Just as the interaction of art branches is important in creative drama, other scientific and semi-scientific disciplines are also involved in creative drama education science. In addition to the interaction of fields such as social sciences, natural sciences, spiritual sciences, economics, and politics, and most importantly, cultural, intellectual, and art history, philosophy, psychology, and artistic movements lead this cooperation.

An interdisciplinary, cross-disciplinary creative and artistic aesthetic education transcends individual disciplines and forms a whole, perhaps leading to transdisciplinary meanings. Creative drama will continue to be a trans-artistic, transdisciplinary field.

Children's museums should be educational and creative spaces where children can acquire knowledge with aesthetic and pleasure through various exhibitions, connect with the past and a more qualified future, imagine and enact it in that environment, draw and paint it, and transform it into music, dance, stories, or drama.

Museums should cooperate with schools. Seeing, observing, perceiving, receiving, implementing what is offered in museums, and carrying forward the traces of all these by transforming them into production, constitute the content of educational scientific studies in museums.

(From the Promotional Bulletin)