STAR-Post (Art) July 2023 Issue 2 STAR-Post (Art) July 2023 Issue 2 by moe_star

Mdm

08 Afterthoughts on Spotlight Session 1

Listening to Nature and Composing

Sonorous Worlds by Zai Tang

Mdm Victoria Loy

12 Afterthoughts on Spotlight Session 2

Examining our Relationship with our Natural World through Art by Zen Teh

Mr Lim Kok Boon

Strand 1: Ignite Imagination

18 Art Masterclass

Development of Character and Citizenship in and through Art

Mdm Chua Wee San and Ms Ira Wati Sukaimi

22 The (Elegant) Pixel Art Task

Mr Tay Li-Cheng

Strand 2: Empower Communities

28 Learning Journey

Nanyang Academy of Fine Arts (NAFA)

30 Broadening the Breadths of Art Talents through Inter-school Collaboration

Ms Desiree Tham Xue Ping and Ms Cheng Si Jia Jessica

Strand 3: Transform Practice

34 Learning Journey

National Gallery Singapore (NGS)

36 Get Glued to Museum-based Learning through the Use of Engaging Manipulatives

Ms Nurul I’zzah Binte Basiron

38 aedge Ignite 2023

Ms Heryanty Binte Mohamed Yahaya

40 Welcome to the Art Fraternity! *

Miss Khor Ting Yan and Miss Siti Raudhah Imran

46 What Struck You? *

Miss Nurul Ain Samsuri and Mr Tay Li-Cheng

49 Contact Us

Foreword

Mdm Ang Hwee Loo Deputy Director (Art) S TAR

We are delighted to present to you the July STAR-Post, hot off the press! The Arts Education Conference, jointly organised as part of the 2023 Teachers’ Conference and Excel Fest (TCEF), affirmed the notable synergies among the academies to ignite imagination, empower communities and transform practice. This year, being able to come together in-person as one big family to celebrate the spirit and joy of professional learning, was truly an euphoria moment! For MOE, it marks, yet another significant milestone for a full blended TCEF2023!

What was uplifting, was to see the camaraderie and the collaborative participation of our art educators; sharing in earnest, their multiple perspectives and innovative pedagogies to impact and transform teaching and learning in the art classrooms. To push boundaries, art educators look to artists to spark imaginations and seek inspirations. Spotlight presenters, Zai Tang and Zen Teh, spoke passionately about their creative processes in forging deep connection with nature and the evolving human-nature relationship. By drawing upon this interconnectedness and interaction with our everyday surroundings, we can harness the power of the arts to create in students, an agency towards environmental consciousness and engage them to critically think about and make sense of their own lived experiences.

In support of CCE21 and holistic development of students, Art MTTs, Wee San and Ira, co-conducted a masterclass “Development of Character & Citizenship in and through Art” where effective strategies on using artworks to facilitate meaningful discussions on contemporary issues were shared. It is perhaps timely to also ask ourselves what Art Education means for us in the 21st century, and how might we bring our students into the future with the kind of confidence and competencies that will enable them to thrive in an increasingly uncertain and challenging world.

To conclude, I would like to say a big thank you to all the art educators and teacher-presenters at TCEF2023. We could not have done it without the support and participation from all of you! Let’s continue to uplift our practices and borrowing a closing remark from DyDGE, Mrs Chua, “when you uplift others, you uplift yourself!”

Enjoy the read and may you have a fruitful term ahead!

Highlights From The Opening Address At TCEF2023

Mr Chan Chun Sing Minister for Education

In his opening address, Minister Chan Chun Sing, began his speech by highlighting the significance of a blended format of the Teachers’ Conference and ExCEL Fest 2023 (TCEF2023), combining physical and virtual sessions, and engaging a larger number of participants. He emphasised the need for the TCEF2023 to be a live demonstration of what can be achieved through this blended format. He envisioned the potential impact of this format on the education system, highlighting the impressive number of participants that can be reached and positively influenced.

The Importance of Quality Teachers

Drawing inspiration from Mr Andreas Schleicher, a keynote speaker at the conference, Minister Chan

delved into the factors that determine the quality of teachers and raised questions about how to attract the best talent. He emphasised the significance of respect for teachers and its impact on the teaching profession.

“Our job is not to train our students to answer yesterday’s problems with yesterday’s solutions. Our challenge is figuring out how to help our students understand tomorrow’s challenges and discover the solutions going forward.”

Enabling Pedagogies and Technologies

Minister Chan reiterated the importance of good pedagogies and the need to evolve teaching practices to be student-centric and diverse. He emphasised the role of technologies in enhancing the impact and meaningfulness of teachers’ work. Minister Chan encouraged teachers to embrace technology and utilise tools that can free teachers from mundane tasks.

From Mass Access to Mass Customisation

Minister Chan highlighted the shift from mass access to mass customisation in education whereby the need to cater to the unique needs and potential of each student is essential. He shared how by doing so, it ensures that students can fulfil their individual potentials.

Key Principles for a Successful Education System:

Consistency of Commitment

Firstly, the need for consistency of commitment for resources and talent in the education system. Minister Chan highlighted Singapore’s political commitment to allocating a significant portion of the budget to education, ensuring long-term planning and support for the education service. He assured the teachers of the government’s commitment to maintaining this consistency.

Coherence and Continuity of Policies

Minister Chan stressed the importance of coherence and continuity of policies in education. He discussed the need for clear priorities and the avoidance of frequent policy changes. Minister

Chan shared Singapore’s approach of focusing on doing simple things well, consistently, and together, to achieve excellence in education. He highlighted the challenge of setting clear priorities amidst the ever-increasing demands in education.

Conviction of Professionals and Policymakers

Thirdly, the importance of conviction among professionals and policymakers in the education system. He mentioned that policymakers should be evaluated based on long-term outcomes and the growth of students rather than short-term results. Minister Chan encouraged professionals and policymakers to focus on developing confident contributors and lifelong learners, rather than promoting a rat race mentality or comparison with others. He stressed the need to define success by contributions and to nurture a love for learning.

Collaboration

Lastly, Minister Chan highlighted the significance of collaboration in the education system. He emphasised the need for partnerships with industries, parents and alumni to complement the efforts of teachers and create a relevant and current education experience for students. Minister Chan acknowledged that teachers cannot have expertise in every industry, and therefore, collaboration with external stakeholders is crucial to provide students with real-world insights and experiences.

“Promise me that no matter how busy you are, you will keep learning.”

In conclusion, Minister Chan expressed his pride in teachers’ dedication, innovation and professionalism, calling for teachers to be at the forefront of lifelong learning. Closing his speech, Minister Chan shared a vision he imagines to be - a future where teachers have access to diverse learning resources, are fellow collaborators, learning from and inspiring one another.

