Children's Theatre Play Production as an Integrated Arts Pedagogy in the Foundation Phase: A Case Study
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| Title: | Children's Theatre Play Production as an Integrated Arts Pedagogy in the Foundation Phase: A Case Study |
|---|---|
| Language: | English |
| Authors: | Absolum D. Nkosi (ORCID |
| Source: | South African Journal of Childhood Education. 2025 15(1). |
| Availability: | AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Theater Arts, Teaching Methods, 21st Century Skills, Art Education, Teacher Education Programs, Urban Universities, Undergraduate Students, Instructional Effectiveness, Theory Practice Relationship, Student Attitudes, Preservice Teachers, Elementary School Teachers, Foreign Countries |
| Geographic Terms: | South Africa (Johannesburg) |
| ISSN: | 2223-7674 2223-7682 |
| Abstract: | Background: Arts education is an underutilised subject in South African teacher education institutions and schools. It is mostly characterised by fewer hours of training and is primarily theory-based. Setting: The study was conducted at an urban university of South Africa. Aim: The aim of the study was to find out how student teachers engaged with an integrated arts experience through children's play production, in which there was a deliberate balance of the practice and theory in their Arts Education Methodology module. Method: A qualitative reflective case study was conducted with the B.Ed. students who had completed this module to solicit their experiences as well as its efficacy for teaching Arts Education effectively in their respective schools. Telephonic one-on-one interviews were conducted with 11 students who were purposefully sampled. Deductive thematic analysis was used to analyse the data. Results: The study revealed that several 21st-century skills were indirectly imparted to the students through the integrated arts pedagogy and were used in the students' play production. Conclusion and contribution: Play production is an effective pedagogical approach for teaching 21st-century skills to pre-service teachers. It could be adapted by any other Foundation Phase teacher-training institution that might be interested in implementing this integrated arts children's play pedagogy to promote practice-based Arts Education methodology. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464611 |
| Database: | ERIC |
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