MOE Portraits

PORTRAITSNarratives of Singapore Arts Educators



PORTRAITSNarratives of Singapore Arts EducatorsThis is a publication by the Singapore Teachers’ Academy for the aRts Ministry of Education, Singapore i

Copyright ©2015 by Singapore Teachers’ Academy for the aRts (STAR),Ministry of Education, SingaporeAll rights reserved.All parts of this publication are protected by copyright. No part ofit may be reprinted or reproduced or utilised in any form or by anyelectronic, mechanical, or other means, now known or hereafterinvented, including photocopying and recording, or in any informationstorage or retrieval system, without permission in writing fromSingapore Teachers’ Academy for the aRts.Published in Singapore.Designed and printed by Design Fusion Pte Ltd.ISBN: 978-981-09-3971-7National Library Board, SingaporeCataloguing-in-Publication DataIdentityNarrativesArts Teaching FraternityTeacher IdentityArts EducationArt EducatorsMusic EducatorsSingaporeMinistry of Education, SingaporeSingapore Teachers’ Academy for the aRtsii

In Celebration of SG50 iii

03 Low Joo HongCONNECT THROUGH ARTS “There’s a child in everyone. And in a way, creating such books helps me to reconnect with the childARTS EXPRESS within me.” 09 Anwara Khatun “The lessons must be student-centred and these art experiences must allow them to have their personal voice.” 15 Jessica Chaw “It’s about being able to relate to the kids. We must know what’s suitable for them.” 21 Ee-Chek Yui Hong “It’s the willingness to be open, and allowing them to guide you as much as you guide them that will bring the quality of learning to the next level.” 29 Zaki Zulfakar “I don’t think I should find excuses not to make art. If I have time to go shopping or drink kopi, I should have time to make art too!” 35 Ng Eng Kee “The benefit’s not just in the content, but the way the teacher role models music making, demonstrates musicianship and how a musician behaves.” 41 Chee-Tan Ee Sin “Music provides a means for one to express his thoughts, an idea, a feeling or simply a reason to come together to play.” 47 Chia Wei Hou “I wanted them to discover that drawing is not just about sight – it’s a multisensory experience.”iv

GROWING WITH THE ARTS CONTENTSARTS AS LIFE 55 Faridah Hajarmustika “I wouldn’t have been able to give more in my lessons if I didn’t improve myself.” 61 Charlotte Tan “What I get is more than what I give out. Every new batch of students pushes me to want to become a better teacher.” 67 Victoria Loy “We want teachers to step forward and be leaders to share their knowledge with the community.” 73 Li Yen See “If we’ve learnt anything from ‘superheroes’ it’s that all great things come with big responsibilities.” 81 Elsie Poey-Tan “If they have the discipline, they’re not about to look for the easy way out because they are used to the rigour of practice.” 87 Pradeep Rhadakrishnan “I want them to know that they can transfer that same belief into anything else they do in their life and achieve success at it.” 93 Fatimah Sawifi “Arts education is not about teaching the technical skills, it’s about teaching them life.” 99 Irene Chin “Music matters because it builds confidence, creativity, and it can even change lives.” v

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FOREWORDRebecca ChewPrincipal, Singapore Teachers’ Academy for the aRtsArts educators breathe life and give voice to many young people intheir art and music classrooms.They command our attention, point us to uncover life’s dissonancesthrough the arts, and teach us to make sense of life’s experiences. Weadmire them and sometimes they even become heroes in our lives.Last year, I challenged my colleagues to gather personal narrativesfrom these artistic teacher heroes who make meaning and givepurpose to life. The Singapore arts educator has a unique identityin our teaching fraternity. It also encouraged the start of a narrativeinquiry process to research and examine what constitutes theuniqueness of the Singapore arts teacher identity.Organised in four leitmotifs, these personal narratives belie a strongteacher belief where self is expressed through love and care in theirteaching philosophy. Much of what they share gives courage to livelife, make meaning in today’s constantly changing world, and providea strong ballast in a young person’s growing years.This edition of stories has taken more than a year to piece together.It speaks volumes of the relationships built over time for an accountto be encapsulated. The process of writing was a deeply reflectivejourney for not only the writing team, but also these 16 arts educators.For some, the journeys touched such a deep core of being, that tearswere shed as the stories were retold. These genuine and authenticvoices of our arts educators can go unnoticed even as they worktirelessly beneath the business of art and music classrooms in schools.STAR is thus pleased to present to readers the extension of our artseducators’ inner selves constructing their teaching experiences. Thenarratives are a part of a continuum on a spectrum of many voiceswe have in our arts fraternity. As we commemorate SG50, thesestories are part of the process of shaping and evolving the uniquearts teacher identity even as we write. We hope one day there will bemany other narratives captured, be it in image, print or recordings. vii

