Despite a renewed interest in educational practices to develop future music educators in South Africa for a rapidly changing professional landscape, little is known about the meaning students themselves ascribe to these practices towards their own development as music educators. This instrumental case study investigated the learning experiences of second-year BMus students creating a musical for pre-schoolers. Data were collected through interviews, observations and reflective journals. Six themes emerged through a thematic analysis of student experiences, namely interaction, preparation, skills development, stagecraft, performance and enjoyment. A conceptual model that explains the production of a musical as a pedagogical praxis connects these themes with existing literature on three teaching and learning approaches that framed the study, namely authentic arts-based pedagogy, project-based learning and community of practice.

尽管南非对培养未来音乐教育者以适应快速变化的专业环境的教育实践重新产生了兴趣，但人们对学生自己将这些实践归因于他们作为音乐教育者的发展的意义知之甚少。这个器乐案例研究调查了 BMus 二年级学生为学龄前儿童创作音乐剧的学习经历。数据是通过访谈、观察和反思期刊收集的。通过对学生体验的主题分析得出六个主题，即互动、准备、技能发展、舞台艺术、表演和享受。将音乐剧的制作解释为一种教学实践的概念模型将这些主题与构成研究框架的三种教学方法的现有文献联系起来，