Arts & Music

Description of Task Force

This task force seeks to promote sustainability in research on arts education and the arts in education. It seeks to generate discourses around trends, issues and policies to understand the role of the arts in education. The core research areas include but are not limited to:

  • arts skills/content development
  • heuristic and practice
  • arts education curriculum’s impact on national education towards identity formation
  • learner-centred pedagogy in the arts towards creativity, innovation and knowledge creation
  • interdisciplinary research in the arts (arts and technology, health and the arts)
  • teacher learning and education (professional development, pre-service, transitions, beliefs and identities)
  • arts curriculum and student learning (evaluation of school programs, assessments, youth-at-risk, diverse learners)
  • community arts in education (cultural diversity in the curriculum)
  • twenty-first century skills and the arts (citizenship education, morality and aesthetics, nationalism, arts and humanity)
  • new methodologies in arts research

List of team members:

List of team members' publications related to the research theme:

  • Pamela Grace Costes Onishi
    • Costes-Onishi, P. (in press). Drumming for community building: The development of the Community Drumming Network (CDN) and its impact in Singapore society. International Journal of Community Music.
    • Costes-Onishi, P. (2012). The role of Philippine traditional music in stimulating musical intelligence in the early childhood education of a multiple intelligences international school in Manila, Philippines. In Whiteman, P. & Lum, C. H. (Eds.), Musical childhoods of the Asia-Pacific: A new sourcebook in early childhood music education (pp. 50–70). Charlotte, NC: Information Age Publishing.
    • Costes-Onishi, P. (2013). Pedagogical issues in multicultural education: An autoethnography of the challenges in delivering ‘A’ levels non-western music curriculum in Singapore schools. In C. H. Lum (Ed.), Contextualized Practices in Arts Education: An International Dialogue on Singapore (pp. 281–311). Singapore: Springer.
    • Costes-Onishi, P. (2013). Negotiating the boundaries of formal and informal learning. In R. Chew, S. L. Chua & H. P. Ho (Eds.), Connecting the stars: Essays on student-centric music lessons. Report commissioned by Singapore Teachers’ Academy for the Arts, Singapore.
  • Lum Chee Hoo
    • Lum, C. H. (Ed.). (2013). Contextualized practices in arts education: An international dialogue on Singapore. Singapore: Springer.
    • Lum, C. H., & Dairianathan, E. (2013). Constructed musical childhoods: A postcolonial reflection in Singapore. In T. Wiggins & P. S. Campbell (Eds.), Oxford Handbook of Children's Musical Cultures (pp. 332–349). New York, NY: Oxford University Press.
    • Lum, C. H., & Gonda, D. V. E. (2014). Considerations of dance transmission processes: Adapting Bharata Natyam in a Singapore primary school. Research in dance education, 1–14. doi:10.1080/14647893.2014.890583
    • White, P., & Lum, C. H. (Eds.). (2012). Musical childhoods of the Asia-Pacific: A new sourcebook in early childhood music education. Charlotte, NC: Information Age Publishing.
  • Tan Liang See
    • Tan, L. S., & Ponnusamy, L. D. (2013). Weaving and anchoring the arts into curriculum: The evolving curriculum processes. In C.H. Lum (Ed.), Contextualised practices on arts education: An international dialogue on Singapore (pp. 219–258). Singapore: Springer.
    • Tan, L. S., & Ponnusamy, L. D. (2014). Creativity and adaptivity in the arts: The nexus and affordances. In D. Hung, K. Y. T. Lim, & S. S. Lee (Eds.), Adaptivity as transformative disposition for learning in the 21st century (pp. 157–175). Singapore: Springer.
  • Letchmi Devi d/o Ponnusamy
    • Tan, L. S., & Ponnusamy, L. D. (2013). Weaving and anchoring the arts into curriculum: The evolving curriculum processes. In C.H. Lum (Ed.), Contextualised practices on arts education: An international dialogue on Singapore (pp. 219–258). Singapore: Springer.
    • Tan, L. S., & Ponnusamy, L. D. (2014). Creativity and adaptivity in the arts: The nexus and affordances. In D. Hung, K. Y. T. Lim, & S. S. Lee (Eds.), Adaptivity as transformative disposition for learning in the 21st century (pp. 157–175). Singapore: Springer.
  • Eugene Iruthayaraj Dairianathan
    • Dairianathan, E., & Lum, C. H (2012). Soundscapes of a nation/alism - a perspective from Singapore. In D. G. Hebert & A. Kertz-Welzel (Eds.), Patriotism and Nationalism in Music Education (pp. 111–129). Farnham, Surrey: Ashgate Publishing.
    • Dairianathan, E., & Lum, C. H. (2013). Learning as you go: A non-music-specialist teacher’s journey through creating and making music in a primary school. In C. H. Lum (Ed.), Contextualized practices in arts education: An international dialogue on Singapore (pp. 27–37). Singapore: Springer.
    • Lum, C. H., & Dairianathan, E. (2013). Mapping musical learning: An evaluation of research in music education in Singapore. International Journal of Music Education, 1–18. doi: 10.1177/0255761413491206
    • Lum, C. H., & Dairianathan, E. (2013). Reflexive and reflective perspectives of musical childhoods in Singapore. In T. Wiggins & P. S. Campbell (Eds.) (Eds.), Oxford handbook of children's musical cultures (pp. 332–349). New York, NY: Oxford University Press.
  • Alfredo Bautista
    • Bautista, A., Pérez Echeverría, M. P., & Pozo, J. I. (2011). Piano teachers’ conceptions of evaluation and assessment. Revista de Educación, 355, 443–466. 
    • Bautista, A., Pérez Echeverría, M. P., Pozo, J. I., & Brizuela, B. M. (2012). Piano students’ conceptions of learning, teaching, assessment, and evaluation. Estudios de Psicología, 33 (1), 79–104.
    • Hallam, S., & Bautista, A. (2012). Processes of instrumental learning: The development of musical expertise. In G. Mcpherson & G. Welch (Eds.), The Oxford handbook of music education (pp. 658–676). New York, NY: Oxford University Press.
  • Leong Wei Shin
    • Leong, W. S. (in press). Understanding classroom assessment in dilemmatic spaces: case studies of Singaporean music teachers’ conceptions of classroom assessment. Music Education Research.
    • Leong, W. S. (2013). Exegetical commentary on learning as you go: A non-music-specialist teacher's journey through creating and making music in primary school. In C. H. Lum (Ed.), Contextualized practices in arts education: An international dialogue on Singapore (pp. 39–42). Singapore: Springer.

List of projects from this research group: