TABLE OF CONTENTS

1. Introduction of project........3

2. Case study: Englands Computing Curriculum for Young

Students .....5

3. Key features and learning points ....7

4. Summary of lessons learnt ...8

5. Overview of future application..9

6. Proposed Strategy 1: Mobile Pop-up Electronic Arts Display with

Interactive Elements ........13

7. Proposed strategy 2: Mobile Art Exhibition and Art Forum...17

8. Proposed Strategy 3:Go for Art Cultivation Programme.....21

9. Proposed Strategy 4: ArtsFuture Television/Social Programme.26

10. Conclusion.......29

11. Annex.....30

Chapter 1

Im enough of an artist to draw freely on my imagination, which I think is more

important than knowledge. Knowledge is limited. Imagination encircles the world.

-Albert Einstein-

Art is a diverse range of human activities 1 in creating visual, auditory or

performing artifacts, expressing the author's imaginative or technical skill, to

1
Human behaviour, Wikipedia, https://en.wikipedia.org/wiki/Human_behavior
1
be appreciated for their beauty or emotional power. Various art forms include:

Visual, Performing, Artistic design and Graphic art. (Figure 1.1)

Figure 1.1: A picture showing an example of Art

We aim to develop and expand Singaporeans appreciation towards art,

because art is beneficial for our society. Appreciating art improves the mindset

of our society2. Studies have shown that understanding art and recognizing its

importance provides emotional support, and in important in character

development, especially in formative teenage years 3.

There is a lack of appreciation of arts in our society, as evident by a

National Arts Council population survey 4 . Despite various existing efforts,

2
The importance of teaching the arts,
http://www.spikedonline.com/newsite/article/the_importance_of_teaching_the_arts/13937#.V8
DZ-GVzSu4
3
Heather L. Stuckey, Jeremy Nobel, The Connection Between Art, Healing, and Public
Health: A Review of Current Literature
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2804629/
4
National Arts Council, Population Survey on Arts 2013
https://www.nac.gov.sg/whatwedo/support/research/population-survey.html

2
involvement in appreciating arts has dropped in many areas. By raising the

level of appreciation of arts in our society, we can integrate art into our society

more easily. For example, architects can use artistic concepts to design

vibrant cityscapes and businesses use art to attract consumers to buy their

products.

Figure 1.2: Architects incorporating art to build unique, beautiful structures

The final goal of our project is to successfully integrate art into our daily

lives hence increasing exposure to art. We aim for Singaporeans to spend

some time daily involving themselves in art-related activities5 hence allowing

them to foster understanding and respect towards the arts.

Chapter 2

In choosing a case study to draw lessons from in order to aid in expansion of

local arts, we chose this case study due to its relevance to our subject topic -

changing the mindsets of young people which causes disinterest in their field

as well as being a multi-faceted approach to solving the issue.

5
art lessons, leisure activities like surfing art websites and supporting local artists and going
for concerts, etc.
3
Case study: Englands Computing Curriculum for Young Students

Overview

In September 2013, a new computing curriculum for children as young as five

was introduced in the UK. It aims to address complaints that the UK has not

been producing enough graduates to meet the demands of the technological

industry6.

The curriculum is divided into three key stages. Each stage varies to suit the

interests and level of understanding of various age groups. Eventually,

students can apply their knowledge to make programmes work.

Key Stage 1 (5-6 Take their first steps in using devices and learn what

years old) algorithms are

Key Stage 2 Develop logical thinking skills, learning to use websites,

(7-11 years old) creating and debugging more complicated programmes

6
UK must produce more high calibre science graduates to secure economic growth,
http://www.parliament.uk/business/committees/committees-a-z/lords-select/science-and-tech
nology-committee/news/stem-report-published/
4
 Key Stage 3 Use two or more programming languages to create their

(11-14 years own programmes.

old) Studying how computer hardware and software work

Figure 2.1: key stages in the computing curriculum

Teachers are hired to teach and interact with the children. Were not just

trying to encourage people to become developers. Were trying to encourage

children to become creative. To help teachers adjust, the government funded

1.1m to BCS in December 2013 to develop a programme for primary school

teachers who are new to teaching computing, then a 500,000 fund in

February 2014 to collaborate with businesses to help train teachers. Microsoft

and Google, along with BCS and its Computing at School working group, and

the Royal Academy of Engineering were all involved in the new curriculum.

