出版社：Bulgarian Comparative Education Society (BCES)
摘要：This paper reports on how participation in a secondary school musical production, within a life skills education programme, may contribute curricularly and pedagogically towards equipping learners for meaningful, successful living in a rapidly transforming society. Using the life skills curriculum for the subject Life Orientation, and employing constructivist hermeneutic phenomenology, I compared
the dialogic educative space offered by a musical production with that of an ordinary secondary school classroom context. This comparative study suggests that secondary school musicals, as holograms of life and reality may, curricularly as well as pedagogically, be understood as practice grounds for life skills attainment (including social justice), whereas traditional classroom practice perpetuates monologism. The musical provides a space for discovering and exercising human talents, social interaction, co?responsibility, mutual and reciprocal trust and knowledge and meaning-making whereas the traditional classroom no longer seems to be able to provide a nurturing and safe practice ground for life skills.