Highlights Of TCEF2023

Ms Rafeeza Khaliq Academy Officer STAR

The Teachers’ Conference and ExCEL Fest 2023 (TCEF2023) with its resounding theme of “Ignite Imagination, Empower Communities, and Transform Practice”, turned out to be an unprecedented success this year, drawing over 15,000 enthusiastic participants from all over. The event, which featured a combination of online and onsite events, provided the fraternity with a remarkable platform to engage in thoughtprovoking discussions, gain valuable insights, and explore innovative approaches to teaching and learning.

During the event, numerous captivating sessions were held, covering a wide range of topics relevant to the current debates in education. Participants had the opportunity to attend workshops, online and onsite seminar sessions, learning journeys and other forms of interactive presentations. Through the conference, we witnessed the true spirit of leveraging on technology, demonstrating the vast potential of opportunities being maximised through technology. The speakers inspired educators to think beyond traditional teaching methods and reimagine the possibilities of education in the digital age.

Teaching And Learning Transformed

The following pages of this publication will showcase a wide range of success stories from schools that have embraced innovative practices. These inspiring case studies shared at the seminar sessions and through poster presentations demonstrated how teaching and learning has transformed in various educational settings, empowering both teachers and students. Participants of these sessions were encouraged to engage in peer-to-peer discussions and collaborative activities, enabling them to exchange ideas, share best practices, and build professional networks.

Another highlight was the chance to venture beyond the conference venue and immerse themselves in real-life contexts. Two particularly captivating Learning Journeys that were included in the conference programme were Nanyang Academy of Fine Arts (NAFA) and the National Gallery Singapore. These visits offered unique insights into the world of art, mindfulness, and community empowerment.

Imagination Ignited

Beyond Boundaries

The seamless integration of online and onsite events allowed for an inclusive dialogue that transcended geographical boundaries and fostered a sense of camaraderie among educators. One example of this was how the online audience at the Spotlight Session with artist Zai Tang was invited into an immersive experience with the sounds of nature through a pre-recorded video. This followed with having the honour of the artist joined us from UK to engage in a drawing activity and a dialogue with the participants. This technology-enabled engagement with an artist from overseas expanded the reach of the conference and enhanced the overall experience for participants, regardless of their physical location.

Feeling Renewed And Empowered

As the conference drew to a close, the participants left with a renewed sense of purpose and excitement. The event had invigorated their passion for teaching, equipped them with innovative ideas and strategies, and ignited their imagination about the future of education. TCEF2023 has set the stage for educational innovation progress and it would be exciting to witness how classrooms will be transformed as a result of this.

Afterthoughts On Spotlight Session 1: Zai Tang’s

Listening To Nature And Composing Sonorous Worlds

Mdm Victoria Loy Master Teacher (Art) STAR

Facilitator of Spotlight Session at TCEF2023

Field Recording

Zai Tang, a Singapore-based artist, composer, and sound designer, recently engaged the audience at the TCEF2023 spotlight session to explore nature through his curated video. Influenced by acoustic ecology and experimental music, Zai believes in forging deeper connections with our environment through attentive listening. He shared his creative processes, including field recording experiences at Bukit Brown Cemetery, and how he explored drawing sound, collaboration, and composition in his renowned Escape Velocity series. The term ‘escape velocity’ refers to breaking free from our human-centric view of nature, inspired by philosopher Timothy Morton’s ideas on achieving ecological coexistence. Zai encourages us to listen closely to nature’s sounds, and imagine their representation.

Attuning to nature’s symphony, Zai’s journey began with field recording, the art of capturing sounds outside the confines of his studio. Immersing in Bukit Brown Cemetery in Singapore, he discovered and was deeply attracted to the rich, abundant wildlife residing in its woodland habitat. He felt compelled to document its vibrant soundscape before impending urban development. He devoted an entire period of three months to recording the sounds of the place at different times of the day meticulously, capturing the shifting and immersive sonic portrait of the place. According to him, the field recording has evolved into a meditative practice that enables him to connect intimately with the creatures through sound which conveys their uniqueness.

Field Recording at MacRitchie Reservoir, 2015, image courtesy of Zai Tang

Drawing Sounds

Visualizing the sonic tapestry through his installation work, Escape Velocity 1, Zai explores the art of drawing sounds. Employing ‘reduced listening’, coined by composer Pierre Schaefer, he focuses on the intrinsic properties of sound, for example, its pitch, rhythm, texture, timbre, shape, and transformation over time to translate these nuances into visual forms using lines, shapes, and even colours. When attempting to visualize sound, Zai employs a technique of slowing it down to help him perceive its details and generate ideas for the visual form of a sound using sketches. An example of Zai’s sketches is shown on the right:

The ideas from his sketches become reference material for his final drawings. In response to the sound, he uses recurring forms and layered motifs to express the variations of calls. Through the act of visualizing sound, Zai creates visual scores that depict the sensuous qualities of the creatures’ sounds. He hopes to hold the space for the audience to discover new affects towards the creatures from which these sounds emerge.

Study of a Greater Racket-Tailed Drongo’s Call, 2018, image courtesy of Zai Tang

Untitled I (Bukit Brown Cemetery III), 2014, performance documentation at Institute of Contemporary Arts Singapore for Sound: Latitudes & Attitudes, courtesy of Olivia Kwok

Escape Velocity I, 2018, installation documentation at MOCA Yinchuan for the 2nd Yinchuan Biennale, image courtesy of MOCA Yinchuan

Collaboration And Composing With Ideas Of Nature

Zai’s Escape Velocity series delves into the fusion of sound and animation to explore various themes. In Escape Velocity V, the focus is on nature ensnared within the machinery of capital and human desires. Zai incorporates a diverse range of sounds from his archive recordings in Singapore, augmenting them to emphasize a human-centric musical structure. This approach highlights our anthropocentric view of the world, where human desires and priorities often take precedence.

The application of tonality in Escape Velocity V signifies the imposition of a human-centric musical structure onto nonhuman sounds. This embodiment of our anthropocentric position reflects our perception of nature and the human potential to achieve ecological coexistence. It challenges us to break free from our anthropocentric mindset and strive for a more harmonious relationship with the natural world.

Overall, Zai’s collaboration with animator Simon Ball in the Escape Velocity series allows them to explore the fusion of sound and animation in creating immersive environments. The installations delve into various themes such as the tension between nature and urbanization, the intricate details of soundscapes, and the human-centric perspective on nature. Techniques such as manipulating speed, utilizing spectrograms, and imposing tonality on nonhuman sounds add depth and complexity to the compositions, inviting viewers to contemplate our relationship with the environment.

