Beyond classroom walls: the impact of field trips on pre-service teachers' engagement with performing arts in a Bachelor of Education Programme

Abstract

This study investigates how field trips to a jazz concert and theatre performance enhance pre-service teachers’ engagement with performing arts in a South African Bachelor of Education programme. The objective was to assess their impact on music and drama education. The sample included 530 students across four years at a university of Technology. Findings show 92% had no prior exposure to formal arts venues, with increased enjoyment, cultural connection, and content knowledge in jazz and theatre. Students reported greater interest in integrating arts into teaching. Using Engeström’s Cultural-Historical Activity Theory (CHAT), the study emphasises field trips’ role in addressing South Africa’s arts access disparities. It informs teacher education to foster culturally responsive pedagogy.