The skills learnt from programming advocates creativity, articulate and

logical thinking.

2.1 Key feature 1: Engaging Partnership for Sustainability

The government, BCS7, Microsoft and other businesses share resources

such as staff, funds and materials.

7
BCS: British Computing Society
5
 The different companies complement one anothers strength, cover up

each others weaknesses, and work towards a common end-goal, thus can

better develop and sustain programmes for the long-term. With more partners

working together, they have a bigger influence, thus maximizing extent of

reach.

We learnt that partnership allows us to reach out to more people, as we are

no longer limited by the individual constraints such as limited influence and lack

of manpower, whilst benefitting both parties.

2.2 Key feature 2: Customization of programme for different ages

Each stage of the computing curriculum varies to suit the interests and level

of understanding of various age groups. (Figure 2.1)

This allows a more gradual learning curve, thus picking up skills more

easily. Catering to the various requirements of differing age groups to adapt to

their varying capabilities appeals them to participate more willingly.

We have learnt that through specifically targeting an audience based on

their interests and capabilities, we maximize the effectiveness of sustaining

interest and developing talent.

2.3 Key feature 3: Sustaining interaction

Teachers are hired to teach and interact with the children. The children are

given many hands-on group projects to do.

6
 This allows the childrens doubts to be clarified easily, and share ideas and

experiences to facilitate learning. Children will not feel overwhelmed by the

difficulty of computing, and would be more willing to persevere in learning,

effectively sustaining their interest.

We have learnt that interaction plays a pivotal role in the sustaining the

interest and developing skills for the long-term.

2.4 Key feature 4: Exposure at a young age

Children as young as 5 are introduced to the computing curriculum.

At this young, impressionable age, children can form the neural pathways

and connections required to develop the logical thinking needed in computing.

At the same time, it forms a habit of thinking flexibly and creatively to face the

various challenges present in programming. Also, it aligns to the current trend

of technology. The technological industry is booming, and IT skills are

becoming important, thus it is especially important to develop such skills from a

young age.

Thus, we have learnt that by starting early, a deeper level of mastery of

basic skills and a higher level of creativity is achieved. Creative thinking and

strong fundamentals are imperative in Art. Also, by aligning to current trends,

we can convince more people to participate in the activity.

2.5 Summary of Lessons Learnt

7
As the case study and application area both aim to promote the interest of

youths to develop their appreciation in respective areas while revolutionising

youth's perception of the subjects, we intend to adapt this framework we have

derived from Computer Curriculum case study to improve the art industry and

create opportunities for local art talent.

Key Feature 1 Lesson Learnt 1

Engaging partnership for Partnership is paramount for sustaining beneficial

sustainability long-term programmes.

Key Feature 2 Lesson Learnt 2

Curriculum at distinct stages Modified programmes for different interest and age
according to ages groups to be increase appeal.

Key Feature 3 Lesson Learnt 3

Sustaining Interaction Interaction make programmes more active and

engaging to promote effective learning.

Key Feature 4 Lesson Learnt 4

Exposure at a very young age Starting from young ensures a more systematic
learning and stronger foundation.
Figure 2.5.1: Summary of Computer Curriculums key features and respective learning
points.

Chapter 3

3.1 Overview of Future Applications: Expanding Youths Appreciation of

Local Arts

8
 A NAC survey8 revealed that participation in art-related activities

generally declined. (Figure 3.1.1) This shows that there is lesser involvement

in the arts.

Figure 3.1.1 showing level of participation in the arts

Figure 3.1.2 showing level of interest in art

Demand for local art talents is also not met because of the lack of

interest in local arts (figure 3.1.2) and lack of opportunities for local art talents.

8
National Arts Council Population Survey on Arts 2013
9
 In the same NAC survey, engagement rates towards arts and cultures

have dropped significantly. (Figure 3.2) This shows that there is a need to

generate interest, and engage people towards arts.

Figure 3.1.3 showing overall engagement levels in the arts from 2002 to 2013

3.2 Existing measures

Existing efforts to expose youths and develop local art talents are

limited. To support collaborations between schools and practising

Singaporean artists, the NAC implemented the AISS9. It helps to increase

exposure only for a small percentage of students to various art-related

experiences.