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A Thousand Conversations ‘on rebirth and recreation’ by Charlotte Tan Watercolours and graphite on Arches paper, 71 x 51 cm Collection of Ms Margaret Chooi ix

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IN APPRECIATIONMrs Elsie Poey-Tan Mr Chia Wei HouPrincipal, Senior Teacher,Bukit View Primary School Raffles Institution (College)Mrs Chee-Tan Ee Sin Mr Low Joo HongSubject Head of Aesthetics, Principal,Catholic High School (Secondary) Siglap Secondary SchoolMdm Fatimah Sawifi Mr Zaki ZulfakarHead of Aesthetics, Lead Teacher,Chestnut Drive Secondary School Si Ling Secondary SchoolMs Charlotte Tan Mrs Li Yen SeePre-School Education Officer, Master Teacher,Education Services Division, Singapore Teachers’ Academyformerly Senior Teacher, for the aRtsCHIJ Secondary (Toa Payoh) Mdm Victoria LoyMdm Jessica Chaw Master Teacher,Senior Teacher, Singapore Teachers’ AcademyEdgefield Primary School for the aRtsMdm Anwara Khatun Mr Pradeep RhadakrishnanLead Teacher, Subject Head of Aesthetics,Haig Girls’ School Spectra Secondary SchoolMdm Faridah Hajarmustika Prof Geraldine HengSubject Head of Perceval Associate ProfessorAesthetics/CCA (Internal), of English and ComparativeMaris Stella High (Primary) Literature, Women’s Studies, Middle Eastern Studies,Mrs Ee-Chek Yui Hong The University of Texas at Austin,Head of Talent Development, Founder and Co-Director,Nanyang Girls’ High School the Global Middle Ages Project (G-MAP), the Mappamundi digitalMs Angeline Yap Gek Meng initiatives, and the ScholarlyInstructor, Legal Skills Programme, Community for the GlobalizationLaw Faculty, of the Middle Ages (SCGMA)National University of Singapore Mrs Irene ChinMr Ng Eng Kee Senior Teacher,Head of Aesthetics, West Grove Primary SchoolPaya Lebar Methodist Girls’ School(Secondary) xi

CONNECT THROUGH ARTS1 / CONNECT THROUGH ARTS

“Teaching provides occasions to share with others your deep affection for what you teach. There is a sense of contagion when your eyes twinkle with delight at the prospect of introducing students to what you love. Your love of what you teach is conveyed to them; it is the sincerest and most powerful invitation you can extend.” Elliot Eisnerextracted from his 2006 Commencement Talk to School of Educationgraduands at Stanford University (taken from Larry Cuban’s blog post entitled, ‘A Tribute to Elliot Eisner, 1933-2014’) CONNECT THROUGH ARTS / 2

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Low Joo HongThere’s a child in everyone. And in a way, creating such books helps me to reconnect with the child within me. CONNECT THROUGH ARTS / 4

An AIllustrator Creatorof Stories of OpportunitiesIn the wonderful world of children’s Joo Hong helms the leadership asliterature, Low Joo Hong is known Principal of Siglap Secondary School.to his readers as Ye Zi (Coconut). A school well-known for its buzzingWorking under that pseudonym arts scene since the 1970s, Siglapsince 2009, Joo Hong has illustrated Secondary was later identified asfor seven children’s publications in the East Zone Centre of ExcellenceMandarin, and an English book titled (COE) for Visual Art, and the Niche‘Dragon’s Egg’ about a child who Programme School for Gamelan &discovered a dragon’s egg at East Angklung Ensembles in early 2000.Coast Park. Collaborating with authorCaz Goodwin, the book topped the At Siglap Secondary, Joo HongBeyond Words competition organised maintains that his role is to buildby the National Arts Council in 2011. upon that legacy and carry forward the school’s longstanding identity,“There’s a child in everyone. And in culture and strengths. Led by thea way, creating such books helps me belief that the arts is for everyone,to reconnect with the child within he wants to steer the school towardsme,” says Joo Hong. A genre which being an institution that is committedhe describes as liberating, he says to developing students artisticallypicture books provide him space for regardless of their academicthe expression of thought and the background.unleashing of artistic creativity withoutbarriers or restrictions.5 / CONNECT THROUGH ARTS

