  35. Özdemir, L. (2003). Yaratıcı Drama Dersinin Duygusal Zekâ Gelişimine Etkisi. (The Effect of Creative Drama Course on Emotional Intelligence Development), Unpublished Master's Thesis, Uludag University Institute of Social Sciences, Bursa, Turkey. [Google Scholar]
  36. Özmenteş, G. (2006). Müzik dersine yönelik tutum ölçeğinin geliştirilmesi. (Developing a scale of attitude towards the music class), İlköğretim Online (Elementary School Online), 5(1), 23-29. [Google Scholar]
  37. Öztürk, F. (1996). Okul Öncesi Dönem 5-6 Yaş Grubu Müzik Eğitiminde Dramanın Kullanımının Etkinliği. (The Effectiveness of Using Drama in the Preschool 5-6 Age Group Music Education), Unpublished Master's Thesis, Ankara University Institute of Social Sciences, Ankara, Turkey.  [Google Scholar]
  38. Sever, Ö. (2010). İlköğretim 3. sınıf müzik dersi müziksel yaratıcılık öğrenme alanı kazanımlarının edinilmesinde yaratıcı dramanın etkisi. (The effect of creative drama on the achievement of the musical creativity learning objectives in a 3rd grade music class), Unpublished Master's Thesis, Abant İzzet Baysal University Institute of Social Sciences Department of Elementary Education, Bolu, Turkey. [Google Scholar]
  39. Stephens, A. (2013). Creative Drama in the General Music Classroom: An Integrated Approach for Intermediate Students, Retrieved April 4, [Google Scholar] [Crossref] 
  40. Solmaz, F. (1997). 6 Yaş Grubu Çocukların Alıcı ve İfade Edici Dil Gelişimine Yaratıcı Drama Eğitiminin Etkisi. (The Effect of Creative Drama Education on the Receptive and Expressive Language Development of 6-Year-Old Children), Unpublished Master's Thesis, Gazi University Institute of Social Sciences, Ankara, Turkey. [Google Scholar]
  41. Ünal, İ. (2006). 6-8 yaş çocukları için piyano eğitimi veren kurumlarda öğretmenlerin başlangıç aşamasında, piyano öğretim yöntemlerinden biri olarak yaratıcı dramaya ilişkin görüşleri. (Teachers' views on creative drama as one of the piano teaching methods in the initial stage in institutions providing piano education for children aged 6-8 years), Unpublished Master's Thesis, Dokuz Eylül University Institute of Educational Sciences, Department of Fine Arts Education, İzmir, Turkey. [Google Scholar]
  42. Wagner, B., J. (1976). Dorothy Heathcote, Drama as a Learning Medium, Washington D.C: National Education Association. [Google Scholar]
  43. Wagner, B., J. (1998). Educational Drama ve Language Arts: What Research Shows, Portsmouth, NH, Heineman. [Google Scholar]
  44. Weiner, B. (Ed.) (1974). Achievement Motivation Attribution Theory. Morristown, N.J.: General Learning Press [Google Scholar]
  45. Yağcı, Ç. (1995). Müzik eğitimi ve bir yöntem olarak yaratıcı drama ilişkisi: örnek bir model önerisi, (The relationship between music education and creative drama as a method: a sample model proposal), Unpublished Master's Thesis, Ankara University Institute of Social Sciences, Ankara, Turkey. [Google Scholar]
  46. Yıldırım, A. ve Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (Qualitative research methods in the social sciences), Ankara: Seçkin Publishing. [Google Scholar]
  47. Yiğit, Ç., (2010). Müzikte Yaratıcı Drama, (Creative Drama in Music), Journal of Uludağ University Faculty of Education, 22(1), 1-10. [Google Scholar]