Escape Velocity II, 2018, installation documentation at West Coast Highway for Running With Strippers, image courtesy of Tucky’s Photography

Conclusion

Zai’s work resonates with us by emphasizing the power of attentive listening and artistic expression in connecting with nature. Through the clear narration and sharing of the process of field recording, drawing sounds, collaboration, and compositional approaches, his artwork inspires art and music teachers to explore cross-disciplinary collaboration possibilities and also encourages students to engage with the natural world in profound and creative ways.

Drawing Inspirations

Listen to the voice of nature, for it holds treasures for you. Listening is an integral part of every relationship, including the one with ourselves. As a good start for quick application of learning during the Spotlight Session, the participants had fun engaging in having a first-hand experience of translating sound to visuals. Above are some examples of the 3-minute drawings contributed by participants in response to the recording of the soundscape shared by Zai Tang.

Listening is not just an aural experience, but a visual and emotional one. It is the gateway to understanding, connecting, and appreciating the beauty and intricacy of the world around us. To further ignite students’ imagination, teachers could tap on the following STAR’s Drawing Inspirations resources, scaffold with step-by-step instructions to engage students in the experience of translating sound into visuals, inspired by artist, Zai Tang. You can go ahead and try these drawing exercises too! Have fun!

Loy, V. and Lye, D. (Ed.) (2020).

Drawing Inspirations: Making discoveries through observation, imagination and expression. Singapore Teachers’ Academy for the aRts.

Afterthoughts on Spotlight Session 2:

Zen Teh’s

Examining Our Relationship With Our Natural World Through Art

Mr Lim Kok Boon Master Teacher (Art)

STAR

Facilitator of Spotlight Session at TCEF2023

Zen Teh’s Spotlight presentation centred on her art practice and research on the intersections of urban cities and nature. The hour-long presentation introduced three extensive art projects: Garden State Palimpsest (2018), Sense of Place Dual-City Workshop in Singapore & Cambodia (2022), and Rattan Eco Sprawl: Manifesting the Forest (2023, ongoing). These projects examined spaces, places, objects, narratives, and natural and man-made materials. Teh’s work could be interpreted as an artistic response to Climate Change and Sustainability.

Rattan Eco Sprawl: Manifesting the Forest (2023) work-in-progress. Image courtesy of the artist.

Our Relationship With Nature

Teh’s presentation was an invitation to consider our relationship with nature.

We need nature because it provides for our needs and well-being. Nature continues to provide primary sources of food, water and energy to people worldwide. Our natural ecosystems form the backbone of agriculture and sustain the delicate balance necessary for food production, soil fertility, and the overall health of our planet. Nature recharges our well-being too. Recent research studies suggest that being immersed in nature benefits our health – it reduces feelings of isolation, promotes calmness and uplifts our mood (Robbins, 2020). Some might even say this sense of well-being is connected to Biophilia, our ingrained love of nature –the love of being alive and all that is alive (Wilson, 1984).

Artists have always found inspiration in the natural world. They interact with nature using all five senses and create works of art that mimic nature or reflect their observations. Many contemporary artists have gone beyond preserving the image of nature to call for the preservation of nature. To my knowledge, few Singaporean artists tackle environmental issues in their art practice. Offhand, I can think of Tang Da Wu’s Earth Work (1979), Donna Ong’s Project: Eden (2007), Robert Zhao Renhui’s Institute of Critical Zoologists, Ang Song Nian’s As They Grow Older and Wiser (2016) and MessyMsxi’s Plastic Ocean (2016). Teh steadily adds works to this list in a quiet, determined and heartfelt way.

Artists have always found inspiration in the natural world.

Nature: A Natural System Of Collaboration We Can Learn From

In the interest of time, Teh’s presentation did not dwell long on her thesis on interdisciplinary collaboration and integration. Instead of sharing her thesis, I picked up some keywords from her presentation as analogies to explain the nature of collaboration:

● Ecosystems and Ecology. An Ecosystem refers to a geographic area where plants, animals, and other organisms, as well as weather and landscape, work together to form a bubble of life. Ecology refers to studying organisms and how they interact with the environment around them. Collaboration is like an ecosystem and we may need to study what works in different contexts. To make collaboration work, we need to understand cultures and conditions that can connect people, things and actions effectively. Like thriving in an ecosystem, everyone in a group needs to pull their weight. We find ways to contribute to the group if we are not assigned roles.

● Biodiversity. Biodiversity, short for biological diversity, refers to the variety of all living things and their interactions. Biodiversity supports pollination, regulates climate, contributes to medicine and genetic resources, and provides clean air, water and food. Like Biodiversity, diversity and inclusivity—where individuals with different identities and backgrounds are welcomed in a group setting—can help us harness individuals’ diverse ideas and abilities to work together towards a common goal.

● Porous architecture. Porous architecture refers to a design approach that incorporates open spaces, connections, and permeability within buildings or structures. It emphasises creating openings, gaps, or voids that allow for the flow of air, light, and even people in the space. Embracing such porosity means to have an open mind, embrace open and give mutual affirmation for collaboration to grow. They are like nutrients, water, and sun are to plants.

● Giving plants space and time to grow. Like plants, collaboration requires time to grow.

Art can’t change the world. Not directly, really. But it might have the power to change how we see the world. Encountering art might unearth new perspectives and ideas or strengthen values when it resonates with us. Suppose art can nudge us to change for the better, one idea at a time. I have a hunch that designing art lessons that help us understand our relationship with nature and honing our competencies and willingness to collaborate will be a good place to start.

