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  Emphasizing that elementary drama education shall focus on its learners as well as theatricality, the purpose of this study is to review multiple intelligence theory, and to propose creative drama as a method to practice it. For such purpose, theoretical foundation
of multiple intelligence and drama education was first established. Then, an instruction plan for creative drama was designed to discuss the possibility of it becoming a practical theory for drama education. The focuses of this study are as follows:
  First, drama education shall involve positive appreciation activities of the learners. Teachers shall provide a learning environment where learners can approach drama"s script diversely, considering the interest, ability, demand, etc of learners. For the foundation of such provision, this study selected multiple intelligence theory.
  Second, drama education shall focus on theatricality based on literariness. For the medium of such education, this study applied creative drama where various physical expression activities are allowed to express oneself creatively.
  Third, although multiple intelligence theory and creative drama methodology are independently applied in classrooms, this study tried to find a way to integrate these two and see the possibility of the integrated.
  Following the focuses mentioned above, chapter I points out the problems in previous drama education, stating the necessity and purpose of this study. Also, it suggests the direction of study by reviewing previous drama instructions and related research history.
  Chapter Ⅱ discusses the relationship between multiple intelligence theory and drama education. The direction of elementary drama education is found by focusing on the learner and theatricality. Also, the foundation of drama education is established based on multiple intelligence theory.
  Chapter Ⅲ suggests a method to apply creative drama in drama education. Also, it suggests a standard where multiple intelligence theory and creative drama methodology can be integrated.
  Applying the base theory mentioned above, Chapter Ⅳ designs a drama teaching-learning model based on multiple intelligence theory. The progress is divided into 6 stages; "preparation," "recognition," "exchange," "expression," "expansion" and "sharing." Instructional plan for each stage is provided as well.
  Chapter Ⅴ summarizes and concludes the discussions in this study. Also, it assesses the significance of this study in drama education.
  The significance of this study lies in its search for drama education focused on learner and theatricality through integrating multiple intelligence theory and creative drama methodology.
  Drama education combining multiple intelligence theory and creative drama methodology not only increases the self-esteem of teachers in drama instruction, but also attracts interest of learners studying drama"s scripts. It also allows learners to approach drama in a more active, lively and creative point of view.
  Finally, it helps the learning of dramatic play, which is the final goal of drama education. This study is expected to be a practical method of reviving the essence of drama education.

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