Young Drawing on his experience as an illustration artist,Illustrators Joo Hong has implemented several flagship programmes that have placed Siglap Secondary at Awards the forefront of arts education. Such is the ‘Siglap Young Illustrators Awards’ (YIA) – the riveting nation- wide art competition that has caught the imagination and participation of thousands. Returning with a Master’s degree in Children’s Book Illustration from Anglia Ruskin University, he was inspired. “Every day, somebody was doing something brilliant and posting it up. It was invigorating seeing the works of so many talented individuals! You could really feel the creative energy going around,” Joo Hong remembers. Adapting that idea when he came back to Singapore, he wanted to bring together a new generation of artists and give teenagers the opportunity to be inspired like he was. “The bulk of students simply enjoy looking at the works of others. They enjoy being part of a community of like-minded people,” Joo Hong says. Prototyping it initially as a school contest, it soon mushroomed to become a nation-wide doodle extravaganza. YIA received an overwhelming 4,000 submissions and 200,000 hits on their website within the first three months of its launch in 2012. CONNECT THROUGH ARTS / 6

Summer Since 2013, Siglap students have gone on yearly experiential Class art learning journeys to the United Kingdom. Called the Fun ‘Siglap – United Kingdom (UK) Summer Class’, they visit London to experience, as an extended classroom, some of the world’s finest museums, and to Cambridge, where Siglap students learn the foundation of illustration from graduate students. Joo Hong wanted his students to experience the sheer amount of creativity and imagination required for this genre of children’s illustrations. “I thought it wasn’t going to be so hard. Turns out, it was immensely difficult for me to go back to drawing rabbits and looking at ‘kiddish’ drawings from a new perspective,” he recounts of his own experience. Through his learnt lessons, Siglap’s art students are now given the invaluable experience of witnessing the processes behind the scenes: the complexity of creating a product which the majority would brush off as simple art making. “They get to see how seriously these artists take their illustration jobs and the amount of work that’s poured in. For many of them who have gone on the trip, they’ve shared that it’s a very inspiring experience,” he says.7 / CONNECT THROUGH ARTS

ACreatorof InnovativeCurriculumJoo Hong believes in the same power “There’s a connection betweenof innovative curriculum strategies the location of the artwork and thethat make learning art fun and relevant history of the location. I think makingthrough a whole school approach. To them see the context behind thehim, art is part of the quality of life that artwork is important, and they get tois experienced daily. learn about the artists as well,” says Joo Hong.One recent project which had everyonebuzzing was the interactive learning “Without the app, chances are theyjourney called ‘SiglapArt@MRT Trail’. might miss the artworks when theyCapitalising on the Singapore Mass move around the MRT stations. EvenRapid Transit‘s ‘Art in Transit’ initiative if they do see it, they might not havethat curates contemporary public the same level of appreciation for theartworks by prominent artists along works.”the North-East Line, Joo Hong andhis teachers pioneered a smartphone- Whether as a children’s bookguided trail that allows students to illustrator, an educator or a leader,independently learn about the works the man wearing many hats reckonswhen they move around Singapore. the greatest reward is in knowing that he has positively impactedFor example, if they were to stop people. Joo Hong creates in hisat Clarke Quay station, the phone personal and professional spacesapplication would prompt them with a sense of exploration, layeringactivities, for instance quizzes, art tasks perspectives which deepen learningor games related to the works of late through sensemaking in art. Throughlocal artist Chua Ek Kay, whose mural his artistic disposition, he has slowlytitled ‘The Reflections’, can be found anchored the Siglap legacy as anon the station walls and floor tiles. extension of his imagination. A sea change indeed, with keen insights and creative experiences. CONNECT THROUGH ARTS / 8

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Anwara Khatun The lessons must be student-centredand these art experiences must allow them to have their personal voice. CONNECT THROUGH ARTS / 10

