MA Arts Pedagogy & Practice at Lasalle College of the Arts

So, so proud that two of the NAC Scholars this year are pursuing their MA in Arts Pedagogy and Practice at LASALLE. ❤️

Congratulations to Michael Cheng and Adib Kosnan.

From fostering a more inclusive society to advancing dialogue to enhance greater understanding amongst communities, our future leaders of Singapore’s arts and culture ecosystem look to make a positive impact on the arts and culture sector in Singapore!

Click through to learn more about our 2023 Arts Scholarship recipients, and their artistic pursuits and aspirations for ! 👉🏼

Check out go.gov.sg/arts-heritage-scholarships2023 to find out more about the 2023 NAC Arts Scholarship.

Here are some photos from the weekend presentations by Year 1s, talking about their teaching philosophy.

Today we completed the examinations (Personal Arts Presentation) for the graduating cohort. Well done to this batch of arts educators!

Thank you to Dr Edmund Chow and Assoc Prof Lum Chee Hoo for being the assessors.

MA Arts Pedagogy & Practice at Lasalle College of the Arts alum, Tzang Merwyn Tong, shared his thesis findings to the public, comprising of film makers, artists, producers and meditation practitioners at LASALLE.

Be awed by his zen-mind filmmaking experiment, which I believe will change the way filmmakers make films.

What is Zen-Mind Filmmaking? Introduction by Tzang Merwyn Tong | Experiment. Movement. Methodology. Zen-Mind Presentation Part 1 of 3: Zen-Mind Filmmaking - An Experiment. A Movement. A Methodology. Inspired by Zen philosophy, artist-filmmaker-educator Tzan...

Deep in group discussions this evening as students plan interview questions in our Research Methods class.

This evening, our guest lecturer from Malaysia, Janet Pillai, shared her approach to community engagement and place-making by demonstrating the various artistic and pedagogical applications of "Cultural Mapping", which is also the title of her book. It was an invigorating 3-hour session that provokes us into rethinking about our tangible and intangible cultural assets, and the creative tools we can use to gather data and map it out, eventually translating the cultural data into acts of advocacy, planning or intervention.

Cultural assets may include the beliefs and cultural expressions of a community, as well as stories that are passed down from generations to generations that may give meaning to an object, a building, or even a marking on the wall. They could also refer to the social interactions people have with each other, the kind of greetings exchanged, or even foods served in non-ceremonial occasions.

What's more important in this process is the active engagement with all stakeholders in the economic and social dimensions, without which the cultural mapping would just be a geographical exercise that most architects use in drawing the lay of the land. The social and cultural dimensions are the hardest to capture because they are fluid, site-specific, and are probably time-bound. Stakeholders are engaged right at the start, not at the end of the project.

As arts educators, we need to know what these intangible cultural assets are because they are, after all, systems of knowledge-making and place-making. Knowing how to identify them, then finding ways to preserve vernacular assets, would be one way to preserve and transmit embodied knowledges.

We just finished class. All (except one not in the photo) squeezed ourselves into one lift.

Is the lift too small for the bodies?
Or are the bodies too big for the lift?

Read the feature here:
https://www.lasalle.edu.sg/features/conversation-tzang-merwyn-tong-how-his-ma-helped-him-unlearn-and-relearn-his-craft

~ Source : "I developed new ways of questioning that helped me to identify gaps in my fields of filmmaking and education. And I really liked how research work encourages us to be critical – to look for gaps and bravely investigate them. The new ways of seeing I developed while doing research enlivens how I teach in class. I get to re-investigate why I do what I do, both as a filmmaker and as a teacher.

Our Programme Leader, Dr Edmund Chow , also encouraged us to tap into things outside of our academic life that we are interested in, and see if ideas can be extracted from their body of knowledge. I think that helped me relook filmmaking and led to my thesis research."

In conversation with: Tzang Merwyn Tong on how his MA helped him unlearn and relearn his craft | LASALLE College of the Arts For Tzang Merwyn Tong, the pandemic was an opportunity to slow down, to reassess his life. He had been making films since 1999, his first film being a no-budget teenage black comedy called [e’Tzaintes]. He later became a film critic at FiRST in SPH Magazines, and is the director of Faeryville, Sin...

marks a new experience for our postgraduates in . This will be a fun, fun, fun semester of experimentation in our metaverse.

Have you seen actors kiss the stage before walking into the space? Or have you witnessed them walking into different corners of the rehearsal space? What about certain warmup techniques that only they can do by themselves?

Well, not too long ago, Lian Sutton researched on pre-performance rituals in his MA Thesis, investigating how certain rituals (superstitious or not) are transmitted and passed down informally among theatre practitioners.

Hear it from our alum, Lian Sutton!
https://youtu.be/3jpUrKEgvaU

Lian Sutton's Testimonial | MA Arts Pedagogy and Practice | LASALLE Lian Sutton shares his experience in the MA Programme in Arts Pedagogy and.Practice at LASALLE College of the Arts, Singapore.