MOE Portraits

Pradeep Rhadakrishnan I want them to know thatthey can transfer that same belief intoanything else they do in their life and achieve success at it. ARTS AS LIFE / 88

At Spectra Secondary School, everyone is musical. Pradeep Radhakrishnan, the school’s Subject Head (Aesthetics), is working from the cornerstone that every student is musically-abled in his own ways. Having taught Normal Technical (NT) students since the beginning of his teaching career, he was eager to bring his expertise to a new setting and customise a music curriculum that will most benefit them. Powered by his teaching philosophy, Pradeep wants to discover his students’ individual strengths and maximise their potential. He was inspired by a book he once read, the author – renowned ethnomusicologist John Blacking – asserted the powerful notion that all of us are naturally musical despite what we think or what we have been told. By finding out how they are musical, and what is it within them that is musical, Pradeep hopes to change his students’ views about music.89 / ARTS AS LIFE

Teaching Quick to break the misconception that the NT students Normal are difficult to teach, disruptive, and slower to learn, Pradeep says they are instead forthcoming, imaginativeTechnical and hardworking.Students “One thing about NT students is that they’ve been dismissed a lot. Even if they haven’t been told per se, they are socialised to believe they aren’t going to be seen as successful people,” he shares. “I know these children and I know they have shorter attention spans and can’t sit still in class all the time. Music allows a more natural setting for them to move around and use their hands,” he says. ARTS AS LIFE / 90

Valuing WhatThey Value To make music accessible, he looks into his students’ “non-school” music preferences, and uses them in the classroom as part of school music content. Such informal learning strategies resonate with Pradeep’s own musical journey where he preferred to spend more time learning the songs of musicians like ABBA on the piano, and less on western classical music composers like Bach. “If I liked something I heard on the radio, I would go to the piano and try to reproduce it. Pop piano helped sustain the classical part of piano which was more rigid. It helped me stay on course and continue learning and practising the piano,” he says. Pradeep believes in the inclusion of popular culture in his music lessons. One such activity, he tells us, is teaching them the ‘Cups’ song as popularised by the movie Pitch Perfect. It was an innovative way of teaching his students rhythm, coordination and beat through music to which they can relate. Trying to master clapping, shifting and singing all at once, and then together as a class, the students had an enjoyable time learning music concepts through unconventional means. To further encourage their involvement, Pradeep also gets them to bring in materials – songs and lyrics by their favourite musicians – for sharing. Reserving some time every week to listen to them, he says this is about handing them ownership and “valuing what they value”. The materials serve as an important medium of communication between teacher and students, and create a variety of teachable moments during lessons.91 / ARTS AS LIFE

“Through what they bring into the Eight Hours on aclassroom, I can use them as examples Hobby: Accountantto educate the students on the Turned Music Teacherimportance of respecting the choicesof their peers. It gives them a chance “I have no doubt that they can learnto negotiate the way they respond anything. But I do doubt the way weto each other, to be tactfully critical. teach them. We need to pay greaterIt also gives us the chance to analyse effort and attention focusing on thethe content and context of lyrics,” says pedagogy in our system, and notPradeep. worry so much about the depth or the extent of knowledge,” he says.Believing that it is important thatstudents enjoy what they learn in the Driven by that awareness, Pradeepclassroom, Pradeep actively seeks decided to pursue his Master ofout what their current interests are. Education, specialising in Music,After finding out what is engaging to understand how lessons couldor appealing to them, he would then be designed and delivered moredesign lessons that incorporate musical effectively for his students. Anskills and knowledge that he wants accountant for eight years beforestudents to learn. making a mid-career switch to teaching, he was actually trained toRecently picking up on one of their teach Principles of Accounts as hisinterests, computer games, he plans main subject. Music was his secondto teach them how to design simple subject.soundtracks or background music forthe games. Using software applications Moving on to specialise in musiclike GarageBand, he intends to at Spectra Secondary, Pradeepshow them, first, how to recreate the cheerfully says it was “an opportunitymelodies they hear. Once they are to spend eight hours on a hobby.”familiar with that, he can teach themhow to conceive an original piece of “I’m glad I’m able to give them themusic. satisfaction that they’ve empowered themselves to be able to play“It’s about making (students’ preferred) something musical. I want them tomusic appealing enough to be learnt know that they can transfer that sameand taught within the school. From belief into anything else they do inthere, we can help students make their life and achieve success at it. Thismeaning of what they’re hearing,” says small success will eventually translatePradeep. into bigger ones in the future.” ARTS AS LIFE / 92

