STAR-Post Art Issue 2 (Jul 2024) by moe_star

Artistic

→Art as a Bridge Across Disciplines: Features on Interdisciplinary Efforts

→Fostering Empathy and Emotional Expression

Cluster Initiatives in Art Education

→Celebrating Creativity and Collaboration: Highlights from the W1 Art Interest Group

→Charting the Art Course in E21CC: Insights from the STAR Champions on Leading Professional Learning

→Mr Hazmi Bin Hasan

→Mrs Sharon Lai

→Mdm Julie Abdullah

→Ms Adibah Azri

→Ms Tan Hui Peng Jamilene →Ms Chiu Yun-Ting Fiona

Artistic Mentorship Across Generations

→Connecting Generations through Art Walk: MGS Art’s Intergenerational Learning

Artistic Collaborations Beyond Educational Institutions

→Invigorating the Art Learning Experience: Spotlight on Collaboration with Artists

→A Serendipitous Phone Call Led To An Enriching Professional Collaboration

→Discovering Inspiration through the Art of Exploration

→B eing Inspired by the Artist’s Craft & Experience

→Collective Art-venture: Uniting Creativity through Partnership with Singapore Art Museum

Fostering

I believe in the power of collective wisdom.

When art teachers join forces to share experiences, exchange ideas, and support one another, we inspire insights, encouragement, and new opportunities to better ourselves and our art teaching practices.

In 2024, as we foreground E21CC in our art classrooms and reimagine our curriculum for the refreshed syllabuses, our art educators continuously role model how collaboration can be carried out across subjects, schools, clusters, and zones, extending into the community and the larger art ecosystem.

From interdisciplinary projects, cluster interest groups, and STAR Championsled workshops to intergenerational programmes and museum partnerships, this STAR-Post edition on “Colourful Collaborations: Strengthening our Community of Art Educators” focuses our minds on the vibrant possibilities that arise from their collective efforts.

As part of STAR’s commitment to encompass professional learning beyond solely attending Courses, we highlight stories that emphasise the common theme of social learning, positioning Assignments and Relationships as key components in the suite of growth experience. We believe that mentoring and engaging in learning communities enrich the learning experience and deepens the knowledge gained from courses.

While collaborations present challenges in terms of time and coordination, art teachers have shared that the positive outcomes of quality art education and meaningful student engagement far outweigh these initial barriers. Among the different stories highlighted, check out the amazing collaboration of W1 Cluster’s Art teachers as they pooled resources and expertise to create art, showcase and organise syllabus consultation session, empowering learning for both their students and themselves. Also, learn about Methodist Girls’ School students’ engagement with seniors to reimagine architectural spaces that fosters intergenerational interactivity and inclusiveness. The art teachers also shared insights on how they involved artists Zul Othman, Tan Zi Xi and Weixin Quek Chong in various artmaking opportunities for their students.

As you embark on your journey to bring your art classrooms to new heights, do remember that you are never alone. Our community of art teachers will always remain your source of inspiration and support. Reach out, bounce ideas, co-create solutions and strengthen one another! Together, through our art lessons, we will help our students develop the drive, values, dispositions, and competencies to thrive and shine now and in the future.

Ms Han Zi Rui Senior Assistant Director (Art) STAR

Artistic Collaborations within Schools

Art as a Bridge Across Disciplines: Features on Interdisciplinary Efforts

Art x FCE/Music, Secondary 2/Secondary 1 Levels

Mr Lek Yi Xian Ethan

Ms Tan Zhi Ying, Serlin

Art Teachers in collaboration with Mdm Zakiah Haron

Food and Consumer Education (FCE) Teacher

Ms Annetta Lim

Music Teacher

Boon Lay Secondary School

Personal Belief about Interdisciplinary Learning

In today's educational landscape, interdisciplinary learning is essential. While subjects are traditionally taught separately, real-world experiences are interconnected. Art, in particular, serves as a bridge, connecting various fields of knowledge and providing a holistic understanding of the world. This belief motivated my collaboration with colleagues from the Food and Consumer Education (FCE) Department in 2024 and the Music Department in 2023. By aligning our lesson plans and coordinating efforts, we created integrated learning experiences that reflect the interconnected nature of knowledge and prepare students for real-life applications.

Collaboration with FCE Department

In 2024, I partnered with Mdm Zakiah Haron from the FCE Department for a project with Secondary 2 students. The focus was on understanding the proportions of each food group in a well-balanced meal and cooking a dish using local produce. This culinary knowledge informed their packaging design label drafts in art lessons, capturing the value proposition through visuals.

To support their creative process, we integrated lessons on Pop Art, the marketing mix (specifically "promotion"), and color mixing. This interdisciplinary approach allowed students to see the relevance of art in everyday life and other subjects. The culmination of this project was a digital mock-up where students showcased photos of their cooked dishes alongside their designed food labels. This project not only enhanced their understanding of both subjects but also fostered creativity, critical thinking, and practical application.

Collaboration with Music Department

This way of interdisciplinary collaboration was first piloted in 2023 with Mdm Lim Siew Ching, Annetta, from the Music Department. This project involved Secondary 1 students and focused on the intersection of art and music.

In their art lessons, students learned to use grids to draw realistic self-portraits, which served as the basis for creating graphical backgrounds representing their cultural origins and nationalities. Concurrently, in their music lessons, students learned to compose music using GarageBand, focusing on creating pieces that reflected their cultural and national backgrounds.

At the end of the term, students presented their portraits accompanied by their self-composed music. This project not only enhanced their artistic and musical skills but also deepened their understanding of their own cultural heritage and the ways in which different forms of expression can be interwoven to create a richer, more nuanced narrative.

Key Learnings

These interdisciplinary projects exemplify the power of collaboration across different subjects. By breaking down the silos between disciplines, we provide students with a more integrated and meaningful learning experience. Art, with its inherent flexibility and universal appeal, serves as an excellent conduit for such collaborations, making learning more engaging and reflective of the interconnected world we live in.

Tips for Successful Interdisciplinary Collaborations

Establish Understanding of Learning Objectives:

Ensure that you have a clear understanding of the learning objectives for both subjects. This helps in identifying common themes and concepts that can be interconnected. Scaffolding these objectives effectively allows students to build on their knowledge progressively across different disciplines.

Plan a Realistic Timeline:

Develop a timeline that facilitates the seamless transition of knowledge from one subject to another. This ensures that students can apply what they have learned in one class to enhance their understanding and skills in another class. Coordination between/among departments is key to maintain a coherent flow of learning.

Adaptive and Open to Changes:

Flexibility is crucial in interdisciplinary projects. Be prepared to make adjustments based on feedback from teachers involved and the evolving needs of students. An openminded approach encourages innovative solutions and allows for a more dynamic and responsive teaching environment.

Sec 2 students using locally grown vegetables as an ingredient for their FCE assignment (2024)

Samples of Sec 2 students’ painting assignment: packaging food label (2024)

Sample of digital mockup created by a Sec 2 student (2024)

Fostering Empathy and Emotional Expression

Art x English Literature + Sec 3E Class

Ms Jane Koh Bao Ru

Art Teacher in collaboration with Mr Ronnie Yeo

English Literature Teacher

Hougang Secondary School

I believe that art’s porosity allows it to seamlessly integrate with other disciplines, particularly Literature, where both evoke imagery and emotions. This interdisciplinary approach enriches both fields, fostering creativity and critical thinking.