To watch the recorded Spotlight session, and create your own insights and learning from the presentation, visit:

● https://vimeo.com/837157366/66f90c4732

To find art lesson ideas to bring the theme of Environment to your art classroom, visit:

● Chazen Museum of Art (n.d.). The Art of Sustainability: Grades 3-5. El Anatsui, Danu (2006). Chazen Museum of Art. https://chazen. wisc.edu/wp-content/uploads/2021/03/El-Anatsui-Teachingpage-Revised.pdf

● Chrosniak, J. (2022, September 28). 3 Environmental art lessons to get your students thinking green. The Art of Education University. https://theartofeducation.edu/2022/09/sept-3-environmentalart-lessons-to-get-your-students-thinking-green/

● School Arts (2021). Environment. School Arts, Davis Publications https://www.davisart.com/schoolarts/issues/2021/environment/

● School Arts (2022). Collaboration. School Arts, Davis Publications https://www.davisart.com/schoolarts/issues/2022/ collaboration/

● School Arts (2023). Contemporary art. School Arts, Davis Publications https://www.davisart.com/schoolarts/issues/2023/ contemporary-art/

● Teacher Resource Unit (n.d.). Environment. Solomon R. Guggenheim Museum https://www.guggenheim.org/teachingmaterials/zero-countdown-to-tomorrow-1950s-60s/environment

● Teacher Resource Unit (2013). Gutai: splendid playground. Solomon R. Guggenheim Museum. https://www.guggenheim. org/wp-content/uploads/2019/12/guggenheim-teachingmaterials-gutai.pdf

To learn about The Singapore Green Plan 2030, visit:

● Ministry of National Development (MND) (2023). A City of Green Possibilities. Ministry of National Development, Singapore. https://www.greenplan.gov.sg

References

Robbins, J. (2020, January 9). Ecopsychology: How Immersion in Nature

Benefits Your Health, Yale Environment 360, Yale School of the Environment. https://e360.yale.edu/ features/ecopsychologyhow-immersion-in-naturebenefits-your-health

Wilson, E. O. (1984). Biophilia. Harvard University Press.

IgniteImagination

Strand 1: Ignite Imagination

Imagination is the lifeblood of creativity, critical thinking, and innovation. It is the spark that propels us beyond the boundaries of the known, opening doors to uncharted territories of knowledge and understanding.

In an era where standardised tests and rigid curricula often dominate the educational landscape, nurturing imagination has become more vital than ever.

In the next few pages, we will explore the myriad of ways in which the arts can be harnessed as powerful tools for igniting our education landscape. Through these articles, we will highlight how through art, we can spark joy and engagement, stimulate critical thinking, enhance empathy and understanding, and cultivate a sense of belonging and community among students. We will showcase the ways in which the arts can bridge diverse disciplines, making learning more meaningful and interconnected.

Imagination

Art Masterclass

Development Of Character And Citizenship In And Through Art

Mdm Chun Wee San and Mdm Ira Wati Sukaimi Master Teachers (Art) STAR

What ignited from the masterclass? Reflections from

What ignited from the masterclass? Reflections f terTeachers

If you could use three words to describe how you feel about your Masterclass at TCEF2023, what are they and what makes you say that?

Gratitude, for being trusted with the responsibility to facilitate a very meaningful Masterclass. Humbled, for being able to co-facilitate the Masterclass in collaboration with MTT Wee San.

…

ourMasterTeachers …

Pumped, for I sincerely believe that every student has the capacity to respect and care for others and themselves.

Encouraged by the Masterclass participants’ enthusiasm for learning and their generosity in sharing ideas and experiences.

Enriched by the diverse perspectives as we collectively sense-make about CCE 2021 in the context of art classrooms.

Excited by the various possibilities for enacting CCE with intentionality in Art lessons.

In Your Opinion, How Can Art Facilitate Conversations On Issues During Art Lessons?

Contemporary issues are complex, multifaceted present day issues of personal, social, national or global significance. During art lessons, students engage in learning content that provides “natural opportunities to explore national identity, contemporary issues, as well as Singapore’s constraints and vulnerabilities” (MOE CCE Syllabus, 2021). In particular, the learning of contemporary art ‒ art that is about the present day and is created by living artists ‒ lends itself well to discussing contemporary issues depicted in the artworks. Contemporary artists typically explore ideas, issues, perspectives and questions of our times, many of which are significant and relevant to students.

To facilitate meaningful discussions about contemporary issues that are presented through contemporary artworks, teachers can:

Connect the themes in contemporary artworks to the CCE Big Ideas (Identity, Relationships and Choice) and/or curriculum content areas (e.g., National Education, Family Education, Mental Wellness).

For instance, when discussing the problem of marine plastic pollution raised in Tan Zi Xi’s installation ‘Plastic Ocean’ (2016), teachers can guide students to consider how the choices they make on a daily basis could impact the environment.

Ensure that the artworks and issues being discussed are appropriate for students’ age and their cognitive, social and emotional development.

For instance, when examining the environmental issues presented in Han Sai Por’s ‘Black Forest’ (2016), Middle Primary students can discuss the importance of trees and create artworks to promote appreciation for nature, whereas Secondary students can share their thoughts on the causes and effects of deforestation through art discussion and art making.

Use facilitation strategies to guide students’ thought process and scaffold their learning about contemporary issues. CCE Facilitation Strategies* can be used to complement facilitative questioning strategies commonly used in the art classrooms (e.g., Artful Thinking Routines, Visual Thinking Strategies).

*Refer to Annexes E and F of Pri and Sec CCE Teaching and Learning Guides.

For instance, students can use the ‘Step Inside’ strategy to understand the issue of social isolation in modern Singapore from the perspectives of different people featured in Nguan’s untitled photographs from the ‘Singapore’ series (2011-2013). This strategy enables students to explore different perspectives and develop empathy.

Besides Art Discussion, How Else Might Art Teachers Integrate Cce Meaningfully Into Their Art Lessons?

4 3 2 1

Integrating CCE learning outcomes in and through art lessons can be a powerful way to help students hone not only their aesthetic sensibilities and artistic skills but also develop their 21st century competencies. Beyond art discussion, here are some suggestions to weave the learning of CCE meaningfully and elegantly in the art classroom; *This

Leverage Big Ideas And/Or Themes In Art Making Activities

Artworks that relate to real-world experiences, personal/community narratives and contemporary issues connect well with the CCE Big Ideas. For instance, art teachers could invite students to create artworks based on the topic of ‘Spices’ to inquire into their personal/collective identities and cultures through the food they consume.

Invite Art-Based Solutions To Real-World Problems

Students can suggest solutions to real-world problems that are relevant and relatable to their age group. For instance, Primary students can be tasked to design posters for a no-littering campaign while Secondary students can create sculptures that can heighten their viewers’ awareness about climate change. These solutions can come in various art forms and when students see their collective ideas, they will also understand the myriad of considerations needed to remedy a problem and be encouraged to take action for positive change.

Engage Students In Collaborative Community Art Projects

Collaborative community art projects, such as mural painting at community spaces, allow students to engage with and better understand their community. When conceptualising the mural art, students need to understand the people in the community and the significance of the mural space to them. Teachers may also facilitate conversations about how the murals can create a sense of community (e.g., promote respect, harmony and empathy amongst people in the community)

Provide Opportunities For Collaborative Learning And Art Making

To work collaboratively, students are required to effectively convey their ideas, explain their artistic choices, and articulate their intentions. Besides active listening, they get to practice verbal communication skills, such as speaking persuasively with clarity and coherence. Students can also learn to negotiate, compromise and respect different opinions, as they work towards a shared artistic outcome.