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Fatimah Sawifi Arts education is notabout teaching the technical skills, it’s about teaching them life. ARTS AS LIFE / 94

This story is about an energetic teacher who says ‘Just do it!’: Fatimah Sawifi, Head of Aesthetics of Chestnut Drive Secondary School. “If the child has an interest in arts, these opportunities in school will give them a step-up in terms of experience,” says Fatimah. Such is the experience with Fatimah’s former student. Local actor and entertainer Ebi Shankara, who has been deeply involved in television and theatre productions like Ah Boys to Men and The Full Monty, is an alumnus of Chestnut Drive Secondary. Ebi was torn between choosing Drama or Engineering as his post-secondary study. While art was not a subject he took at ‘O’ Level, his knowledge and skills gained from an immersive arts culture in school has opened his eyes to the possibility of theatre and drama as a career option. Ebi followed the advice of Fatimah who encouraged him to take “the road less travelled”. His story is an affirmation of what the school has done for the students in terms of providing them with a broad-based arts experience. Fatimah and Ebi have shared pride especially now that he contributes back to his alma mater as the school’s drama teacher. Fatimah’s life is possibly also “the road less travelled”. Besides work, Fatimah also juggles the duties of being a busy parent of five. In-between spending quality time with her children, she is also an active sportswoman who does half marathons and a practicing artist who participates in art exhibitions. Did we mention she jams regularly, too?95 / ARTS AS LIFE

Seeding “Talent-Scouting”Success through in Chestnut DriveCollaborationCarrying that upbeat attitude into The Aesthetics department alsoChestnut Drive Secondary, Fatimah collaborates with other departments inoversees the Art, Music, Design & the school’s Aesthetics Week – a yearlyTechnology, and Food & Nutrition programme organised thematically.curricula with similar gusto. Her In 2013, it was held in conjunctionemphasis is on developing a holistic with World Environment Day with thearts education at Chestnut Drive activities revolving around recycling.through the school’s core curriculum Instead of turning the courses overand co-curriculum. She believes that to vendors, Fatimah “talent-scouted”the impactful way to grow the school’s the school and discovered teachersarts programme is to consistently equally capable of conducting thesenurture and seed inter-department short workshops.collaboration, engaging teachers fromdifferent departments and harnessing Not only were the students thrilledtheir varied expertise. to see their Science teacher nimbly bending balloons into poodles orAccording to Fatimah, visual art should witness their Mathematics teachernot be confined within the walls of the crooning to a ukulele, Fatimah pointsart room, and as such, she encourages out that it was a refreshing change forcolleagues teaching other subjects to her colleagues too because it was ause art to deepen students’ learning. chance for them to teach somethingShe championed a recent initiative besides their subject domain. “Theknown as ‘iSTART’ with the aim of teachers are willing and enthusiasticintegrating art and information and to come on board,” she says, andcommunication technology (ICT) tools notes that the success of their currentinto classroom teaching. Taken up on arts programme similarly hinges upona voluntary basis, Fatimah observes the whole school’s participation andthat there has been an increase in support.participation rate as more teachers areapproaching her department for helpto design arts-integrated lessons. ARTS AS LIFE / 96

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Building aGeneration ofArts PatronsApart from nurturing arts practitioners Essential for all students, a holisticlike Ebi, Fatimah has also seen a arts education develops in them thehandful of her students join her in the competencies necessary for the 21starts teaching fraternity while others century such as a critical and inventivehave gone on to manage their own mind, regardless of whether theyarts schools. Smiling, she says: “It’s a choose to continue with the arts in thenice feeling to see how your students future. “From their arts experience,have progressed from doing basic art they learn to see things from thein the classroom to something much artist’s point of view. For example,greater. It’s wonderful to know they if they watch television and vieware giving back to society by sharing advertisements, they are able to buildtheir expertise with the younger an opinion about it and understandgeneration.” nuances,” says Fatimah.Fatimah, however, wants to educate The belief that art is not merely afor more than just a new generation subject stands as a strong personalof artists or practitioners. She wants to teaching philosophy. “Arts educationbuild up a generation of appreciative is not about teaching the technicalaudience, and to develop an skills, it’s about teaching them life.upcoming generation of arts patrons. Amongst other things, you teach them to commit and to persevere. Most importantly, you teach them to be confident young people.” ARTS AS LIFE / 98

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Irene Chin Music matters becauseit builds confidence, creativity, and it can even change lives. ARTS AS LIFE / 100

