For many musical theatre forms developed during the rich historical artistic production within musical education, there is a visible tendency to dedicate little time, i.e. teaching hours, to convey those topics, and the same is valid for musicals and rock operas. It is useful to consider that the substance and appeal associated with different musical forms is not equal and more importance in musical education would definitely be given to musical forms more comprehensive and interesting in content, such as musical and rock opera, if opinions of students, who are directly involved, would be taken into consideration. This thesis discusses musical theatre forms of musical and rock operas from the perspective of their usage within musical education. To retain students’ attention during the entire educational process has become increasingly challenging and this is why it is desirable to offer content that can be conveyed through dynamic, appealing and unconventional teaching formats. In this sense, an integration of workshop methods where students independently analyse topics is welcome, considering that workshop methods within active teaching facilitate the implementation of many activities, such as listening to music, musical creativity and musical games, which are demonstrated in this thesis. This thesis also contributes to analysing some textbook materials, describing the implementation of musical in primary and secondary schools, distinguishing different possibilities of content analysis in practice and providing examples of teaching preparations for musical education teaching in the eighth grade of compulsory school.