Finally, What Does “Every Art Teacher A CCE Teacher” Mean To You?

My role as an art educator goes beyond facilitating learning for an academic subject. Through art, we should be able to nurture social, moral and civic literacies in our students. While we know that Art Education lends itself rather seamlessly to the teaching of CCE, we cannot leave the fostering of good morals and values to chance. As skillful teachers, we need to be deliberate (intentional) in the design and facilitation of our art lessons, to bring forth CCE learning outcomes, coherently and meaningfully for our students.

Values

Social

Civic Moral

It reminds me that we teach students first, not subjects. Beyond deepening students’ mastery in art, need to inculcate values in students empower them with the social-emotional 21st century competencies to navigate an uncertain future.

All smiles from the participants of the masterclass

MTT Ira bringing the participants through how an artwork can develop the CCE outcomes

MTT Wee San passionately engaging participants

Presenters’ Reflections

The (Elegant) Pixel Art Task

Mr Tay Li-Cheng Art Teacher

Raffles Institution

Participants who joined the workshop had hands-on experience with the Pixel Studio app and witnessed how the process could heighten imagination and creativity, and develop students’ confidence in designing their art works. Mr Tay shared with us his reflections from his sharing and how the workshop benefitted the participants.

How Do You Think Your Session Has Ignited The Imagination Of Your Participants?

When I saw my participants’ faces light up as they discovered app that enables them to perform a task more efficiently, that was when I knew I had passed them the key to unlock their creativity.

When I saw them respond with joy after showing an example that resonates with them, that also told me that they were thinking of translating that back to their own teaching in their art classroom.

Igniting imagination in the art classroom is giving students the own learning and creativity because nothing is more precious takes charge of his/her own hunger for knowledge.

Poster Presentations

Synergy Of Efforts From The Art Educators At TCEF2023.

The dedication, expertise, and passion for art education shone through as the art fraternity stepped forward to share their knowledge and experiences with fellow educators at the seminars and workshops. You would have read in the pages before this how three of the sessions captivated the audience, fostered an environment of learning and inspired others.

Another interesting conference feature is the poster presentations. These posters showcased innovative ideas, techniques, and research in the field of art education. By making these presentations accessible, the impact of learning extends beyond the confines of the conference.

An Artistic Journey into a Creative World of Perspective and Illusion of Space

Applying the Concept of Virtual Theme Park in Arts Exploration and Discovery

Catering to Different Students’ Readiness in the Art Room

Differentiated Instruction in Art Lessons through the Use of Digital Tools

Engaging E-Pedagogy, Blended Learning and Differentiated Instruction to Develop Self-Directed Learners in the Art Classroom

Enhancing Art Learning through the Key Applications of Technology

Fostering Metacognition in Visual Arts Education through Radar Chart Assessment (RCA)

Integrating E-Pedagogy into the framework of Gradual Release of Responsibilities through an Interdisciplinary Aesthetics Project

Leveraging Digital Tools to Sequence and Scaffold the Teaching of Composition in Art

Paint with Music

The PDFs of these posters are hosted on the TCEF2023 website, logging in is required.

Communities Empower

Strand 2: Empower Communities

The arts possess an innate ability to transcend boundaries, break down barriers, and ignite a sense of unity amongst individuals. By immersing ourselves in artistic endeavors, we discover new ways of communication, empathy, and understanding. When harnessed effectively within the educational sphere, the arts can become a catalyst for holistic development, for both students and teachers alike.

In the following pages, we aim to shed light on the transformative power of the arts, illustrating how beyond traditional methods, we can embrace innovative practices, and explore new possibilities within the classrooms.

Communities Empower

Learning Journey

Nanyang Academy Of Fine Arts (N AFA )

At NAFA, the conference participants were invited to step into the shoes of talented individuals who have carved successful careers in the creative industries. Accompanied by NAFA alumni, they were granted exclusive access to firsthand accounts of how the academy had paved the way to support these individuals’ artistic journeys and aspirations. This encounter empowered the participants with deeper understanding of the transformative power of education and community support. Hearing stories of resilience, passion, and the pursuit of artistic excellence left an indelible impression on the conference attendees, fostering a desire to explore new approaches to teaching and learning.

TCEF2023

Presenters’ Reflections

Broadening The Breadths Of Art Talents Through Inter-School Collaboration

Desiree

Ping Art Teacher Fairfield Methodist School (Sec)

Cheng

Jia Jessica Education Officer Educational Technology Division, MOE

CURATE is an annual inter-school authentic learning programme for their students of diverse artistic backgrounds to challenge them to adopt creative artmaking practices. Conference participants who attended this seminar gained insights on how this project empowered the community of learners from diverse backgrounds and broadened their exposure to art forms beyond the art classroom.

We shall find out more from the presenters their thoughts about the session and how they felt their sharing had connected and empowered the group.

What Do You Think Were Some Key Take-Aways For Your Participants?

From our session, the participants learnt how collaboration could be a new way to empower our art students. Teachers were inspired by the sharing and some wanted to start their own collaborative projects. At the same time, they have learnt that when they have a will and a clear ambition to work towards, they can engage those in their community to make the “impossible” possible.

CURATE is an example of a ground-up initiative by the art teachers from the four schools. Fairfield Methodist School (Sec), Nan Hua High School, Boon Lay Secondary and St. Joseph’s Institution, who had a simple goal of bringing art students from diverse backgrounds and talents closer to local art practitioners, engaging in deeper and more meaningful conversations and exchanges with peers and mentors. The third edition of CURATE may make the journey look accomplished but it is not without its multitude of challenges posed by the pandemic, the complexity of having multiple schools coming together and the demand for flexibility throughout the process of making it all happen.

Tham Xue

Empowering Communities As An Art Teacher Is … Because

Ms Tham: Empowering communities as an art teacher is imperative because the community’s perceptions and valuation of art drives understanding, awareness and growth of art education.

Ms Cheng: Empowering communities as an art teacher is a practice because like the discipline of art, we ought to put to multiple rounds of iterations our own renditions of what we have tried and tested in our classrooms, continuously reflect and refine, to better ourselves in order to inspire others.

Transform

Strand 3: Transform Practice

By embracing new practices and methodologies, we can tap into the inherent creativity of our students, unlocking their full potential and fostering a deep love for knowledge acquisition. The arts offer a unique avenue for us to bridge the gap between abstract concepts and tangible experiences, enabling students to make meaningful connections and construct knowledge in profound ways.