In collaboration with Mr Ronnie Yeo from the English Literature Department, students embarked on a Museum-based Learning project with an activity focused on investigating and expressing through the creation of a poetic response to Chua Mia Tee’s painting ‘Epic Poem to Malaya’ (1955). Students ‘investigated’ the painting by delving into its historical context and empathizing with the characters through listing keywords of what characters might be feeling as the poem was being read out. Mr Yeo then introduced various poetic forms (e.g, Haiku, Shape Poem and Blackout Poetry) enabling students to ‘express’ and create their own poetic responses to Chua’s painting. This short activity immersed students in the painting’s compelling narratives, deepening their understanding of its historical and emotional context, and fostering greater appreciation of its significance.

The collaboration with a colleague who has specialised knowledge like Mr Yeo is essential for successful outcomes, as it builds a solid foundation for disciplinary knowledge, which helps students write a richer, more informed poetic response to the artwork.

Blackout poem created by Charlotte in response to Chua Mia Tee’s painting ‘Epic Poem to Malaya’ (1955) (2024)

English Literature Teacher

Mr Ronnie Yeo teaching poetry forms during Sec 3R7 art lesson (2024)

Synergizing to Foster Global Literacy

Mr

Marc Ang

Art Teacher in collaboration with CCE Department

Townsville Primary School

Students gain a better understanding of a topic when it is explored by integrating different subjects that provide multiple perspectives. So when International Friendship Day (IFD) rolled around in Term 2 this year, I decided to collaborate with colleagues in the CCE Department who were planning a series of assembly talks focused on global citizenship, highlighting interconnections among neighbouring countries.

I proposed to deepen the learning at the Primary 5 level where students would learn to recognise opportunities to contribute and make a difference to the international community. They responded to the question prompt “If I am Singapore, how can I contribute to neighbouring countries?” through stop-motion animations using paper collage and an iPad app. Prior to ‘Make’, students ‘Connect & Wonder’ on real-world issues such as the recent earthquake disaster in Taiwan and the long-standing water dispute between Singapore and Malaysia. They went on to ‘Investigate’ the topic and generated ideas such as help, collaboration, and friendship for their animation project.

The Art x CCE collaboration transcended conventional activities like flag coloring and poster design for IFD. This experience offered students a novel artistic avenue to narrate meaningful and relevant animation. By synergizing with another department, the collaboration amplified the significance and efficacy of both subjects, enriching students’ educational journey.

Primary 5 student creating her stopmotion video (2024)

Screenshot of a stopmotion video created to highlight the need for mutual understanding (2024)

Cluster Initiatives in Art Education

Celebrating Creativity and Collaboration: Highlights from the W1 Art Interest Group

Ms Hardyanti Sapuan

Subject Head (Art)

Clementi Primary School

I/C W1 Art Interest Group

The W1 Art Interest Group, a hub where talent in the visual arts is nurtured, has been a significant development within the W1 cluster schools. Active for more than five years, this group works towards establishing and strengthening collegial relationships and professional development among cluster art teachers and their schools, with the aim to provide opportunities for students and teachers to develop their skills and nurture their talents in visual arts.

Through annual meetings and collaborative projects, the group nurtures the artistic talents of members and students by providing them with additional opportunities to explore various art forms. This team has been instrumental in organizing joint activities such as art workshops, field trips to galleries, and collaborative projects. These activities have not only enhanced students’ skills but also fostered a sense of camaraderie and shared passion for the arts.

Overview of Recent Art Events and Projects

Recently, the W1 Cluster has been buzzing with artistic energy, with schools organizing a variety of events designed to engage students and highlight their creative skills. One of the standout annual events was the “Young Voices: Exploring Self and Self-Portraits Art Exhibition,” where students from all schools in the cluster displayed their artworks at Clementi Public Library. This event aimed to promote community engagement and allow students to see their works in a public setting, boosting their confidence and sense of achievement. With a unique twist, the public was invited to vote for their favorite artwork in the exhibition. The artwork with the most votes received a Certificate of Commendation and a trophy, adding an exciting element of community involvement and recognition for the students.

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W1 art teachers with students’ artwork on display (2023)

W1 students’ artwork at the exhibition (2023)

As an extension of the art exhibition at Clementi Public Library, Yuhua Primary School teachers conducted a special workshop for library patrons. The workshop, titled “Introduction to Squeegee Painting: A Parent-Child Workshop,” aimed to engage the community and their families in creative activities, making art accessible to everyone. Participants of all ages explored various art techniques, from painting and drawing to collage-making. The hands-on experience fostered creativity and strengthened the bond between the school and the community. In addition to Yuhua Primary School, teachers from Henry Park Primary School and Clementi Primary School have also conducted similar art workshops for the community.

Teachers from Yuhua Primary School conducted an art workshop at Clementi Public Library (2023)

Participants at the art workshop conducted by Yuhua Primary School teachers (2023)

Art Jamming Workshop

One of the most exciting recent initiatives was an art jamming workshop, specifically designed as a mental health break for W1 teachers with passion and interest in painting. This workshop provided a relaxed and inspiring environment where teachers explored their creativity without the constraints of a formal classroom setting.

Held at “My Art Space,” the workshop brought together teachers from various schools within the cluster. Participants were encouraged to experiment with different painting techniques and styles, creating unique pieces of art. This hands-on experience not only enhanced their personal artistic skills but also provided a much-needed respite from the demands of their professional lives. The art jamming session was a rejuvenating break, allowing teachers to unwind, de-stress, and connect with their peers in a creative and supportive setting.

W1 art teachers with students’ artwork on display (2023)

W1 teachers in an art jamming workshop (2023)

Consultation with Arts Education Branch (AEB)

To keep up-to-date with advances in education such as the refreshed art syllabus, the group organised a consultation session with AEB with the aim to ensure that teachers are well-versed in the guidelines and pedagogical approaches.

During the session, teachers engaged in in-depth discussions about the updated syllabus, exploring its objectives and content. Experts from AEB provided valuable insights and answered questions to help teachers understand how to effectively implement the refreshed syllabus in their classrooms. This initiative underscored the importance of keeping current with curriculum changes and the continuous professional development of teachers.

Consultation session with AEB (2024)

The Significance of Collaboration

Collaboration within the W1 Cluster has proven to be a cornerstone of its success. By coming together, teachers can pool their resources, expertise, and experiences, creating a richer and more supportive educational environment. This collective approach has several key benefits:

Resource Sharing:

Schools can share art supplies, tools, and facilities, making it possible to undertake larger and more ambitious projects than they could individually.

Expertise Exchange:

Teachers bring different strengths and specialties to the table, allowing them to learn from one another and improve their own teaching practices.

Professional Support:

Collaboration provides a network of support where teachers can seek advice, share challenges, and celebrate successes together, fostering a sense of community and belonging.