Anwara Khatun confesses that she found art lessons during her own schooling days sometimes tedious to attend. Back then, she would sit in class and ritually weave long, supple strips of rattan into handy baskets; otherwise she would squint the hours away trying to perfect cross-stitch patterns. Spending large amounts of time learning embroidery and other crafts, she recalls that the lessons were sensible but uninspiring. “It wasn’t fun. Yes, you pick up the skills, but I found it dull and wearisome. What was a child to do with baskets? It was of no use to me!” says Anwara.11 / CONNECT THROUGH ARTS

Aheadof the CurveAn experienced educator who was “Both museum education andhonoured with the 2012 President’s school education are part ofAward for Teachers, Anwara lifelong learning. Museum-schoolunderstands that class activities collaboration complements eachmust encompass meaning in order other’s focus as it gives studentsto inspire. an enriching immersion in ideas, discovery, challenge, and“My school days have definitely enjoyment,” says Anwara, a self-impacted my teaching approaches confessed museum-buff who hastoday. The scheme of work must be visited some of the world’s mostrelevant and resonate with the kids. renowned museums.They must enjoy it, want to improvetheir learning, and achieve some Drawing on Singapore Artsense of accomplishment in art. That Museum’s (SAM) contemporarysuccess could then translate into art collection, the students wereother areas of their studies.” engaged in an exploration of issues connected to the themes ofAs the Lead Teacher in Visual Arts at Identity, Heritage, Nationhood andHaig Girls’ School, Anwara has boldly Globalisation. Activities for post-brought learning to the museum. museum visits included students’The programme titled TIMEOUT involvement in creative writing(The Inspired Museum Explorers: and art tasks in response to theOur Unique Travels) began in artworks or artists studied.2011 as part of Haig Girls’ School’sIntegrated Project Work (IPW),where over six weeks, Primary Fourstudents spend two hours weeklyat the museum on interdisciplinarylearning experiences that integrateArt, English and Social Studies. CONNECT THROUGH ARTS / 12

The She explains that looking at the original artwork Appeal of creates an impact which digital reproductions canthe Museum never replicate. “In the museum, the conducive setting makes learning appealing. There, the students are able to examine and appreciate the beautiful textures, shades or tones of the artwork. Downloaded images projected in class can never do justice to the originals.” At the end of each cycle of TIMEOUT, Anwara notices her students becoming more “gracious, refined and cultured”. She is encouraged that they have become more civic minded and seek to understand the artists’ intent before evaluating the contemporary artworks. Anwara and her team obtain feedback from the students through their weekly reflection, written artist statements, art journals and surveys. She shares the thoughts of one Primary Five student, Tanisha, who wrote that lessons in a museum setting had “reawakened her senses” as the past, present and future were brought to life through the artworks. The success of TIMEOUT is evident from schools expressing interest in running a similar programme. In October 2014, Haig Girls’ School, together with four other schools, held a joint THINK! Contemporary Exhibition at SAM showcasing the artworks students created during the post-museum sessions. “It makes you feel like you have done something meaningful. Something which other schools and students can benefit from,” says Anwara on how far TIMEOUT has come.13 / CONNECT THROUGH ARTS

Fresh,DaringandInspiringDescribing herself as ‘adventurous’ “It pushed me to the limits, and atbecause she likes engaging in new the end of it, I was happy I could drawand innovative enterprises, she talks quite well! It boosts your confidence ifabout the first person who inspired you can break your fear and overcomeand challenged her. the challenge,” says Anwara.“He said always to do something Her personal belief in life and artdifferent. What others have not done, that “standards must be set high” isyou should try,” recalls Anwara. analogous to her teaching philosophy. She believes that art projects must be‘He’ refers to Mr Namasivayam – her challenging and interesting to drawshifu (master). Anwara shares how Mr out the students’ best efforts andNama taught her figure-drawing back abilities.when she was attending LASALLECollege of the Arts. “It is important to adapt and re-design the lesson plan when necessary soInitially thinking she had signed up for that the pupils receiving the planneda still-life drawing course, Anwara was syllabus do not become tired,”white-faced when it turned out to be says Anwara. “The lessons musta class for figure-drawing. Not having be student-centred and these artbeen exposed to any artistic study of experiences must allow them to havethis nature before, she was justifiably their personal voice.”apprehensive at first. It was with theencouragement of Mr Nama that shestepped out of her comfort zone andwent through with the class. CONNECT THROUGH ARTS / 14