In the next few pages, we will uncover inspiring stories and case studies that demonstrate the transformative impact of the arts. Furthermore, we will explore how art-infused approaches can enhance critical thinking, collaboration and empathy.

Transform

TransformPractice

Learning Journey

National Gallery Singapore (NGS)

The learning journey to National Gallery Singapore provided an awe-inspiring setting for the participants to engage in mindfulness activities and immerse themselves in the world of art. The gallery’s collection of captivating artworks and serene environments offered a perfect backdrop for igniting the imagination. Through guided mindfulness exercises, the participants were able to cultivate a state of open-mindedness and receptivity, allowing them to explore new perspectives and possibilities. This encounter with art and mindfulness provided a unique lens through which to view education and sparked a realization of the transformative potential that lies within the integration of these practices.

This experience not only allowed participants to witness the impact of art as a transformative process and helped broaden their perspectives on teaching and learning. Participants recognised that integrating these elements into their teaching practices could lead to transformative learning experiences for their students.

TCEF2023

Presenters’ Reflections

Get Glued to Museum-based Learning through the Use of Engaging Manipulatives

Ms Nurul I’zzah Binte Basiron Senior Teacher (Art) De La Salle School

Participants at this workshop were indeed glued to the attractive and engaging manipulatives shared by the presenters. The tools used demonstrated how students could be engaged, challenged and had their experience enhanced during museum-based learning activities.

We checked in with Ms I’zzah on her thoughts about her workshop.

Set of manipulatives (museum booklet and formative assessment cards) used for each student during their learning journey to the museum.

and ideation. Each participant was given a set of these manipulatives to take back with them to adapt and use for their school’s MBL activities or learning journeys.

When speaking with the participants, we were pleased to hear that many shared how they would like to apply what they have learnt to the learning journeys which they are planning for - not only for art but for other subjects’ learning journeys as well! Even till today, through the Padlet that was shared during the session, we learnt through sharing and by building on each others’ ideas.

Transforming Practice As An Art Teacher Is ... Because …

Transforming practice as an art teacher is learning from mistakes and being reiterative, similar to the design thinking process, because there is no single perfect solution for all types of students or batches.

You have been invited to join in and take part in the growing contribution to how MBL experience for students can be transformed!

you on an extraordinary journey…such was the experience of a day with Ian Woo, an artist with the language of abstraction! Participants of the inaugural aedge Ignite 2023 started the morning with an intimate setting at Ian Woo’s studio, engaged in conversations with the artist to understand more about him and his works. Being in his studio space we felt a strange calmness amidst the busy surroundings.

The rare experience of a private viewing of Ian Woo’s large canvas works where abstraction challenges traditional norms; ignites curiosity, and sparks imagination. Participants found themselves transported to different emotional landscapes that evoked a sense of tranquillity and introspection, as if floating in a serene dream world.

What made the experience remarkable was also the collective energy of fellow art educators sharing the same space, engaging in conversations with each other, exchanging interpretations, coconstructing meaning, and building on each other’s perspectives. The experience in that space became a meeting point for diverse voices, and reminded everyone present of the universal language of art that transcends barriers.

understand the idea of abstraction which encourages individual to interpret and to explore their own emotions, thoughts, and associations. By abandoning the constraints of literal depiction, abstract artists create a visual language that is open to personal interpretation and abstraction. Employing various techniques, such as gestural brushstrokes, geometric shapes, or spontaneous splatters of paint, artists create compositions that evoke a range of feeling, mood and symbolism.

Later in the day, participants travelled to the newlyrenovated Singapore Tyler Print Institute (STPI) where they ventured into the art of printmaking - a transformative experience that unveils the hidden realms of creativity and craftsmanship - where ink meets paper, and an artist’s imagination springs to life!

“Art Should Be Playful And Pleasurable”

Slowly, each participant explored and revealed creations with intricate lines, vibrant hues, and the unique character that only printmaking can capture. The limitless breadth of possibilities within printmaking showcased participants’ versatility and the medium’s capacity for experimentation. The creative processes and the thought-provoking ideas behind participants’ works spoke of the unique relationship that printmaking fosters between intention and execution.

We hope that the experience of delving into the world of abstraction and printmaking has left an indelible mark on participants’ creative spirit and broadened their artistic repertoire.

Printmaking is a captivating art form that allows you to create unique and expressive artworks. If you are eager to delve into the world of printmaking, these art kits can be your perfect companion. Here are the steps to use the art kit to bring your artistic visions to life.

Preparing Your Workspace: Find a well-ventilated and organized area to set up your printmaking supplies. Clear the space and lay out your materials in an orderly manner for easy access during your artistic process. It’s essential to have a clean and spacious workspace to facilitate smooth printmaking sessions.

2. Familiarise Yourself with Collagraphy Techniques: Take the time to familiarize yourself with the techniques by watching the video shared above as it can provide valuable insights on using the materials effectively.

3. Start with Simple Prints: If you’re new to printmaking, begin with simple projects to build confidence and grasp the basics. You may follow the step-by-step instructions via the video or create prints based on easily manageable designs. As you become more comfortable, gradually challenge yourself by exploring complex compositions or experimenting with different printing surfaces.

4. Embrace the Unique Qualities of Printmaking: One of the beauties of printmaking is its inherent unpredictability. Embrace the surprises and unexpected results that arise during the printing process. Sometimes, the most captivating prints emerge from unplanned elements. Allow yourself to experiment and take risks, as they can lead to astonishing outcomes.

1 2 3 4 5

5. Customise and Innovate: While this art kit and video provide a good start, don’t hesitate to personalize your printmaking projects. Experiment with additional materials, or introduce your own creative twists to make your prints truly distinctive. Push the boundaries of traditional printmaking and explore innovative approaches that reflect your artistic vision.

Tools included in the kit are:

Watch how artist, Ian Woo, explores monoprinting using the tools and materials found in the art kits, by scanning this QR code.

Welcome to the Art Fraternity

Miss Khor Ting Yan

Art Teacher

Zhenghua Primary School

What Inspired You To Be An Art Teacher?

I have never been someone who harbored dreams of becoming a teacher, nor did I spend my childhood staging imaginary lessons with my stuffed animals. In fact, I stumbled upon the profession almost by chance. However, over time, I have discovered tremendous purpose and fulfillment in the work I do. During an internship with the Arts Education Branch when I was 19, I found myself involved in various tasks such as preparing materials and managing logistics for the Singapore Youth Festival. These responsibilities prompted me to reflect on my own experiences as a student. While I could not recall the grades I received in different academic subjects, I vividly remembered moments like performing in a peculiar yellow bathrobe for choir or spending countless hours with my peers in the seemingly “haunted” art room. I also recalled the rush of excitement as we hurriedly set up our final exhibition in school. These memories highlighted the richness of these experiences and how the arts had not only provided me with new perspectives on the world but also allowed me to delve deeper into my own inner world.