Conclusion

The recent art events and projects within the W1 Cluster have highlighted the profound benefits of collaboration in education. Despite its challenges, the schools have demonstrated that by working together, they can create more enriching and impactful learning experiences for their students. This collaborative spirit makes the W1 Cluster a model for how schools can come together to foster creativity, community, and professional growth.

Artistic Collaborations across Schools

Charting the Art Course in E21CC: Insights from the STAR Champions on Leading Professional Learning

At the recently concluded STAR Champions-led workshops, we witnessed the coming together of STAR Champions across zones, clusters and schools to bring the fraternity on their journey to develop E21CC and social-emotional competencies in the Art classrooms. Let’s see what the STAR Champions have to say about their collaborative experience:

Mr Hazmi Bin Hasan

Art Teacher

Gongshan Primary School

It was an eye-opening first experience as a STAR Champion. I felt nervous yet excited to jump on the opportunity to grow, learn, and share with other art teachers from different schools. I felt nervous because presenting to a large group has always triggered some anxiety for me, but I was also excited to see it as a chance for personal and professional development. I am grateful to be able to team up with experienced STAR Champions like Mrs. Jane Grosse and Ms. Shirley Toh, with guidance from Master Teacher Chun Wee San, who constantly prompts us with reflective questions that stimulate our thinking and propel our individual inquiry projects forward. Jane and Shirley made me feel at ease from our very first group interaction. We built on one another’s ideas and provided constructive feedback for issues we faced in our classes. Despite it being my first time, I felt encouraged to share my teaching experience.

Collaboration, to me, involves individuals leveraging each other’s strengths in an environment of trust and respect. Unlike the previous STAR Champions workshop, the current format is grouped based on areas of teacher inquiry, and it allows us to connect with teachers from different clusters, broadening our teacher network and resources to enhance our students’ art learning experience.

This journey has made me more reflective about my teaching practice. I started writing down notes on what went well and what can be improved in my classes, which has helped me gain a better understanding of my teaching. In order to overcome setbacks faced during my inquiry project, I had to embrace a positive growth mindset. Teachers should see challenges as learning opportunities to continually improve and strive to be the best teachers we can be for the children.

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Mrs Sharon Lai

Art Teacher

CHIJ Our Lady of the Nativity

My journey as a STAR Champion started in 2021, under the encouragement of my Reporting Officer and Principal. I would describe my experience to be an empowering and exciting one for my personal and professional growth as an art educator.

One of my most rewarding takeaways had to be the valuable friendships forged. It is always uplifting to meet other like-minded art educators during our sessions where we exchange ideas about teaching and learning as well as solutions to the common challenges faced.

In the STAR Champions programme, we are given the opportunity to collaborate and form groups to embark on art inquiry projects, which will culminate in a sharing. Empowered by one of our cluster sharings on the topic of Differentiated Learning, my team went on to submit our project and presented it during the Teachers’ Conference and ExCEL Fest (TCEF) in 2023. It was truly a memorable experience as we encouraged one another to step out of our comfort zone. And of course - we celebrated our success with a hearty meal!

I would also like to thank our Master Teachers who have provided us with a safe environment to learn, unlearn and relearn. With their warm mentorship and encouragement, we were able to broaden our perspectives and uncover our “blind spots”.

It is indeed a blessing to be part of this warm and supportive community that inspires me to continually refine my classroom pedagogies and to embrace a growth mindset to make a difference in the lives of my students and the fraternity!

Left ImagePriscilla (River Valley Primary), Candy (Farrer Park Primary), Sharon (CHIJ OLN), Aliah (Queenstown Primary)

Right ImageVictoria (MTT), Anwara (Haij Girls School), Diana (Xing Hua Primary), Sharon (CHIJ OLN), Ai Lee (Endeavor Primary)

Mdm Julie Abdullah

Senior Teacher (Art)

Pei Tong Primary School

My years as a STAR Champion have taught me the immense value of collaboration and mutual learning. Collaborating across the fraternity brings a wealth of diverse perspectives, pedagogical approaches, and resource-sharing opportunities that profoundly enrich professional learning.

I am grateful for the opportunity to collaborate with art teachers both within my zone and recently across the broader fraternity. Engaging and learning with these art teachers from different backgrounds and experiences fosters a dynamic exchange of ideas and ignites creativity in lesson designs. This cross-pollination of ideas has broadened my toolkit with innovative strategies, expanded my understanding of diverse learner needs, and infused different EdTech tools into my pedagogy.

Highlights of this journey include discovering fresh teaching methodologies, fostering lasting professional connections, and witnessing the transformative impact of collaborative efforts on student engagement. Of course, challenges such as coordinating schedules are inevitable, but they are far outweighed by the benefits. Thanks to technology, we were able to meet and prepare our resources together online.

I encourage fellow art teachers to embark on collaborative ventures beyond their immediate circles. Embrace the power of shared knowledge to unlock new dimensions of professional growth and enrich art education for all.

The journey is both enlightening and immensely rewarding.

Ms Adibah Azri

Art Teacher

Ang Mo Kio Secondary School

If I could describe my first experience as a STAR Champion with just one word, it would be ‘mesmerising’. Being part of a community that shares the same passion and belief in the importance of art education is truly mesmerising, especially when experiencing it firsthand.

The most rewarding aspect for me is having the platform and opportunity to learn from a variety of teaching styles and approaches, which has significantly enhanced my own practices. Despite the differences in student profiles, my group members and I found common grounds and shared strategies that are universally effective. This diversity not only broadened my perspectives but also inspired creativity and adaptability in addressing the unique challenges we face in our classrooms. Ultimately, collaborating across clusters strengthened our collective ability to provide high-quality art education and adapt meaningfully to cater to the needs of our students.

All in all, I am thankful to be part of this passionate community of STAR Champions. To sum up my entire journey, here are three points I am proud to highlight:

Each challenge encountered in the journey of an art educator is an opportunity for growth, pushing us to find creative solutions that often lead to the most rewarding experiences. Embracing these challenges not only enhances our teaching skills but also enriches the learning environment for our students.

It is crucial to not shy away from seeking support from colleagues and the broader art education community, e.g. learning from practicing artists, looking for shared resources, adopting strategies, and receiving encouragement. These could significantly raise our effectiveness and resilience.

Recognise that our passion for art and teaching is infectious, and by staying inspired, we can ignite a love for art in our students, fostering a vibrant and dynamic classroom where creativity thrives.

Special mention to my mentor, Ira Wati, and my amazing group members, Yeo Bi Xia from Cedar Girls Secondary School, Loke Puay Yin from Bukit View Secondary School, and Zhang Lisa from Springfield Secondary School.

My first experience is mesmerising thanks to all of you ladies!

Ms Tan Hui Peng Jamilene

Subject Head (Aesthetics)

Canberra Secondary School

As an experienced STAR Champion, I’ve had the opportunity to collaborate both within my zone and across the fraternity of art teachers. While collaborating within the same zone broadened my perspectives, working with art teachers across different clusters further introduces diverse approaches to our art practice. This exchange of thoughts and skills with a wider group of art teachers significantly enriched my teaching practice.

