China’s Curriculum Standards of Compulsory Education Arts (2022 Edition) identify “Comprehensive Art Performance” as a core component of primary school teaching. This study integrates educational drama into the “Comprehensive Art Performance” classes for fifth-grade students in a primary school in Guangzhou, China, and carries out a three-month teaching practice. Drawing on literature analysis, classroom observation, and interviews, the study finds that the pedagogical philosophy of integrating educational drama into “Comprehensive Art Performance” is reflected in four dimensions: “constructing dramatic thinking, embedding situational teaching, emphasizing creative practice, and highlighting curricular integration.” Six key points are included in the instructional design: “analyzing music, exploring stories, creating contexts, structuring organization, progressing through games, and deepening musical analysis.” The teaching practice achieved positive outcomes in terms of concretizing roles, fostering emotional resonance, and integrating creation and performance. However, it also encountered challenges such as the imbalance between music and drama integration, rigid instructional connections, and inadequate contextual scaffolding.