Music Education With Educational Drama

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.