Collaboration means exchanging ideas and working together as a team towards a common goal. It involves recognizing the connections between our individual roles and leveraging one another’s strengths. Through collaboration, we provide feedback, reflect, and learn deeply and meaningfully.

This journey has facilitated my engagement with fresh ideas and the reinforcement of existing skills, thereby enhancing my capacity to make art education more prominent and influential. I implemented newfound knowledge in my classroom and tailored the teaching pedagogies to accommodate the unique profiles of my students. This practical application has offered invaluable on-the-job training, fostering a safe environment where mistakes and even failures are embraced as integral parts of the learning process.

One of the highlights was learning from other STAR Champions, which enriched my teaching approach. A challenge I faced was adapting to different teaching styles and approaches, as well as managing my time between school responsibilities and my commitment as a STAR Champion. Despite these challenges, the experience ultimately strengthened my ability to learn and collaborate effectively.

Ms Chiu Yun-Ting Fiona

Art Teacher

St. Anthony’s Canossian Secondary School

Collaboration to me means working together towards a common goal, pooling resources, expertise and ideas to achieve something greater than what could be accomplished individually.

The main difference before and after being a STAR Champion is that there are more opportunities for me to collaborate with teachers from different clusters. Working within the same zone often facilitates smoother communication and coordination due to geographical proximity and shared practices while working across the fraternity enables the exchange of best practices and innovative ideas from different contexts.

Through participating in three zonal cluster sharing experiences with different STAR Champions, I have gained valuable insights on how teachers adapt different learning domains into their teaching and observed how students from different schools respond diversely. This enables me to refine or deepen my current practices. For example, my first STAR champion group project focusing on Self-Regulated Learning (SRL) has led me to initiate action research on how SRL can be tailored to students taking coursework in my school. In addition, the last two projects, which centred on technology and included the use of AI, enabled me to explore more possibilities on how technology could be used to enhance students’ motivation and engagement.

Despite the challenges and coordinating schedules, the shared interest and goals among champions are what made each collaborative project successful and meaningful.

Artistic Mentorship Across Generations

Connecting Generations through Art Walk: MGS Art’s Intergenerational Learning

Mrs Natasha Tay Head of Department (Aesthetics) Methodist Girls’ School

Art lessons are no longer about drawing the still life of an apple?

One senior asked.

This year, 8 seniors from Touch Community Services; Active Ageing Centre were back to school for 4 art lessons over a term with a class of Secondary 1 students. They were apprehensive at first, yet curious to discover what art learning is like and for some, to experience first-hand what their own grandchildren do in school.

Our school is actively engaging in Intergenerational Learning (IGL) as part of our Community-In-School approach for our curriculum. Using an asset-based approach, we tap on the expertise and experience of youths and the elderly to promote collaboration in learning. Based on the theme of “Place and Space”, students collaborated with seniors and peers to reimagine architectural spaces and co-design a space in school that fosters intergenerational interactivity, drawing from their valued places in Singapore across the generations.This learning experience aims to develop deep learning global competencies of 1. Communication (in the domain of communication designed for audience and impact) and 2. Creativity (in the domain of pursuing and expressing novel ideas and solutions)1.

With the rapidly changing demographics of our nation, and the hope of enabling our seniors to age well with joy and confidence, we believe that they have to be meaningfully involved in the community and be engaged in continued learning. Hence, more can be done starting from the school community to promote inclusivity and interconnectedness and thereby bridge the generational gap.

Partnering with Touch Community Services; Active Ageing Centre to transform the educational experience of art learning meant bringing diverse people together to collaborate and work with in purposeful ways. From selecting appropriate pedagogical strategies to ensuring student engagement and well-being, the aim is to nurture intergenerational understanding and respect for expertise in a diverse learning community, and engender a sense of agency and ownership through the teaching and learning process.

1 New Pedagogies for Deep Learning. (2020, June 16). Deep Learning: Engage the world Change the World – New Pedagogies for Deep Learning. https://deep-learning.global/deep-learning-book/

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“Going back to school again has been a positive experience. There is much to learn in Art today - more engaging, informative and resourceful. Having the elderly in the class gives some girls the opportunity to communicate and express their thoughts. For me, I believe that I have received more than I can contribute.

”

Tracy Chew, Senior Officer, Touch Community Services; Active Ageing Centre

Documenting with Photography

Students and seniors collaborated to apply perspectives in photography within the school environment.

Formative assessment took place with feedback given to one another and leveraging technology in the use of their PLD and digital platforms for collaborative reflection.

Padlet Link

The seniors cocreated photographs with the students by enthusiastically trying out creative compositional techniques.

Prototype with Paper

As a scaffolding activity, they creatively manipulated paper for a prototype of an intergenerational social space, designated for activity, rest and conversations.

This generated many heartfelt conversations between the students and the seniors where students got to ask questions about the seniors’ life experiences and seniors can be immersed into the school life and interact with the lived experiences of the students.

At the gallery walk, group members used the Think, Pair, Share routine to evaluate the feasibility and functionality of another group’s work and gave words of affirmation for their classmates’ efforts.

These lessons culminated in a collaborative project, My Visionary School Space, to envision and contribute to building an empathetic and innovative school environment. This is aptly in line with the SYF Art Exhibition’s theme of Artist and Collaboration.

Seniors brought photos of spaces in old Singapore where issues of safety were of concern, which helped students to exercise design thinking, focusing on the need to redesign and curate safe and sustainable social spaces.

From what they have learnt from photography, they documented 3 perspective angles of their prototype representations.

Aligned to the Lower Secondary Art Syllabus and the big idea of ‘Art helps us see in new ways’, the learning processes - 1. Document, 2. Curate, 3. Reflect and 4. (Re) present - are realised by how students made thinking visible through their visual journals and portfolios as they designed the 3-dimensional paper sculpture of a space using line and colour expressions and dry medium. The artwork draws connections between personal experiences and collaborative efforts to explore diverse perspectives while pushing creative boundaries.

As the students developed competencies of Communication and Creativity in art, collaboration was key in anchoring these learning experiences as students worked interdependently as a team and grew in social, emotional and intercultural skills.

This essential life skill to connect with other people from different generations and backgrounds begins with cultivating social empathy and civic-mindedness, acknowledging that the seniors are a valued part of our Singapore community.

During our interactions, I became aware of challenges they faced. Sometimes, I found it challenging to grasp their explanations, but growing effective in our communication helps to facilitate the sharing of ideas. Our seniors proved to be exceptionally creative, given their age and experience. Collaborating with them was not only enjoyable but also a novel experience that I would eagerly repeat given the opportunity!

Sera

Foo Xin Ling, 1H

The pedagogical implications of intergenerational learning were how it fostered the students’ autonomy, motivation and reflection as they learnt to interact with the seniors by overcoming language barriers and were inspired by their resilience and commitment to contribute to the group work in every way possible.

This productive collaboration across the age groups led to the students’ personal well-being and improved performance. As these connections between seniors and students are unlikely to develop naturally, efforts need to be deliberate and well-designed. Teachers were facilitators to initiate meaningful discussions to dismantle generational stereotypes and mitigate age-based biases, by being sensitive to their needs, open to feedback and enacting differentiated instruction.