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Jessica Chaw It’s about beingable to relate to the kids. We must know what’s suitable for them. CONNECT THROUGH ARTS / 16

“I want to teach them to persevere. With perseverance, they would know never to give up when faced with challenges. This is something by which I live,” says Jessica. Almost Three years ago, Jessica Chaw’s career-definingWithin Reach moment appeared. After nine years as a generalist teacher who also taught music, she was identified by her Principal to be the school’s first-ever music specialist, and she was overjoyed, thrilled to say the least. With that goal in sight, she even took up piano lessons to prepare herself. All she needed, she told herself, was to pass the audition to qualify for a four-month Advanced Diploma in Primary Music Education at the National Institute of Education. Jessica went for the interview and audition where she had to play two pieces of music and sight-sing but what followed saw her self-esteem plummet. She received the devastating news that she did not clear it. “It was bad. I felt that I had chosen the wrong path to be a music specialist. Maybe I shouldn’t even be doing music at all! I couldn’t answer to anyone, not even to myself,” shares Jessica.17 / CONNECT THROUGH ARTS

A Rejuvenated, Jessica pushed for aBlessing in Grade 3 in piano practical and a GradeDisguise 5 in theory examinations that year. Besides going for MTPP and privateTaking some time to re-evaluate her music lessons, she had to attend tosituation, she later turned to her the school’s Singapore Youth Festivalcolleague-and-mentor to explore (SYF) participation, design lessons forother options. Not about to give up her classes, and balance her role as abeing a subject specialist in music, mother to her two young children. AllJessica re-mapped her journey and her free time was spent tinkering ondecided it would be beneficial to first the piano or working on music theory.attend the Music Teacher Practitioner Jessica was determined not to letProgramme (MTPP) at the Singapore the challenges dampen her passionTeachers’ Academy for the aRts to pursue music specialisation. Her(STAR). boundaries were not to be defined by setbacks.Through the MTPP, she got a clearerunderstanding of what the four- Her efforts paid off. Jessica qualifiedmonth Advanced Diploma course for the Advanced Diploma the secondentailed. In retrospect, Jessica says time round. Within the 16-weekit was a blessing in disguise, for had course, the Senior Teacher (Music)she qualified the first time round, she of Edgefield Primary School pickedmight not have survived the intensity up the requisite pedagogical skillsof the course. and knowledge necessary to deliver an effective music education. “We were taught how to see the whole framework of the music curriculum,” says Jessica gleefully of her newfound understanding. CONNECT THROUGH ARTS / 18

RenewedandRefreshedReturning from the course refreshedand brimming with new ideas, Jessica,together with her music colleague,led an overhaul and re-design of theschool’s music curriculum.“This year, especially, after making is one of her favourite songs to use inchanges to the curriculum, I see the class. Rocking back and forth togetherchildren practise their singing and to Kueh Pisang’s beat, Jessica wouldperforming skills around and outside strike a pose at the end of each phraseschool more frequently. They’re also for them to imitate, usually drawingstarting to discuss what I have been roars of laughter from her students.playing during the Music AppreciationTime every Tuesday and Friday,” says Believing that music can reach theJessica, on how the students are heart and soul of people, Jessicataking to the changes. feels that music is a practical avenue for them to express their emotions.Confessing that she is a big child at Sometimes, her young students areheart, Jessica finds that her ability to given an instrument and are instructedidentify with her students makes for to explore their instruments by makingmore effective teaching. “It’s about as much noise as possible. While thebeing able to relate to the kids,” says dissonance would be jarring to most,Jessica, “we must know what’s suitable in Jessica’s music class, that noise is afor them.” constructive form of expression which lends a voice to students.In introducing the music concepts ofbeat and rhythm to her Primary Twostudents, Jessica would lead them in acircle, and help them identify a song’spulse through singing and movement.Kueh Pisang (Banana Cake), whoselyrics never fail to tickle the children,19 / CONNECT THROUGH ARTS

