The purpose of this paper is to study how pre-analysis affects drama-based art programme in South Korea to reach the drama educational goals. In the cognitive, psychodynamic (functional), and affective parts, the learner's analysis has been analysed through questionnaires, the learner's situation, and the lesson plan. Also, through the pre-meeting detailed analysis was made such as the learner's ability and if any children children who required special education. Through the preliminary analysis, it showed that nervousness, prejudice, and burden of students who taking the drama-based art class for the first time are alleviated. It is customised drama-based art education that helps learners' needs in advance of the lesson.