This journey was made beautiful and possible by continuously emphasising the value each of them brings to us in the shared purpose of learning. With a deeper appreciation for their individual strengths and collective possibilities, we hope that our pioneering efforts of IGL through art could encourage other schools to consider intergenerational learning and meaning making between community and school, which will in time, contribute to shaping a new social compact with them together as one.

Artistic Collaborations Beyond Educational Institutions

Invigorating

the Art Learning Experience Spotlight

on Collaboration with Artists

Ms Seow Ai Wee Master Teacher/Art STAR

STAR had collaborated with artists such as urban sketcher Paul Wang, ceramicist Ahmad Abu Bakar, printmaker April Ng, and sculptor Tan Wee Lit to co-design studio-based supporting programmes for art teachers. “Collaboration” would be an appropriate term to describe our working relationship with artists because they were not engaged to deliver a set package to impart skills. On the contrary, these professional learning experiences co-designed with the artists would take into consideration the learning objectives, syllabus requirement and lesson design framework (i.e. Art Inquiry Model) and understanding of participant profiles to ensure relevance and usefulness back in the art classroom. While the artist demonstrated unique skills and techniques for manipulating the medium/media and sharing tips for effective studio management informed by their art practices, the Academy Officer folded in conversations at strategic junctures focused on “translating” the learning for respective student levels. The artists brought an invigorating element that enhanced the learning experience when they showed how these skills and techniques were brought to life in their own artworks and shared their artmaking process and philosophy.

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Urban sketcher Paul Wang leading a discussion on line weight with Art Teachers during Drawing as Thinking: Visual Journaling Workshop (2024)

Artist Luke Heng sharing his practice with Art Teachers in Box, Frame & Vignette supporting programme (2024)

A 2023 research study conducted by the National Institute of Education (NIE) and commissioned by the National Arts Council (NAC) to examine the unique qualities of artists as educators showed that artists offered new perspectives about the art form, presented new ways of experimenting, and exploring with materials, processes and ideas, and inspired students to find their own voice. One of the implications of this study on education practice would be that Art Teachers could learn innovative teaching approaches from artists derived from their artistic sensibilities of experimentation and play, embracing ambiguity and sustaining engagement. Another implication would be to home in on the collaborative opportunities between the Art Teacher and the artist, the former with strong pedagogy content knowledge and the latter with deep art form expertise, to invigorate the overall art learning experience.

In the school context, many Art Teachers already included opportunities for students to learn from artists in addition to making art in the classroom and exploring artworks at the museum. The purpose would be to expand students’ repertoire of art learning experiences and foster appreciation for diverse art forms, especially those that Art Teachers were not familiar with (e.g. ceramics, paper sculpture and graffiti art). Most importantly, it would be for students to learn that exciting artworks are being created now by living artists working amongst us that use materials and processes in new ways, and explore contemporary issues! Check out how three Art Teachers collaborated in different ways with their respective artists by tapping on funding from NAC Artist-inSchool Scheme (AISS).

Learn more about the study by clicking here or scanning the QR code (p.7-9).

A Serendipitous Phone Call Led To An Enriching Professional Collaboration

Ms Liao Zi Yan

Subject Head/Aesthetics

Ang Mo Kio Primary School

My school’s collaboration with artist and illustrator Tan Zi Xi began with a serendipitous phone call back in July last year. I cold-called the artist to find out if she might be interested and available to collaborate on a digital illustration project for our Primary 3 students by tapping on National Arts Council’s (NAC) Artists In School Scheme (AISS). She expressed concern initially about age-appropriateness of the medium and her own preparedness for teaching primary level children. I assured her that the essence of AISS was to “co-design customised arts learning experiences that deepen students’ engagement in and through the arts” – we didn’t need her to teach the skills to our children; we needed her to inspire our students with her processes and ideas.

Following our phone conversation, I carefully considered the artist’s concerns and expertise, prompting significant revisions to the AISS proposal. This included expanding the project to encompass a teacher training component and an assembly talk for the whole school; shifting from how-to lessons to feedback sessions with Primary 3 classes; and collaborating with a smaller group of students to co-create a mural painting and exhibition. I continued to consult the artist to refine the scope of our collaboration and she also provided valuable input on the feasibility of the project, and her availability.

At this midpoint juncture of our collaboration, I could honestly report that this collaboration with the artist had been a truly enriching experience for everyone involved, even for the artist! She appreciated our students’ curiosity, humour and innocence, and even included some of their drawings in her latest art installation. As for me, beyond the professional collaboration and learning, I’ve found a friend in Zi Xi.

Students’ diverse artworks seamlessly come together under Artist Zi Xi’s guidance, forming a mural that embodies the shared aspirations of humans to coexist harmoniously with nature (2024)

Artist Zixi “directing” teachers in preparing the mural painting sessions for students (2024)

Discovering Inspiration through the Art of Exploration

Mdm Aziana Aziz Subject Head/Aesthetics Bendemeer Primary School

Our school has been collaborating with a visual artist who is 2019 Young Artist Award recipient, Weixin Quek Chong, for the past two years to work with small groups of students - 20 students in the UPLIFT programme in 2023 and currently with 30 students in Art Club. At the planning stage, to iron out the scope of the projects for AISS, we took time to familiarize the artist with the school’s Positive Education approach as well as the student profiles. I was pleasantly surprised by how forthcoming she was in co-planning the learning experiences for our students. She acknowledged that she had no teaching experience at the primary level and would lean on us for teaching strategies and classroom management.

The students truly enjoyed the sessions with the artist, especially the exploration of different media, such as charcoal, which I would likely not introduce during regular art lessons. Week after week, she encouraged the students to build a habit of self-reflective expression through visual journalling, which further enhanced their ownership of learning and exploring their own unique ways of expression. I knew she made an impact when the students in the UPLIFT programme asked when they would be having more sessions and meeting the artist again.

I never thought that a direct message to the artist’s Instagram account would lead to two successful project collaborations with her. Observing her at work got the art teachers to reflect on how our art lessons could better empower students’ voices and foster social and emotional learning.

Learning without limits as students engaged with Artist Weixin via Zoom to create artworks beyond borders (2024)

Students completing a graffiti wall mural in school

Being Inspired by the Artist’s Craft & Experience

Ms Melcia Leong Hui Lin Aesthetics Coordinator Queensway Secondary School

My guiding principle for identifying an artist to work with my Sec 2 (NT) students was simple - his/her artform specialisation must be something entirely new to the students. I wanted to design a special elective programme for this group of students to gain insights into the arts and achieve success, while developing a sense of belonging and pride in the school. Graffiti art was an obvious choice but finding an artist was not so straightforward as I was looking for someone with an established art practice and also adept to working with the student profile.

So when graffiti artist and 2013 Young Artist Award recipient Zul Othman, widely known as ZERO, responded to my call for collaboration, I was relieved but also uncertain. He assured me during the initial phone conversation that he was an experienced educator and more importantly, he shared my vision for the programme’s goals. To further enrich the experience, he recommended graffiti artist Anthony Chong, also known as ANTZ, to join as a co-lead artist.