AISS Requirements

Be aligned with the schools long term plans of developing a vibrant arts

9
Artist-In-School Scheme
10
culture.

Enhance students arts appreciation and creative thinking through interactive

learning from artists

Adopt a whole-school approach

Be sustained over at least two terms

Another existing effort is the PAssionARTs programme, through which

residents of the heartlands are encouraged to participate actively in arts

through organizing art festivals and having art exhibitions. However,

widespread popularity is still difficult to achieve due to the localized nature of

the events and also not being particularly impressive.

Existing efforts also incude art museums. Art museums display art

pieces for the public to view. Although art museums can reach out to a large

amount of people, they do not appeal to a majority of Singaporeans, thus the

turnout in art museums is small at 21% (Figure 3.2.1). At the same time, they

do not allow for the development of local talent as only artists who are

sufficiently famous can have their artworks displayed in museums.

11
 Figure 3.2.1 showing art attendance in various locations

However, even with the multitude of existing efforts, there is still a

strong disinterest towards art. It is because these existing measures did not

target the root causes of the problem. The causes for the lack of interest in art

are (Annex 3):

Limited land space in Singapore leading to low availability of space for

art exhibitions

Singapore is very small, with only 719.1 km worth of land space. With

large percentages of land used for industrial, and urban development, there is

very little space for art exhibitions.

Lack of interest

Art curriculums in Singaporean schools are restricted, as students are told

what to do by their teachers. This prevents students to express their creativity

fully, and they are unable to realise their full potential in art. As such, they lose

interest towards art.

Lack of opportunities

12
 There is little opportunities to develop the students talents for arts, as

not many tertiary education institutes are dedicated to teaching art.

Also, there is a lack of platforms for newer artists to showcase their

artwork. Thus, many new artists are put off from pursuing their passion due to

the lack of exposure.

Figure 3.2.2 showing low percentage of intake by universities to do fine and applied arts 10

10
MOE, Education statistics digest 2015,
https://www.moe.gov.sg/docs/default-source/document/publications/education-statistics-diges
t/esd-2015.pdf
13
Wrong mindset towards art/Lack of knowledge

Figure 3.2.3 Cartoon depicting misconceptions towards art: it is a waste of time

Many Singaporeans do not have clear knowledge about art, and lack

creativity and imagination to excel in art11. For example, in Budget 2015,

although culture was mentioned many times, there was no mention of Art 12.

This shows the lack of importance Singaporeans place on Art.

Also, Singaporeans frown upon art as an occupation, as new artists find

it difficult to earn a reliable income, such as Vincent Van Gogh, who only sold

one painting in his lifetime13. Singaporeans do not want to take risks, and find

11
Eddie Teo, What 18-year-olds tell us about Singapore's future,
http://www.straitstimes.com/opinion/what-18-year-olds-tell-us-about-singapores-future
12
Where is Art in the future of Singapore and why is it important
http://www.theonlinecitizen.com/blog/2016/04/06/where-is-art-in-the-future-of-singapore-and-
why-is-it-important/
13
Help! My Child Wants to Be an ArtistHow to get the facts and stop worrying too much
14
a more stable job instead. As such, the idea of pursuing art as an interest is

dismissed. In a bid to expand the local arts scene, we propose 4 strategies to

promote art and develop local talents by increasing art facilities, interest and

opportunities.

3.3 Application Area: Art Framework

Pre-school
["Go for Art"
Cultivation
Programme]

Public
[The
World's
Your
Primary
Canvas] Secondar
School y School
[Arts Future
Television [Arts in
Programme] Carts]

Figure 3.2.4 Overview of Strategies catering to every level

CHAPTER 4: Proposed strategies

4.1 Proposed Strategy 1: Go for Art Cultivation Programme

Objectives:

https://artsedge.kennedy-center.org/families/at-home/cae/help-my-child-wants-to-be-an-artist

15
To seek and develop talented youths and cultivate interest in arts via

unorthodox training, group work and competition.

Features:

MCCY holds the programme once each year and invites childrens art

educators to train the children. MCCY 14 is in charge of coordination and

funding. Collaborators include SAM15, TECL16 and other art vendors. Children

will be exposed to different art forms starting from the age of two (figure 4.1.1).

