This study explores the design and implementation of MAKING Performing Arts, an interdisciplinary, project-based course developed for non-arts majors. Offered through the General Education Center at Seoul National University, the course engages approximately 30 students from diverse academic backgrounds in a collaborative process of creating original performances. Students were divided into two teams, each responsible for independently conceiving, developing, and producing their original performance. Within each team, participants assumed specific functional roles—such as acting, directing, stage design, technical operation, and production support—fostering horizontal collaboration and distributed leadership.

The course structure guided students through all stages of the creative process, from initial idea generation and group discussions to rehearsal and final showcase. External experts in lighting, directing, and vocal technique provided targeted mentoring, while instructors deliberately minimized intervention to foster student autonomy and creativity. In its initial implementation, MAKING Performing Arts culminated in a staged reading, with students fully responsible for thematic development, scripting, and artistic direction. This model challenges the conventional assumption that artistic creation is the domain of trained professionals, illustrating the potential for non-majors to act as creative agents. By enabling interdisciplinary, student-led collaboration, MAKING Performing Arts offers a transferable framework for performance education beyond conservatory settings and demonstrates the pedagogical value of project-based learning in 21st-century higher education.

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