While some students have private music lessons these days, she says a substantial number do not have the opportunity to gain that early exposure. Jessica, who learnt to read music and play instruments through her school’s programmes, wants to provide opportunities in areas which she can impact and influence. Believing in a total music curriculum, she creates music experiences through Co-Curricular Activities (CCAs) like Dancesport to impact 120 students learning different dance styles, for instance, Waltz, Samba, Tango and even Jive. “The satisfaction of seeing them develop and coming back to you after their primary school years; witnessing how they’ve grown and achieved so much in life… it spurs me on as an educator, knowing that I’ve done something right.”Teaching For Jessica, the spirit of perseverancethrough has helped her overcome the oddsthe CCA along her professional development journey, becoming a better educatorHer journey towards becoming the for herself and for her students.educator she is today has no doubt Considering her initial setback asstrengthened her never-give-up a worthwhile struggle, she reflects:philosophy. As a teacher, she practises “Becoming a music specialist teacherit by always finding ways to bring out has allowed me to work out a musicthe best in each student and never curriculum that is best for my students.giving up on them. I’m glad to be the one teaching and influencing them on how they connect to music, to themselves and to the world.” CONNECT THROUGH ARTS / 20

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Ee-Chek Yui Hong It’s the willingness to be open,and allowing them to guide you as much as you guide them that will bring the quality of learning to the next level. CONNECT THROUGH ARTS / 22

After several weeks of cold calls and a trail of dead-end emails, agroup of students at Nanyang Girls’ High School were beginningto feel downhearted. As part of the school’s Student InitiatedAssessment (SIA) for music students, they had been specificallytasked to contribute back to society through music, in creative andmeaningful ways they could think of.Ee-Chek Yui Hong, the Head of Talent Department, conceivedthe SIA for music students with a distinctive teaching approach inmind. She says: “My main strategy is to teach as little as I can andlet students explore and construct their own learning as much asthey can. On my end, I try my best to design activities that provokecritical thinking.”Under the SIA, students are given the autonomy to conceptualiseand direct their own projects, and are responsible for seeing theirprojects through to fruition. Yui Hong believes that a perceivedstumbling block actually trains students to be creative andresourceful when searching for alternatives. For the group of musicstudents, their resilience ultimately paid off with a well-receivedcollaborative recital created with a special needs school.23 / CONNECT THROUGH ARTS

Meaning A practicing musician herself, she hasBeyond performed extensively as a soloistMusic and in ensembles and orchestras including the Singapore YouthA strong believer that teaching music Chinese Orchestra and the Singaporeis teaching beyond content, Yui Hong National Youth Orchestra. A significantsays it is about teaching dispositions portion of performances she usedlike creative and critical thinking, and to give growing up were for theleadership using music as the means community. Honing her skills in variedto agenda. environments like community centres, elderly care homes and in parks, sheAt Nanyang Girls’ High, Yui Hong recalls that her music experiencesteaches the school’s Higher Music in the early days remain some of theProgramme, the ‘A’ Level Music most purposeful and memorable onesProgramme and the school’s General to her as a musician.Music Programme. She also leadsand conducts the school’s Chinese While public performing opportunitiesOrchestra where she is responsible for are precious in helping students gainputting the music together, guiding experience, Yui Hong feels that morestudents in realising its aesthetic could be done to make them morepotential, and developing team work. meaningful. “These performances are mostly instances where we go in, rehearse, perform, and then we leave! The audience may love it and what the girls get is a platform for authentic exposure, which is great. But if we want to give back to the community, it has to be more than that,” says Yui Hong. CONNECT THROUGH ARTS / 24

Educator, Conductor, Leader Nominated in the Singapore Women’s Weekly 2013 “Great Women of Our Time” honour roll for her leadership and achievements in the Arts & Media category, Yui Hong’s music journey saw a gradual transition as she evolved from being a performer to an orchestra conductor. “As a conductor, you are moving through the leadership spectrum continuously,” she says. “On the extreme end of the spectrum, you have the ‘dictator’. You tell people what to do and why something must be done. It’s a lot of charisma you need to have in order to influence people and to have them listen to the leader in you.” Yui Hong believes that effective leadership requires fluidity. Her open, two-way communication approach has nurtured a healthy foundation of trust that allows her students and teachers to share their ideas freely. She also believes that it is important to respect the students as learners with diverse needs. “As a teacher, no matter how experienced you are, the students and their needs are always changing. It’s the willingness to be open, and allowing them to guide you as much as you guide them that will bring the quality of learning to the next level. This is how I conduct the classes and how I coach my teachers.”25 / CONNECT THROUGH ARTS