Figure4.1.1 MCCYs coordination, funding, art forms and learning process17

Learning through Art Training

Learning Indoors

14
Ministry of Culture, Community and Youth
15 Singapore Art Museum
16 The Esplanade Company Limited
17
Stephanie Brown, When Is My Toddler Old Enough for Play-Doh?
https://www.verywell.com/stephanie-brown-289186

16
Unlike traditional art classes, educators reduce theory teaching and focus on

cultivating childrens taste of art. The art teaching model created focuses on

guiding and teaching art knowledge indirectly. Educators will show children

some well-known artists artworks on the screen. (figure 4.1.2).

Figure4.1.2 Educators show famous artworks on the screen (press play button for videos) 18

Learning Outdoors

Preschoolers will visit SAM19 to appreciate artworks (Figure 4.1.3). They will

also visit Esplanade to appreciate musical and dancing performances (Figure

18
http://arts.cultural-china.com/en/77Arts4047.html
https://commons.wikimedia.org/wiki/File:Mona_Lisa,_by_Leonardo_da_Vinci,_from_C2RMF_
retouched.jpg
http://www.9to5travel.com/destinations/singapores-merlion-which-is-the-original/
http://www.artcyclopedia.com/artists/michelangelo_buonarroti.html
https://twitter.com/hashtag/
https://www.youtube.com/watch?v=y-0yKpanUkQ
http://www.meetup.com/Malay-Language-Regional-Culture-in-Singapore/events/143789062/
http://www.express.co.uk/entertainment/theatre/563968/Irina-Kolesnikova-Swan-Lake-ballet-r
eview
17
4.1.4). The excursion allows preschoolers to appreciate actual, detailed and

clear artworks thus enjoying different learning experiences.

Figure 4.1.3 Painting and sculpturing artworks in Singapore Art Museum

Figure 4.1.4 Musical and dancing performance in Esplanade

19
Singapore Art Museum
18
Learning process:

Children appreciate artworks

Draw inspirations

Express own opinions

Peer critique
Figure 4.1.5 Step-by-step learning process

educators
Preschoole respond
rs ask accordingl
relate questions y, guiding
social on art them to
issues to concepts form own
relate art interpretati
discoverie concepts ons
s to art
Educato concepts
rs guide
children
to
discover
more
creative
ideas

Post Training: Learning through Group Work

Single art form

Children will share their learning outcomes in groups and help each other

consolidate learning. Children are also given opportunities to apply the

concepts. In groups, they share their views about art creation. Group members

19
are tasked to compose their own artworks. Group leaders allocate the tasks

according to everyones strengths. They will also give suggestions on each

others parts and even help to edit. Artworks done by all preschoolers will be

archived online20 to encourage preschoolers.

Mixed art forms21

Performing

Older children Make decisions, assign tasks to group

members as leaders

Group members -Think of performing themes (figure

4.1.5) and create or simulate stories

for dramas

- Prepare pictures as background of

each scene, sculptures as stage

props, music as background music

and dance moves for acting.

-After days of practice, they will

perform at Esplanade (figure 4.1.6).

Educators -Create PowerPoint slides of pictures

20
Singapore Art Museum, https://www.singaporeartmuseum.sg
21
Drawing, sculpturing, musical and dancing

20
 and help to show the slides on screen

Consequently, leaders will hone leadership, organising and communicating

skills.

Figure4.1.5 Different themes of performance

Figure4.1.6 Theatre studio with Film screenings at Esplanade

21
Evaluation

The credibility or reputation of educators will attract children to participate in

the programme. After the programme, those who initially participated in the

programme to try will become naturally interested in art. After discovering their

talents, they might pursue their art dreams22

MCCY collaborates with art companies to provide training and organise the

competition, ensuring sustainability of programme. Government will fund the

art courses to reduce financial burden.

From survey results, 93.75% people agree that learning art by exploration is

feasible, suggesting that educators should guide children to become critical

thinkers through indirect learning. As a result, children will have creative

opinions on artworks in future even without guidance and compose more

imaginative artworks.

Peer collaboration allows children to maximize everybodys strengths and their

collective wisdom helps to produce better art products than individuals

Preschoolers will also develop a cooperative mindset, and work better with their

peers in group work.

