The value of musical theatre training in performing arts education: a multidisciplinary and interdisciplinary paradigm shift.
DOI:
https://doi.org/10.17159/j3kz6a12Keywords:
Community of Practice (CoP), Interdisciplinary, Musical Theatre, Multidisciplinary,, Performing Arts, HEQSF CurriculumAbstract
Musical theatre in South Africa has transformed into an elective specialisation module within a multidisciplinary qualification structure that embraces entrepreneurship, decolonisation, Africanisation and the creative industries. This article critically evaluates the role and value of the Musical Theatre and Work Integrated Learning (WIL) modules for theatre productions at the Tshwane University of Technology (TUT), South Africa, within the Higher Education Qualification Sub Framework (HEQSF) curriculum. Employing an exploratory research approach, this study draws on the author’s insights and experiences as a lecturer in musical theatre and production, especially in relation to the new curriculum. It offers valuable personal perspectives from participation, observation, and document analysis. These insights underscore the pedagogical significance of musical theatre productions, fostering cross-disciplinary collaboration and cultivating Communities of Practice (CoPs). Ultimately, the opportunities for cross-disciplinary collaboration hold promise in preparing students for a dynamic and competitive performing arts industry in South Africa.
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