Why A passionate advocate of world music,World Music Yui Hong’s parents are both musicMatters practitioners and she cites them as major influences in her life. Equally comfortable with both Chinese and Western Classical music, it was her parents from whom she learnt the value of learning more than one music tradition.Yui Hong’s student-centric approach “I never dreamt that their influenceto teaching is also evident when would have life-long impact on myasked what could be done to inspire career. It has helped me tremendouslystudents who were resistant to in interpreting and enacting the MOElearning the different styles of music. music curriculum, in interpretingShe stresses that it is not about music for the Chinese Orchestra, andgetting students to acquire music in understanding the perspectivescontent. It is about teaching students of foreign colleagues,” the harpist,through music. In the case of world pianist, yangqin, pipa and guzhengmusic, it is about nurturing in students player reflects.fundamentals such as the acceptanceand appreciation of differences, Yui Hong believes that music is acultural or otherwise. universal form of communication because it engenders feelings,“The key is their view of living. emotions and a common identity;Don’t impose your values on the and is certain that the beauty of thechild. Explain to them that with their arts can be experienced by anyone.understanding in African music or A medium accessible by all, the artsany other music, they may now be cuts across all racial, cultural, social,better predisposed to connecting educational and economic barriers.and making friends with people fromall over the world. Only then will the “What drives the passion for my workchild sit up because they have never is simply the opportunity to engagethought about music that way,” she positive emotions, to connect withsays. people and to help others develop life skills through music.” CONNECT THROUGH ARTS / 26

AERXTPSRESS27 / ARTS EXPRESS

Blue by Angeline Yap Gek Meng A blue willow bent in the wind to catch the gossip from the blue air and the white clouds in the blue sky looked down upon the blue river meandering across a blue plain toward the blue bridge over the blue waterfall splashing white spray on the blue boy by the blue hut where the blue willow bent in the wind on a blue plate. This poem, inspired by the artistic blue and white of porcelain designs,was set to choral music by Professor Bernard Tan, a Singaporean composer. ARTS EXPRESS / 28

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Zaki Zulfakar I don’t think I should find excuses not to make art. If I have time to go shopping or drink kopi,I should have time to make art too! ARTS EXPRESS / 30

Imagine. “As I always tell them, we must learn to look at something and notA family of three eggs having an get distracted. These sketchbooksafternoon of fun at the playground. encourage me to keep thinking and pushing myself.”An egg sits proudly atop a shiny newmotorbike. Every week without fail, he gathers with his art teachers for a session ofEggs donning trapper hats and art jamming where they make artscarves gallivanting in a foreign land. together for professional practice and construct prototypes for lessons. TheJoys of teachers are driven by the gotong-an Artist royong spirit of mutual support and cooperation where they work closelyThese whimsical illustrations belong for the benefit of their students. Zakito a collection of personal sketches is proud to say that it is the sameZaki Zulfakar, Lead Teacher (Art) of spirit and camaraderie that formsSi Ling Secondary School, has been the identity of Si Ling Secondary’s artworking on. Humorously titled the community.Totally Fried Up, But AbsolutelyDelicious! series, these drawings are With a love for travel, Zaki journalsinspired by observations Zaki makes his experiences through photographyin school or elsewhere. and finds opportunities to have them published. He is also a regular artistProducing a sketch a day, it takes exhibiting in ‘a-edge’ – an annual arttremendous discipline and thought exhibition organised by the Singaporeto create something fundamentally Teachers’ Academy for the aRts (STAR)similar yet completely different every for art educators to showcase teacher-day, especially since he has been artist works.working on the same theme for morethan half a year. Yet, it is this same “I don’t think I should find excusesrigour and focus that he wants to not to make art. If I have time to goimpart to his students. shopping or drink kopi, I should have time to make art too!” smiles Zaki with his infectious grin.31 / ARTS EXPRESS