Reflecting on art’s transformative power, I became inspired to guide and nurture students as an art teacher. Witnessing its impact on my own life, I wanted to create a space where students could discover more about the world around them and explore their own inner worlds.

What Does Being An Art Teacher Mean To You?

“Cher! Is this artwork made of clay like what we used to create our Picasso-inspired portraits?”

“Are we painting today?”

“Cher, see you on Thursday for art lesson!”

Many students may not have the exposure to art spaces, so I think it is my responsibility to bridge that gap by bringing art into their lives and offering them opportunities for greater immersion and exploration.

Being an art teacher to me is about creating transformative experiences to ignite students’ curiosity, stimulate critical thinking, and awaken their sense of wonder.

I believe in the importance of maintaining my own art practice as well. By sharing my work and discussing it with my students, I aim to demystify the notion of an “artist” and make it a relatable concept. This helps students perceive me not just as a teacher but as someone involved in the arts that they can connect with and ask questions. Many students may not have the exposure to art spaces, so I think it is my responsibility to bridge that gap by bringing art into their lives and offering them opportunities for greater immersion and exploration.

Name One

So Far And Describe How It Has

Memorable Experience That You Have Encountered You.

Motivated

Conducting an art discussion on Henri Matisse’s “The Snail” with my Primary 2 students was a memorable experience for me. I had some apprehension prior to the lesson due to the abstract nature of the work. However, as soon as the image was projected, an outpouring of enthusiasm erupted from the students. They eagerly shouted out their interpretations: a tree, a windmill, a shell rolling on the ground, garbage raining, purple sky and green sky raining black, pink, orange, red water drop etc. I invited students to come forward and point to the elements they saw, asking them to explain their observations. Their imaginative minds supported by their articulate reasoning and explanations astounded me.

To my surprise, one student even pointed out the juxtaposition of blue and orange papers, recognising them as complementary colors, just as with green and red papers, and yellow and purple papers. I had not noticed that detail prior to their keen observation. As I shared a story to provide the class with more background about Matisse, another student made an insightful comment: the artwork was created merely a year before Matisse’s passing.

It was that lesson, where I truly felt invited into the vibrant and imaginative minds of my 8-year-olds. It serves as a reminder of the immense potential and unique perspectives that each student brings. It fuels my passion to foster an environment where creativity can thrive, and where I can continue to learn alongside my students.

Describe

How You

That You Have Encountered So Far And Name One Challenging Experience Overcame It.

One challenging experience I encountered was taking over an ambitious Interdisciplinary Museum-Based Learning Project from a colleague who had left the school. The project aimed to foster connections across various disciplines, enriching the Primary 4 museum-based learning experience and making it more relevant to students. However, it involved extensive coordination and required buy-in from different subject areas, which presented several obstacles to overcome.

One of the main concerns raised was the perceived lack of curriculum time, as integrating multiple subjects seemed time consuming. Additionally, there were difficulties in creating and refining teaching resources, and some expressed concerns about the repetitiveness of revisiting the same few paintings in different subjects. It was a challenge to meet with various stakeholders, understand their apprehensions, and simultaneously clarify the project’s objectives and goals.

This experience prompted me to deeply reflect on the concept of arts integration and how the collaboration between multiple subjects could result in outcomes greater than the sum of their individual parts. The process was far from easy, but it enabled conversations among different subjects about interconnected learning outcomes. It allowed us to explore how lesson packages could connect and help students understand the relationships between different subjects.

This project reinforced my belief in the power of interdisciplinary education and has motivated me to continue exploring innovative ways to integrate art and other subjects, providing students with a wellrounded and meaningful educational experience.

What Are Your Goals As An Art Teacher

And How Do You Foresee Yourself

Achieving That?

By working together, we can enhance teaching methods and provide enriching experiences that go beyond the confines of the classroom.

Perhaps this is an ambitious goal, but I hope that through my lessons and my journey as an art educator, I would be able to contribute to changing Singaporeans’ mindsets and perceptions about the value of art. The goal is not to make every child an artist, but to inculcate in them the ability to appreciate art.

I want to empower my students with critical thinking skills and encourage meaningful discussions about art with their peers. By doing so, I aim to help them understand the profound significance of art in storytelling, capturing history, and expressing and evoking emotions.

To achieve this, I recognize the importance of bridging the gap between the art world and our students’ experiences in schools. I hope to seek opportunities to collaborate with fellow art educators, artists, and cultural institutions. By working together, we can enhance teaching methods and provide enriching experiences that go beyond the confines of the classroom. By nurturing a generation of art appreciators, I hope to contribute my little effort to change the mindset of Singaporeans and cultivate a society that values and embraces the arts.

Welcome to the Art Fraternity

Miss Siti Raudhah Imran

Art Teacher

Waterway Primary School

Art Teacher?

Living in the same house as my grandfather, S. Mohdir, who was a pioneer artist inspired me to pursue the arts. At five years old, I frequently visited places with my grandfather while my parents were at work. One of his favorite places was Straits Art and I used to follow him to acquire supplies for his artworks. I attended weekend art classes conducted by him, which he used to hold at Tanjong Pagar. While I occasionally envied his students who performed better, the overall experience got me more accustomed to the mediums, and looking back, those experiences allowed me to grow into who I am today – an art teacher who wishes to inspire and nurture students

Does Being Teacher Mean To You?

Through my experiences, I have come to understand what it means to be an art educator—teaching students the core skills required to succeed in the contemporary world. I often think back to what my mentor, Mrs Angelina Chia from Tampines North Primary School, realise that we are not here to mold our importantly, we are equipping them with the that will be valuable to them in the future.

Me as a baby, playing with paint with my late grandfather’s painting in the background

Name One Challenging Experience That You Have Encountered So Far And Overcame It. Describe

How You

What Are Your Goals As An Art Teacher And How Do You Foresee

I struggled a lot with one of my boisterous P6 classes last year. The students frequently got distracted and quarreled with one another. I recognise that yelling at the students would bring more harm than good. So instead, I made an effort to chat with them one-on-one after class, revising my lesson plan each week to make sure it was engaging and pitched at their level. I anticipated their responses and sought input from my peers. Despite these challenges, I ultimately succeeded in getting my students to be more present in my class and the learning objectives were met.

I received a note from that particular class during Teacher’s Day that brought tears to my eyes and convinced me that my diligence and commitment were appreciated.

Yourself Achieving That?

