This study investigated how a drumming experience influences students’ aggression and narrative experience as related to school violence. Participants were 15- to 16-year-old students from two classes in a men’s high school in a Southeastern city in Korea. The students in one class (n = 38) participated in a group drumming-based music therapy school violence prevention program, while the 35 students in the other class participated in a didactic character education class. The Aggression Questionnaire (Korean Version) K-AQ was used for the quantitative data analysis, and individual semi-structured interviews with three participants, the classroom teacher, and researcher observations contributed qualitative data. A significant effect was found in the anger subscale of the K-AQ; no significant differences were found for the other 3 subscales (physical aggression, verbal aggression, and hostility). The qualitative data indicated that group drumming may enhance self-esteem, assertiveness, emotional expression, anger management skills, cooperation, feelings of unity, empathy, and active listening skills. These findings indicated that group drumming may contribute to reducing anger—one component of aggression—and may positively impact Korean male adolescents’ prosocial behaviors, as they pertain to school violence.

本研究调查了打鼓体验如何影响学生的攻击性和与校园暴力相关的叙事体验。参与者是来自韩国东南部城市一所男子高中两个班级的 15 至 16 岁学生。一个班的学生（n= 38) 参加了一个以击鼓为基础的集体音乐治疗校园暴力预防计划，而另一个班的 35 名学生参加了一个说教品格教育班。攻击性问卷（韩文版）K-AQ 用于定量数据分析，对三名参与者、课堂教师和研究人员观察的个人半结构化访谈提供了定性数据。在 K-AQ 的愤怒分量表中发现了显着影响；其他 3 个分量表（身体攻击、言语攻击和敌意）没有发现显着差异。定性数据表明，集体击鼓可以增强自尊、自信、情感表达、愤怒管理技能、合作、团结感、同理心和积极倾听的技能。