Through hands-on sessions and introduction to the different elements and techniques of graffiti art, students gained a better understanding and appreciation for street art. The programme provided an avenue for students to showcase their creativity and build their confidence as they doodled and sketched at every session with the artists guiding them to work towards a stunning spray-painted mural adorning a prominent wall in school.

Students’ doing graffiti

Not sure how to get started on collaborating with an artist? Here are five considerations to find a MATCH.

Mastery in the identified medium/art form should be evident in the artist’s portfolio, which could include artworks shown at his/ her exhibition, website and/or social media platforms such as Instagram and Facebook.

Ascertain teaching experience of the artist and agree on the teaching level(s), student profiles and duration. Artists with no formal pedagogy training could still possess natural ability to engage students but would require guidance to thoughtfully infuse student-centred learning strategies.

Trial with a small group of students to assess the effectiveness of the collaboration on students’ learning before expanding the scope. In the case studies shared above, all three Art Teachers shared successful collaborations with their respective artists teaching small groups of students.

Co-design the learning experience to agree on overarching learning goals, specific learning outcomes for each session, art task(s) and learning strategies, and materials and tools. Take the opportunity to share how to design art lessons using the Art Inquiry Model and how to reach all learners by integrating Differentiated Instruction strategies.

Harmonize in the art classroom by leveraging each other’s expertise and experience. Coordinate with each other and have clarity on how each party could contribute to enhance the learning experience for students.

Not ready to collaborate with artists? Students can also learn from artists by watching interviews found on museum websites, Art21 and STAR Singapore Artist Series.

Collective Art-venture: Uniting Creativity through Partnership with Singapore Art Museum

Ms Claris Ang Gian Yi Art Teacher

Westwood Secondary

In 2023, I brought 11 students to the Singapore Art Museum (SAM) on a specially curated tour. This learning journey was co-created with SAM during my participation in the Museum-based Learning (MBL) Networked Learning Community (NLC).

Rekindling the Artist in Me

Embarking on a collaboration journey with the Singapore Art Museum (SAM) was fueled by the desire to rekindle the artist within me. After three years of teaching, I found myself yearning to experience art from a student’s perspective again, to immerse myself in the creative process and learn alongside my peers. Additionally, post-COVID, I was eager to reintroduce learning journeys (LJs) and enriching experiences back into my teaching practice. The opportunity to collaborate with SAM presented itself as the perfect avenue to reignite that passion and curiosity, allowing me to not only deepen my understanding of art but also to enrich my teaching.

Moreover, the collaboration with SAM aligned perfectly with my goal of enhancing student learning experiences. I saw this as an opportunity to introduce my students to the world of art in a more meaningful and immersive way, bridging the gap between classroom learning and real-world artistic experiences. This journey with SAM, therefore, was not just about personal enrichment but also about revitalizing my teaching practice and inspiring my students through firsthand experiences with art.

Exchanging ideas, Sharing Knowledge and Fostering a Community

Collaboration is more than just working together. To me, it is about the exchange of ideas and the sharing of knowledge. This opportunity with SAM provided a fantastic platform to work with individuals from different schools and backgrounds. It was a melting pot of ideas, where each participant brought a unique perspective to the table. This collaborative effort not only enriched our understanding of art but also fostered a sense of community and shared learning.

Working with external partners like SAM truly showcased the concept of authentic learning. The curators at SAM shared the intricate processes of art curation, giving us a deeper understanding of their job scope and enriching our professional knowledge. This hands-on experience not only provided us with valuable insights but also allowed us to apply our learnings in a real-world context, making the learning experience more meaningful and impactful. Overall, collaboration with external partners such as museums enhances our professional growth and allows us to bring new and innovative ideas to our teaching practice.

Enhancing Collective Experience

Participating in the NLC has significantly benefited my professional learning. This initiative has reignited my passion for museums, providing me with opportunities to visit these cultural institutions, which I might not have had the time to do on my own. Touring museums with my colleagues has been particularly enriching, as it allows for the exchange of feedback and insights, enhancing our collective learning experience.

One key benefit of this experience is the exposure to new teaching methodologies, technologies, and approaches, which has equipped me with a diverse set of tools to cater to different learning styles and needs in the classroom. These new approaches have enabled me to tailor my teaching to better meet the needs of individual students and address learning gaps, ultimately improving the overall learning experience for my students.

The LJ I planned, aligned with Upper Secondary Coursework, was a significant highlight for my students, inspiring them through the artistic processes involved. Witnessing their enthusiasm and engagement reaffirmed the value of such handson, real-world experiences in education. This success was mirrored in their ability to understand the learning objectives and connect with the artwork on a deeper level.

Embracing Challenges for the Greater Good

I personally enjoyed the curator-led sessions taught by SAM. The insightful walkthrough of the exhibition “Residues and Remixes” not only broadened my perspective but also equipped me with valuable insights to seamlessly integrate the exhibition artwork into our curriculum. This integration has helped connect the artwork to our N-Level and O-Level syllabuses, enriching the learning experience for my students.

Despite the highlights, the journey was not without its challenges. Logistical issues and time constraints posed significant challenges, but these were overshadowed by the positive outcomes. The opportunity to bring my students to the art exhibition was particularly rewarding.

In conclusion, the highlights of this journey, such as inspiring my students and gaining valuable insights from the curator-led sessions, far outweighed the challenges. I believe that sharing these experiences can encourage other art teachers to seek out similar collaborations and hands-on experiences for their students. The impact of such experiences on student learning and engagement cannot be overstated, and I am grateful for the opportunity to have been a part of this journey.

Fostering Collaboration, Nurturing Wellness: Empowering Art Teachers To Thrive

Perspectives on Collaboration X Wellness through Art

Mdm Victoria Loy Master Teacher/Art STAR

The art teachers’ community is a vibrant group of creative professionals dedicated to nurturing artistic expression, fostering creativity, promoting an appreciation for the arts and developing 21st-century competencies (21CC) in students. As key contributors to the holistic development of young learners, our community plays a vital role in equipping the next generation with skills, mindsets, and dispositions needed to thrive in an everevolving world.

To ensure the continued vitality and well-being of this community and the transformative art education it provides, it is crucial to emphasize the significance of collaboration among art teachers. With typically only a few art teachers in each school, collaboration builds a sense of connection to the larger community, reduces professional isolation, and promotes continuous professional growth. It would be immensely beneficial for teachers to collaborate within their schools or beyond, connecting with like-minded colleagues who share common interests or areas of inquiry. Through collaborative efforts, teachers can learn from one another’s expertise and experiences, leading to improved job performance and ability to provide better education to their students.