I want my students to enjoy their art classes and feel at ease in the classroom so that they can be meaningfully engaged in art discussions.

I want my students to enjoy their art classes and feel at ease in the classroom so that they can be meaningfully engaged in art discussions. Through the different art experiences I create for my students, I hope they will be able to make meaning of their artworks and connect with the society and cultures.

In conjunction with my own professional development, my objective is to keep advancing in the disciplines of graphic design, art, and technology. I hope to be able to impart these skills to the students in the Art Club and continue to integrate e-Pedagogy into teaching and learning. I hope to keep abreast with the art scene and with STAR, and be a mentor to inspire other art teachers in the future.

A student’s encouraging note to me

What Struck you?

Miss Nurul Ain Samsuri

Art Teacher

Yumin Primary School

January 2023

Struck You Most?

The article that struck me most was Ms Felicia Chan’s ‘How will I lead? An Introspective Look at Starting Teacher Leadership’. I was curious about the process of becoming a Senior Teacher and her article has moved me to look into teacher leadership more seriously.

I wholeheartedly agree with her sentiment that the best teachers are those who lead by example. By guiding students actions and behaviours (instead of just words), a concrete and authentic example of a role whom our students will look up to. Students are highly impressionable so if we want our students to grow up to be great people, we have to ensure that we walk the talk and uphold our professional beliefs and values!

I was also inspired by Felicia’s initiative and enthusiasm in collaborating with external stakeholders like the NUS Art Museum and Singapore Art Museum to enrich her students’ learning and make it more meaningful. By bringing her students out as well as getting the museum into the school, she has not only made her art lessons more fun and exciting, but also enhanced students’ sensory literacy. You’re amazing, Felicia!

What Do You Hope To Read About In The Next Issue?

The January’s issue STAR-Post has also opened my eyes up to the stories of nine inspirational teacherleaders. Reading about the real-life experiences of these dynamic influencers (better than the social media ones, of course!) has motivated me to remain steadfast in my desire to lead. I hope to read more about such stories in future STAR-Posts especially those involving collaboration with the local or international art communities. I also hope to discover exciting art events that we can bring students to as part of their learning journeys.

Mr Tay Li-Cheng

Art Teacher

Raffles Institution

Which Article In January 2023 S TAR -Post (Art) Struck You Most?

“Stepping Up: Be a Curriculum Experimenter and Pedagogical Influencer” by the MTTs was an insightful article for me. It changed my perspective of what being a teacher-leader means, by framing the various roles one can take on (or might already be taking on) in our daily work. Prior to reading this, I had a rather narrow the role and imagined that it must entail being an expert at curriculum and

Few key learning points that I gathered from the article are:

1) There are many spheres to lead and influence, not all walk the same path towards leadership.

2) Not all leadership roles need to be formal. One can influence in informal ways too.

3) To think about teaching and learning in a broader perspective, beyond just the “what” and “how” of education.

In Your Opinion, How Might This E-Publication Value-Add To The Individual Art Teachers’ Professional Learning?

The thematic and curated nature of each issue caters to different teachers at different points in their professional development and should be continued. The targeted articles featuring multiple perspectives within each issue helps inform the reader both in depth and breadth.

What Do You Hope To Read About In The Next Issue?

It would be interesting to hear about art education in other countries or from the region and how we can adopt a more globalised perspective in how we think about exposing our students to the visual beauty of the world.

Perhaps addressing the use of AI by teachers and students and starting a dialogue about the ethical concerns that are specific to creators would be interesting too. We could build upon the July 2022 issue about e-Pedagogy and use of ICT in Art, and revisit some of the guiding principles set out in ITD’s recent ChatGPT playbook and guide to AI use. It would also be nice to hear about how our colleagues are using AI in creative (and educational/productive) ways.

Professional Learning for Art and Music Teachers

The Singapore Teachers’ Academy for the aRts (STAR) offers a range of quality programmes to meet the professional learning needs of the arts fraternity. Here are two of STAR’s flagship programmes.

To enhance the artmaking experience and encourage greater participation from art teachers, aedge Ignite, a prelude to aedge* exhibition, is held in collaboration with an artist to generate interests and buzz, which leads up to the final showcase. The dialogue with artist will provide teachers with a critical perspective and inquiry into their aesthetic encounters, thus

Apart from honing the art practice, aedge is an excellent platform to nurture the professional identity of art teachers through supporting their artistic endeavors that will expand their discipline and pedagogical repertoires. Through this initiative, STAR aims to foster teacher-agency where teacher leaders take on the roles of curators and programmers to mentor teacher-artists, conceptualise the showcase and curate learning resources and experiences for the exhibition. Starting from this year, aedge exhibition will go biennial, so look out for our next showcase in 2024!

Friends in Concert (FIC) is an annual concert that celebrates the musical expressions of our teacher-musicians. Showcasing the musical talents of music teachers since 2014, this platform aims to bring about a deeper sense of belonging to the music teaching fraternity as they continue to hone their music practice to expand and deepen their music teaching.

As part of their participation, teachers receive mentoring from industry practitioners in the areas of musical performance, arrangement, and production. Teachers can have the opportunity to collaborate with peers from across Singapore. The experience aims to build their capacity in creating quality teaching resources, and facilitating engaging lessons rooted in sound musicianship.

Growing Art and Music Teacher Leaders

Building teacher-leadership and teacher-led culture of professional excellence are the academy’s strategic focuses in raising teacher quality and standard of

STAR Champions are our teacher leaders and advocates for the arts fraternity. Nominated by their Cluster Superintendents, STAR Champions are acknowledged for their strong instructional leadership, dedication and passion towards their subject disciplines. They work collaboratively with fellow STAR Champions to lead other Art and Music teachers in their zones, clusters and schools; thus fostering the desired teacher-led culture of professional excellence while strengthening the teacher-leadership ecosystem.

The 2-year STAR Champions programme is specially curated and designed to deepen teachers’ knowledge and understanding of pedagogical leadership in delivering effective student-centric strategies for nurturing of 21st Century Competencies.

Nominating Senior and/or Lead Teachers as “Leading Lights” to participate in the Subject Chapters core teams and networks in the academies and language centres is an initiative to provide deliberate professional learning opportunities in pedagogical leadership and mentorship for this group of teacher leaders.

As members of Art /Music core team, these teacher leaders will work closely with Principal/Master Teachers, to lead and deepen Art/Music teachers’ pedagogical content knowledge for quality student learning, and to build a culture of inquiry and reflective practice among teachers. It serves as a focal point for professional collaboration and networked learning among the teachers in the respective clusters, facilitated by the Art/Music Subject Chapters Core Team.