A Mother’s Influence “I’m very heartened to say that I get children who are very enthusiastic,” beams Irene, whose energy is as infectious as the ones she teaches. “After class, one or two would exclaim ’Oh, Mrs Chin! I love you!’ Those are really the rewards of teaching!” These words resonate with remembrance of things past. The Sound of Music, Gone with the Wind and The Ten Commandments were some of the many timeless films Irene Chin grew up watching. Her mother believed that early and varied exposure to the arts would broaden her children’s horizons. Besides film and modern theatre, Mrs Chin taught them to appreciate traditional theatre through Chinese Opera and waltzed them into the literary world through the books she had amassed. She was also one who encouraged the interests of her children. Upon noticing Irene’s fondness for musical toys, she let her take up piano lessons when she was just in kindergarten – a move which has paid off invaluably. Apart from being a fervent supporter of the arts, Mrs Chin was also a teacher. Irene followed on school trips and got to observe her mother at work. She says she was “quietly inspired” by her mother’s energy and the influence she had on her students.101 / ARTS AS LIFE

All in a Day’s Work in a musically experiential way. Tuning in then includes a catchy greeting songThe early start in the arts and her in four languages before the studentsmum’s influence helped when Irene fall into place. These simple tune-inbecame an educator herself. A proud strategies work wonders in capturingmother of five, she would bring her the young students’ darting attentionchildren along to her music rehearsals and they work marvellously as effectiveand involve them in school activities, classroom management strategies.all with a gentle hope that they will beinspired like she once was. Capitalising on the students’ strength - their energy - Irene makes sure theOn regular days at school, the Senior music class strategies are varied inTeacher (Music) of West Grove order to keep them interested. In effect,Primary only has to deal with the 10 Irene employs more kinesthetic andrambunctious classes under her lead. experiential activities, engaging theirA typical day for Irene would comprise core muscles to help them internaliseplenty of movement, creation of music concepts.sounds, squeals of laughter, and theoccasional declaration of love. “Music matters because it builds confidence, creativity, and it can evenTo the untrained eye, it may be easy change lives.”to pass music lessons as playtimefor these young ones; but Irene Irene also believes that a contextualisedaffirms that music has equal voicing curriculum is necessary and the songsin the total curriculum as with other she introduces must reinforce thecore subjects. In particular, she says experiences that students bring tomusic nurtures children in their social class. The classic children’s song Keemotional dimensions, develops Ren Lai (When Guests Visit) teachescritical listening, team discipline and what makes a gracious host and howconcentration – skills that will facilitate to treat a visiting guest. By choosingtheir learning across all disciplines. age appropriate content, songs allow connections to real-life experiences,Irene establishes musical routines making learning more personalwhich are essentially the groundwork and meaningful. Using music in thefor a well-orchestrated classroom. classroom to cultivate enduring values,Every lesson, she leads her students habits and attitudes that will carryinto the music room singing as she is through a lifetime resonate with Irene’swell aware that the class would need personal teaching goals.to be primed to move into their topic ARTS AS LIFE / 102

The “ModernTV Syndrome”Although Irene has pointed out that unfortunately, “robs them of theirher young students do enjoy being natural inclination to be active andphysically active, she has noticed interact with nature and people atthat with increased exposure to large.”technology today, some children’snatural exuberance is slowly taking a Using music to counteract thebackseat and it is apparent by the way “modern TV syndrome”, she getsthey behave in the music classroom. her classes involved in physical activity and gets them to interactIrene coins it the “modern TV with each other meaningfully. Usingsyndrome”. musical routines such as dancing and singing collaboratively, IreneWith entertainment and education hopes to stimulate their creative andavailable at the touch of a button, critical thinking, developing social-she observes that the escalating emotional skills which can only comecontact with such devices as stimuli, from engaging with people.103 / ARTS AS LIFE

Why “I see myself as their guardian, giving them Music opportunities and pointers to enjoy music. I seeMatters music as a channel of solace, comfort, joy, and identity which students can use as a means of emotional expression and communication,” says Irene. It is no small feat, but it is Irene’s love for music and her love for learning that sustains her. The moments when she feels that she has made a real impact – be it a smile after a performance or the insightful questions her students ask – continue to inspire her to improve herself. Her enthusiasm in teaching sees her impacting beyond her own classrooms to fellow music teachers through cluster-based music workshops and the Professional Learning Community that she leads. Music, which has been the “life and soul” and a “companion” to Irene from young, is something she says she can always find the deepest comfort in. “Music has taught me so much – perseverance, discipline, love and beauty – and I only want my students to achieve the same.” ARTS AS LIFE / 104