Staff Publications

This book focuses on the collective wisdom of Asian philosophies and their implications for music education. It provides access to a wealth of philosophical thinking that would otherwise remain unmined. As extant publications on the philosophy of music education are largely rooted in the Western philosophical tradition, the Asian philosophical voice is virtually silent. This book, with chapters by philosophers and music educators deeply rooted in Asia, aims at starting a long process of redressing this imbalance. It exposes readers to a wide range of Asian philosophical traditions, some of which have hardly been associated with music education. We systematically, rigorously, and authentically present the intersection of Asian ideas and music education to the international community, specifically, the English-speaking world. Each chapter includes (1) an explanation of a prominent philosophical tradition evident in a contemporary music teaching and learning setting, including its inception and historical development, (2) an explanation of how the tradition works in contemporary music education, and (3) suggestions for potential directions in the near and distant future.

(Asian) Dramaturgs’ Network: Sensing, Complexity, Tracing and Doing explores the histories, stories, and practices of the Asian Dramaturgs’ Network (ADN), a network of dramaturgs, performance makers, cultural producers and performance scholars in the wider Asian region that has been active since 2016. It explores two questions that have emerged through ADN dialogues and events. Are there Asian or Asia-based dramaturgies of practice and performance? And how does one write about these within contextually grounded frames, moving beyond Eurocentric paradigms?

In selected essays, extracts from presentations, case studies and critical reflections, the collection explores the story of ADN, and the future of dramaturgy in and for performance in the region. It makes a strong case for rigorous and vibrant dramaturgical thinking, and is an open invitation for further dramaturgical work, opening up sustainable spaces for thinking and doing dramaturgy in the region.

This book offers a multimodal perspective on how to design meaningful learning experiences experiences with digital technologies.

Digital education is of increasing importance in today’s digital technologies, especially in a post-pandemic environment where blended learning has become ubiquitous. The book is organized around five themes: designing learning, digital learning designs, digital learning with embodies teaching, digital learning interactions, and digital multimodal literacies. The chapters focus on digital technologies as multimodal semiotic resources and the educational implications of each theme is drawn out from illustrative cases across contexts of learning.

Essential reading for researchers and postgraduate students, this book offers state-of-the-art thinking on how educators can design new learning experiences for students through the meaningful and effective use of digital technologies.

Delving into the journey of teachers and students in the knowledge building classroom, Teo’s playkit offers practical approaches to making classrooms a place of knowledge creation.

Teo highlights the potential and possibility of idea-centric discourse and interactions in Singapore’s high-performing education system while offering a trilogue among researchers, teachers and students: the agents of a knowledge building environment in classrooms. Documenting case examples of knowledge building lessons in relation to the curriculum design and pedagogical decisions and moves, as well as the formative assessment, the book focuses on those 21st-century practices embedded within the knowledge building process. It comprises a series of teachers’ journeys in different subjects and grades, demonstrating the depth and breadth of projects that students are capable of pursuing in class when they are entrusted to work with their own ideas and questions. It also offers a collection of concrete tools and strategies for teachers to use to support knowledge building work. The different case examples support teachers in their design effort and will encourage the community of researchers and educators to continue to imagine the possibilities of pedagogical educational reform.

Written for practitioners, this playkit aims to engage the wider community of teachers to play with their own lesson ideas as they engage their students in knowledge creation.