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Lum, Chee Hoo
- PublicationOpen AccessMusic teacher professional development in Singapore: Mapping the landscape(National Institute of Education (Singapore), 2017)
; 192 284 - PublicationOpen AccessLearning through popular music, lessons for the general music programme syllabus in Singapore(Office of Education Research, National Institute of Education, Singapore, 2024)
; ; This project sought to investigate the identity, role and function of popular music within classroom-based education in Singapore.
Popular music is characterised by: (i) lnterdisclplinarity (music, dance, poetry, theatre, etc); (ii) It suffuses the lives of school-going youth in their out-of-school curriculum. (iii) Skill acquisition is frequently gained through more informal learning than is usual in institutional settings (Green, 2002). (iv) Participation in popular music by various communities seems to cut across ethnic, religious and age boundaries, which makes popular music participation an interesting study in social integration. (v) Engaging in popular music potentially provides students life-long engagement The impact of popular music in the classroom has not been fully explored.
Creating, performing and responding to popular music genres arguably act as an apt medium of and for self expression considering the complex nature of an ever-shifting demographic mix and strategies to bring about more effective social integration across communities-of-practice (Wenger 1998) engaging the later cosmopolitan society in Singapore.
The GMP (2008) document supports the value of popular music beginning with musical skills of composing, improvising and recreating extending to identity formation and multiplicity in identity negotiation in group dynamics (MOE 2008, pp. 7-10). Current broader educational aims are to develop creative, imaginative and socio-culturally well-tempered individuals and popular music has an important educational role to play in this respect. Dairianathan and Lum (2010) have discovered how popular musics re/iterate their place in the music curriculum for music as lived and living space.
Secondary factors crucial to this research are: (a) to examine the place of popular music in local public and international schools across Singapore, (b) to draw out the intrinsic and extrinsic motivations for school-going youth to be engaged in popular music and (c) to critically examine popular music immersion in relation to the objectives established in the GMP syllabus (MOE 2008).
26 133 - PublicationRestrictedTeaching diverse learners: Conceptualisations and pedagogies of preschool teachers(Office of Education Research, National Institute of Education, Singapore, 2020)
; Zhou, XiaoleiThis study is relevant in the present climate of concerns about preschool quality (MOE, 2003, 2007, 2008) and supports Singapore‘s ability-driven education system within the national vision of becoming a ―global city‖ (Lim, 2005) and an inclusive society (i.e. ―Singapore 21‖ report). Despite being a private sector, preschools in Singapore have been in the spotlight since the year 2000 when the MOE began to pay greater attention to quality in preschool education by intervening in a number of ways.The key assumption underlying the series of past and ongoing MOE initiatives is that quality preschool education can play a role to equalise or ―level up‖ children from lower socio-economic groups so that they are not disadvantaged in primary school (MOE, 7 Mar 2007). And yet, the definition of quality preschool education remains vague in official discourses and teaching communities. There is much lip service being paid to trendy terms such as ―play-based and interactive‖, or ―engaging and stimulating‖ but what do these actually look like? Do all teachers have common understanding of these supposedly quality practices?
This study recognizes that Singapore society is becoming increasingly diverse in the 21st century partly due to the continued influx of foreigners, and the widening income gap within its residential population. This diversity is definitely reflected in Singapore preschools. Given the increasing diversity within the populace, this research study‘s focus on teaching diverse learners in the Singapore context is an important contribution to expanding current theoretical notions of human ―diversity‖ and speaking to local and international research on culturally relevant pedagogies for the 21st century, in view of the changing social fabric of this nation.224 27 - PublicationMetadata onlyReimagining Singapore: Self and society in contemporary artForegrounds the perspectives of Singaporean artists as they propose new ways of reimagining the contemporary. Approaches the subject of contemporary art by exploring the social embeddedness and identities of Singaporean artists. Examines how artists negotiate their relationships.
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5 - PublicationOpen AccessMusical behaviours of primary school children in SingaporeIn this ethnographic study, the musical behaviours of 28 primary school children in Singapore were examined for their meaning and diversity as they engaged in the school day. A large part of these children’s musical behaviours stemmed from their exposure to the mass media. Children’s musical inventions emerged in the context of play, occasionally using musical play as an aid to academic learning. Instances of rhythmic play were more prevalent compared with melodic utterances. The children tended to motivate and encourage each other in their daily activities through the use of rhythmic play while melodic utterances seemed more prominently tied to expression and communication.
WOS© Citations 6Scopus© Citations 9 205 1139 - PublicationMetadata only
6 - PublicationOpen AccessJamming in the intercultural space: Collaborative creative processes of an experimental music group in SingaporeLatching onto UNESCO’s prompt on promoting intercultural dialogue through the arts and sharing good practices, this research narrative focuses on the collaborative creative processes of a Singapore experimental music group made up of five musicians (instrumentation: dizi, didgeridoo, guzheng, table, cello, vocals, drum kit, percussion) in preparation for an album recording. One of the key issues explored in their collaborative gathering and musical improvisations was making sense of the intercultural amongst the musicians’ personal and geographical contexts. The qualitative case study traced the music jam sessions of the music group in their working studio, gathering data through audio and video-recorded focus-group interviews with the musicians and field notes written by the researchers during the music sessions. The collaborative creative processes which emerged spoke to various avenues the musicians followed to actively sound out their intercultural selves and contexts, some of which included: jamming to thematic emotive keywords to evoke particular soundscapes; taking on melodic scales and/or rhythmic grooves of particular music genres as improvisatory starting points to identify what would work for the collective; manipulating and playing on timbral uniqueness of ethnic instruments through technological means; hinging on personal impactful stories that speak to intercultural issues as sources of collective improvisation.
162 62 - PublicationOpen AccessLearning through popular music, lessons for the general music programme syllabus in Singapore(2016)
; ; 340 269 - PublicationOpen AccessArts Research on Teachers and Students 2 (ARTS2): Pedagogies and practices(2013)
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