Collaboration and Wellness: A Theoretical Foundation of Learning

Effective collaboration refers to “the ability to work together in a respectful manner to share responsibilities and make collective decisions to meet shared goals” (Ministry of Education, 2023). Rooted in educational theories such as constructivism and social constructivism, collaboration enables teachers and students to engage in meaningful interactions, co-construct knowledge, and develop higher-order thinking skills. Through collaborative learning, individuals scaffold one another’s cognitive development, promote critical thinking, communication, and problem solving abilities (Vygotsky, 1978). Wellness, encapsulating physical, mental, and emotional well-being, emerges as a cornerstone of educational success. Research shows that prioritizing well-being leads to enhanced cognitive functioning, improved emotional regulation, and increased resilience (Maslow, 1943). Grounded in Maslow’s hierarchy of needs, wellness provides the foundation for optimal teaching and learning experiences. 15-mins read

Collaboration and Wellness for Teachers

Collaboration amongst fellow art teachers is pivotal in cultivating a supportive Professional Learning Community (PLC: a collaborative group of teachers within school) or Networked Learning Community (NLC: learning community beyond school) that promotes individual and collective well-being. By brainstorming ideas, sharing best practices, seeking support, and engaging in reflective conversations, teachers can alleviate stress, enhance job satisfaction, and foster professional growth. Such collaborative culture empowers teachers to address challenges and find innovative solutions, embarking on meaningful projects that contribute to their overall wellness and effectiveness.

An Exploratory Collaborative Project That Aims to Promote Wellness: A Case Study

In the ever-evolving education landscape, the promotion of self-care and well-being has emerged as a crucial pillar for nurturing students’ holistic development. As art teachers, we strongly believe in the potential and impact of integrating well-being through the arts. This belief was exemplified in a collaborative project undertaken by a group of art and music teachers, including a music therapist, during their Management and Leadership in Schools (MLS) course in Semester 2, 2023. I had the privilege of meeting up with them and pointed them to my earlier STAR Post articles at https://star.moe.edu.sg/resources/art-star-posts/art-issue-1-jan-2022/ as well as STAR’s Creative self-care series. https://vimeo.com/showcase/10039144

The group was interested in exploring how the arts could be used to support student well-being and mental health - an area of growing concern. Drawing on their shared experiences and expertise as arts teachers, they researched relevant literature and considered ways to leverage on the arts to help students develop self-awareness, resilience and emotional management skills. The project, which spanned July to Nov 2023 allowed the group to tap into each other’s strengths and synthesize their knowledge as they work collaboratively. Their effort culminated in the creation of the wellness resource site, illustrating the potential and possibilities of teachers collaborating to promote student wellness.

Hope to Spark Future Collaborative Possibilities…

This example of successful collaborative work has the potential to spark new creative ideas and inspire other teachers who are passionate about student mental health and well-being. By leveraging the power of the arts and collaborative practice, this group has demonstrated a possible collaborative approach that could benefit the broader arts teaching community, as well as students themselves.

See: CPT 2_Capstone Project (google.com)

Collaboration and student/teacher wellness are crucial parts of a successful school environment. Grounded in theory, collaboration cultivates shared knowledge and social interaction, wellness practices prioritize the overall well-being of teachers and students. When collaboration and wellness come together, they create a powerful synergy that improves the educational experience for everyone involved. By recognizing the transformative power of collaboration and looking into wellness, educators can shape a future where education helps individuals and communities flourish.

Sharing The Short Reflections by This Group of Teachers on Their Experience and Learning from The Collaborative Project

Collaboration is akin to cooking a dish, where unique ingredients come together to create something special. Working with colleagues from different schools can be filled with uncertainties, especially when the group comprises teachers from different arts subjects and types of schools.

Working on this collaborative project helps me see new perspectives. My teammates are passionate teachers and advocates for their subjects. It is always enjoyable to work with like-minded and passionate colleagues. The research journey for the project has enhanced my understanding of the value of the arts and its importance in holistic education and the overall development of a child.

Finding a topic of concern to work on was challenging at first but our MLS tutor, Dr. Christina Lim’s guidance steered us when we were at a crossroads. The project led us to better understand each other and our subjects.

Siow Xing Yu, SH Aesthetics, New Town Sec

Collaborating with professionals from other arts modalities is always exciting and pushes me beyond my limits. I’ve previously worked with art, speech, occupational, and physiotherapists, often improvising based on clients’ responses. This collaboration, however, involves a more structured lesson plan, opening my mind to promoting music as therapy, not just music therapy, in a school setting. For this project, the particular highlight is the bond formed with the team, laying the foundation for potential future collaborations.

Ms Loi Wei Ming, Assistant Principal, Rainbow Center, Yishun

To me, collaboration means uniting diverse skills and perspectives to achieve a shared goal. Working with other colleagues has been transformative, enabling us to pool resources and innovate more effectively than we could individually. This experience of working on this project allows me to integrate various insights and approaches into my teaching practice. The exchange of ideas feedback fostered continuous learning and a deeper understanding of student well-being through the arts. Some key highlights for this project included creating impactful resources and the strengthened professional network. Challenges involved balancing project work with regular teaching responsibilities and overcoming initial resistance to change. I emphasize the power of teamwork and shared vision in achieving substantial educational improvements.

Mdm Norfaraidh Bte Talib, SH Arts, Shuqun Pri

Working towards a shared vision was initially nerve-wracking, but as we got to know each other, genuine friendships blossomed. We leveraged each other’s strengths and knowledge in a safe, judgment-free environment, where trying new things was encouraged and no one feared failure. This mutual support allowed us to learn and improve together. True friendships quickly formed despite our different schools and arts backgrounds. Feeling comfortable and relying on each other for support, we created a diverse, collaborative atmosphere that enriched our experience and solidified our bonds.

Ms Cheryl Ang, SH Aesthetics, Ang Mo Kio Sec

To me, collaboration means engaging deeply with like-minded, passionate individuals to make a positive difference. I am fortunate to be able to work with colleagues from other schools and collaborating with them has enriched my perspectives and strengthened my belief in the arts’ transformative power. Through the collaboration, the arts is highlighted as tools for healing and personal transformation. Through our shared experiences and diverse expertise, my professional learning is enhanced. Regular discussions deepened my understanding of arts-based approaches to mental well-being, underscoring the importance of communication, teamwork, and continuous learning. I really encourage all educators to start collaborating with others as part of their professional learning as collaboration allows us to leverage each other’s strengths, transforming individual effort into collective brilliance.

Mdm Radin Rafeah Bte Ali, SSD, Evergreen Pri

Welcome To The Art Fraternity

5-mins read

Ms Wun Cheng Yi

Art Teacher

National Junior College

What it Means to be an Art Teacher

Reflecting on my experiences as a beginning teacher (BT), I realise that my understanding of what it means to be an art teacher is still evolving and will likely continue to do so over time.

Currently, I view an art teacher as someone who goes beyond merely teaching a subject and its contents. An art teacher moulds and creates experiences that foster discourse and inquiry among learners. I strongly believe in the importance of play, and feel that the learner’s experience should be at the forefront when planning lessons and facilitation. We don’t just teach content; we create an experience.

To be an effective art teacher, I also believe in creating active and authentic situations for my students to learn and engage with the subject. This approach helps students experience art in meaningful ways, encouraging deeper understanding and appreciation.

Learning Art in Authentic Situations

If learning about art means that students need to be exposed to a variety of experiences, then experiential learning is one of the most effective approaches. As a BT, my school at National Junior College offers the Art Elective Programme (AEP) to students. The AEP programme creates experiences through workshops for secondary 1 and 3 students by inviting professional artists or art practitioners to teach specific techniques and processes, thus enabling students to learn directly from the experts.

