Since 1954, there have been 10 reformations of Korean educational curriculum, including one that was confirmed in December 2015 for implementation of a new textbook composition in 2017. Up to now, the Korean educational system has not provided low grade elementary students with history education because the understanding of history requires a degree of competence with abstract concepts. However, 'Domain-specific cognition theory' states that an effective teaching method can promote children’s understanding of any concept when it employs skills in accordance with the structure of the specific subject taught. Considering that educational programs integrating arts can enhance learning effects of children, this research supposed that an experimental model integrating Korean history and traditional arts could be a tool of teaching history for low grade elementary students. In order to reinforce the experiential teaching method, this research supposed that this integrating program needed ‘process drama’, which created an integration of history, drama and dance. An educational programme which was organized in 2015 by the Korean National Company of Dance “Play with Korean Traditional Dance : Exploring expedition for history” proved that a programme of ‘Drama in Education’ Integrating Korean history and Traditional arts excelled in educational function in terms of history and dance. This programme increased both the understanding and interest of the participants by the concreteness of the dramas. They also helped participants to naturally overcome passiveness through the physical movements of dances that actively engage them in history learning by stimulating their emotional flexibility at the same time. As dances unfolded within the historical contexts, children could learn how the dances have been created and developed in real life through dramatic activities, and gain increased understanding and interest in Korean dances. This research shows that a program that integrates history, traditional dance and theatre is an effective teaching method that enables low grade elementary students to learn history.