ACultureof RespectWhat many would not know though, is that Zaki is an alumnusof Si Ling Secondary. Growing up in the heartlands and comingfrom a humble upbringing, he understands the challenges andburdens these students carry.“I basically see myself in each and every one of them,” he shares.“That’s why I have a soft spot for children from the heartlands.”Zaki believes that students must develop and practise self-discipline to be successful in their learning journey. Teacherswho observe his lessons sometimes marvel at how well-mannered his students are, but he reveals the secret is nothingmore than teaching the students to respect the subject and thework they produce.“I always tell my students their work is a reflection of themselves– what they do is who they are,” he says.The respect Zaki receives from his students comes from himleading by example, which is why he says it is necessary to bea practicing artist so as to be an effective art teacher. In class,he regularly shares his works with his students to inspire them.Remembering 10 years ago how his students mischievouslychallenged him to show them what he could produce, he tookup their request and began making art with them.“They challenge me,” he says. “When they see you making art,they want to learn more from you. I think it’s a blessing to workhere because they push me to think.” ARTS EXPRESS / 32

Giving The innovative lesson taught studentsEvery Student the importance of perspective throughIndividual Attention a deceptively simple idea. Zaki taught them to redefine selfies by takingIn his class, Zaki establishes a pictures of anything else – hands, feet,foundation of rapport which allows ears or mouth – but their impish mugs.a safe and open environment for thesharing of ideas. He says respecting “It was a hit!” he relishes. “They wentthe ideas of students makes it easier around the school taking photos fromto work with them, and one way he different angles. I wanted them tofulfils this belief is by encouraging know the camera is just the tool, andthem to choose their own themes for it’s really about perspective and howtheir projects. you see things.”In that way, it also allows them to Zaki’s focus on student-centricity goestake responsibility for their artworks. beyond creating relevance for learning.His student-centric approach also He believes in setting time aside for hismeans putting the needs of students students and makes a concerted effortat the forefront of all he does. Zaki to foster his relationship with them. “Itand his art teachers will ascertain makes a world of a difference knowingthe interests of the students, before that somebody is there looking out fordeveloping learning activities that you,” he says.will match their inclinations for a fun,relevant and meaningful lesson. To reach out to his students, he creates specialised consultation sessions withThrough surveys, actively engaging them after school. On a one-to-onethem in conversations and through basis, they discuss about the progresshis own observations, Zaki is able pertaining to their coursework and alsoto get a sense of what is current talk about other things like music, foodamongst them. Recently, he took a and fashion to lighten up. Zaki sharescue from the ‘selfie’ phenomenon and that even if there were 20 studentsconducted a photography module queuing an imaginary line to see himwhere he taught his Secondary Three after school, he would make sure everystudents to take self-portraits using single one of them gets attended to,their smart phones. even if it is just for a few minutes.33 / ARTS EXPRESS

A Reflection of HimselfSeeing plenty of potential in his students, Zaki wants to develop them byproviding them with exposure platforms in the form of exhibitions as well ascompetitions. Currently, his students proudly hold art exhibitions at librariesand some have also gone on to win national and international art competitions.“Such successes validate and celebrate what they’re good at,” he shares.His abiding belief in his students also pushes him to create opportunities forthem to build their sense of responsibility and self-confidence by letting them runworkshops for primary and pre-school kids at the library. Called the ‘Little FingersWorkshop’, the students have shown immense patience and conscientiousnessin teaching the young ones to do simple print making and batik on paper.Ultimately, Zaki goes all out for the students because he sees them as “hiddengems waiting to be discovered and polished”. His love and concern for themshines through from the way he plans his lessons and interacts with them. Thesupport he gives his students inside and out of school nurtures their innatebrilliance and allows them to reach for the stars.Like art, teaching is also his passion. “Teaching is something that I love,” he says.“And I’ll always be happy teaching art and being an art teacher.” ARTS EXPRESS / 34

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Ng Eng KeeThe benefit’s not just in the content, but the way the teacher role models music making, demonstrates musicianship and how a musician behaves. ARTS EXPRESS / 36

If the collective music learning journey of Ng Eng Kee were to be summed up in one word, it would be unconventional. The Head of Department (Aesthetics) of Paya Lebar Methodist Girls’ School has an extensive repertoire of music experiences and professional achievements under his belt, but they did not come fast or easy. The success he reaps today was earned through hard work fuelled by passion, sincerity and serendipity. This is Eng Kee’s story.37 / ARTS EXPRESS