A significant part of teaching also involved designing projects that address real-world issues. Students were given a set of parameters to work with, such as creating sitespecific works or designing pieces to meet the needs of a target audience. These projects encouraged students to reflect and engage in real-time problem-solving, thereby extending their learning beyond the classroom and into practical, authentic contexts.

The Challenge of Balancing Engagement with Objectives

Being an art teacher is indeed challenging due to the vast array of mediums and the constant evolution in relevant content and new modes of learning. I am intrigued by educational innovations from other countries and inspired by colleagues and mentors who explore alternative teaching methods.

Whether it’s the integration of AI, the use of live-action role-playing to facilitate engagement, or other novel approaches, implementing and assessing these methods can be logistically and pedagogically challenging.

Another challenge I face is balancing the creation of fun, engaging activities with meeting lesson objectives and assessing students’ understanding. Throughout months of lesson planning and trialing, I have often been humbled by the realization that activities perceived as fun may not always align with my educational goals. Finding this balance is an ongoing process. Students’ input and feedback are invaluable in determining which components can be simplified and retained, and which can effectively fulfil the educational goals and objectives.

Learning through Collaboration

In my professional journey, I have been fortunate to engage in collaborative learning experiences with colleagues and the broader art fraternity. My participation in the SOVA NLC in 2023, where educators come together to develop and improve an essay guide for H2 Art, provided profound insights into the challenges students face when articulating their opinions and coherent understanding of the subject. This deepened my understanding of the overarching issues in students’ expression and the diverse strategies educators could employ to support them in this process.

Furthermore, collaboration has not only allowed me to connect with fellow educators but has also enriched my understanding of the evolving art community and my potential contributions to its growth. Through feedback and collaboration with colleagues, I have found a platform to brainstorm and create authentic tasks for my students.

I will admit, initially, collaboration seemed daunting due to the preparation, coplanning, and the courage and vision it necessitates. However, I’ve persisted in learning and growing, thanks to the unwavering support and invaluable advice of my colleagues. While I’ve encountered my fair share of challenges along the way, I deeply cherish the small successes achieved. When I see my students draw connections and derive value from the experiences, it serves as a poignant reminder that learning and experiencing are inherently intertwined. Thus, the meticulous care invested in designing tasks should always remain paramount.

My Goal as an Art Teacher

My goal is simple, and that is to improve my pedagogical approach so that learning about art becomes a meaningful experience. This experience should be carefully curated, considered, and executed. To achieve this, I will need to fulfil certain conditions: I must know my students well, understand their needs, and be aware of the areas they wish to explore. By providing them with a voice and a choice in their learning journey, I believe I can be more effective as a teacher and ensuring that their learning experience is both enjoyable and enriching.

Mr Sri Ganesh Yuwen Raman

Art Teacher

Teck Whye Primary School

What Inspired You to be an Art Teacher?

5-mins read

I can still picture this clearly: my primary art teacher, bringing us out of the classroom for a cloud-gazing adventure. We were on a mission – to find fantastical shapes hidden within those cotton giants. Animals, objects, anything our imaginations could conjure. But for my art teacher, some clouds held a different kind of magic. Streaky, thin wisps that resembled skeletal fingers sent shivers down her spine. These “scary clouds,” as she called them, made her want to look away, almost as if hiding could banish them. It was a fascinating glimpse into her own creative world, a world where even clouds could spark fear and wonder. Years flew by, and my childhood fascination with the clouds remained. Those clouds became more than just fluffy shapes – they became fodder for my creativity. Every day, their ever-changing forms open a door for artistic exploration, whispering stories and igniting my creative muse.

That transformative experience with my art teacher wasn’t just about cloud gazing. It was a powerful lesson in the courage of unconventional thinking. It showed me the magic of looking beyond the obvious, a lesson that firmly planted the seed of me becoming an art teacher myself. Surrounded by that fertile ground of creativity, curiosity, and imagination, I encountered art educators who became guiding stars, illuminating my path towards a career dedicated to nurturing young minds.

What does being an art teacher mean to you?

Ever since embarking on the path of an art teacher, I have always been asked this question: “Why teach art?” To which my response, unwavering to this day, is: “Because art speaks volumes.” Art speaks volumes by communicating emotions, ideas, and narratives in ways that transcend words. Art is a universal language that all people of the world understand and speak.

At its core, being an art teacher means providing a safe and supportive environment where students can spark curiosity and discover their unique artistic voices. It is about instilling a lifelong appreciation for the arts, nurturing an understanding of art’s role in society, and fostering empathy through visual language. What further excites me about art is its inherent interdisciplinarity, which enables it to effortlessly forge connections between diverse subjects, culminating in a richly nuanced understanding of the world, as well as our place within it.

What motivated you to participate in a_edge and how did you begin to work with teachers from different schools for your work? What have you gleaned from the experience?

As an Artist-Researcher-Teacher (A.R.T.), I was drawn to a_edge as a means to reignite my artistic passion, explore contemporary concepts through research, and learn from fellow art educators. Reconnecting with my former colleagues Erman and Felicia from Pei Hwa Presbyterian Primary was a natural extension of this, as we were all driven by a similar passion for exploring students’ learning and artistic expression.

Just as a picture is worth a thousand words, a socially constructed artwork can spark a thousand ideas. “Unraveling the Learner’s Tapestry,” our mixed-media sculpture became a catalyst for meaningful discussions, creative explorations and inspiring a deeper understanding of the intricate and dynamic nature of students’ learning experiences. By exploring and experimenting with ideas together, we embraced productive failure and refined our artistic skills through iterative processes. From the initial envisioning of our purpose to the meticulous artistic process, every step of creating our product was a profound learning experience.

Through my experience, I discovered the power of collaborative art-making, where diverse perspectives and expertise merged to create something greater than the sum of its parts. This shared journey not only enhanced our artistic confidence but also fostered a sense of community and support among art teachers. Moreover, as Artist-ResearcherTeachers, continuous reflection on our artistic practice is crucial. By engaging in art projects like a_edge, we can ensure that our artistic spark remains vibrant to enrich the creative journey of our students and our own professional growth.

What

are your goals as an art teacher and how do you foresee yourself achieving that?

The ever-mounting complexity of our world throws a curveball at art education. This creates a VUCA (Volatile, Uncertain, Complex, Ambiguous) landscape that demands a fresh approach to equip students for an unknown future. We can’t predict the future, but we can equip students with the tools to navigate it.

My goal as an art teacher is to empower students to develop agency, a crucial disposition for navigating the complexities of the future. By cultivating student agency in art education, I enable students to become future-ready thinkers who take ownership of their creative journey and contribute meaningfully to the learning community.

At Teck Whye Primary School, I am committed to fostering a collaborative classroom that celebrates the cacophony of student voices. Inspired by Tang Da Wu’s philosophy, “Don’t make art, make questions,” my art classes become vibrant spaces for inquiry, where students generate ideas, challenge perspectives, and build upon one another’s thoughts in authentic real-world contexts. This incubates future-ready thinkers who can thrive in a VUCA world, cultivating the agency to drive their own learning, shape their vision, and make a positive impact in the community. And that, for me, is the greatest reward.