22
Product designing, architecture, music, painting etc.

22
If children learn effectively and improve significantly in art, the educators way

of teaching is successful. As a result, educators will become more famous due

to preschoolers excellent learning outcomes, thus more educators are

encouraged to join the programme.

The collaborators will gain publicity by collaborating with the programme. As a

result, their reputation will improve. For example, more people will visit SAM

and more events will be held at esplanade, and more people will buy products

from art vendors. This brings economic benefits. Thus, more collaborators will

be interested in helping out the programme, increasing the number of potential

working partners.

23
4.2 Proposed Strategy 2: ArtsFuture Television Programme

Objectives:

To promote and create further involvement in the arts for youths in the local

arts scene, and encourage companies to invest in local art to support the

appreciation of local arts.

Features

I. Widespread Coverage of Arts Event

Media gets everyone involved in the arts by promoting a glimpse on the

benefits of the arts.

Figure 4.2.1: Television Programme showcasing different form of art

Widely-known primary school subjects like Science and Mathematics are

combined with art to increase its appeal. Primary School students are widely

24
exposed to art forms at an early age to build up their foundation and nurture

their love for art. The media can provide widespread coverage of the arts to

large audiences. Art TV Shows are broadcasted on childrens channel such as

OKTO to capture the students attention. Local art talents can be invited onto

talk-shows and share about the arts.

II. Artist/Academic Professionals can collaborate to discuss how to incorporate

arts into well-known subjects such as Mathematics and Science23 to increase

appeal, hence attracting more viewership. Small quizzes in the form of

live-messaging about the show with prizes will take place throughout the

broadcast to attract viewers. Prizes are toys such as heart models and

stationaries to attract Primary School children. Weekly broadcast to spread

constant awareness of local arts. Social media24 is used to promote and share

art events.

Primary schools showcase television programmes to students during

curriculum period to spur interest. Primary School students pen down their

reflections for English homework. They learn science concepts through

interesting art diagrams25. Students are then asked to share and reflect their

learning.

23
Artists design background, dancers perform choreography, musicians play artistic music.
24
Twitter, Facebook, Instagram, Tumblr
25
Examples include Heart models through clay art and parallel, perpendicular lines through
symmetrical art pieces.
25
III. Through balloting, only applicants studying in primary school are selected

to attend the show and engage in co-creation of art pieces in the show. Locals

participate in creation of art works and gain interest and understanding in the

process.

26
 Displays
Use of media to promote arts

Locals art talents on TV show Share

stories on
their forms
of arts such
as visual
arts, music,
dance and
explain in
detail about
Local artists are invited to share their inspirations and the
views about the different form of art significance
of local art.
This creates
awareness
and interest
from the
audience to
support
local art.

Social Media Publicity Make use of

popular
youths
networking
sites to
reach out to
them.
Interesting
forms of arts
on social
media
attracts
youths to
-Art is displayed here- look at the
arts and
appreciate
Figure 4.2.2: Social media such as Facebook is used to display and publicize art the
works. remarkable
local art.

27
Curriculum Period for art (TV programme, reflection, Creates
hands-on activities) widened
exposure to
all youths.
Ensure that
everyone is
aware of
local arts
scene. Art
Teachers
are
equipped
with the
knowledge
to facilitate
Fig 4.2.3: Art Teaching Material such as PowerPoint Slides used to educate children
students
interest and
appreciation
in local art
by going
through
training

TV Programme is broadcasted weekly, where there are prizes to win for

viewers who participate actively in the show. AEP26 students and schools with

COE27 for arts will take part as the audience at the studio.

It showcases local and international art for viewers to appreciate the

uniqueness of local art and are aware of the way local arts are formed.

Local artists are better known and recognised for their work through

networking.

International and local talents28 are invited to share their stories. Furthermore,

aspiring youths in tertiary education are invited to share on their aspirations

26
Art Elective Programme
27
Centre of Excellence
28
and showcase their works to gain the support of fellow youths and inspire their

juniors, especially primary school children.

Evaluation

Local youths are inspired by the stories of local art talents to attract and

interest them to appreciate local arts scene. Primary School children are

invited through balloting to participate in co-creation. Viewing the TV

Programme during curriculum hours exposes them effectively to the arts.

Local art events that provide generous funding and activities to youths to

attract them to visit them and participate actively in such events.

4.3 Proposed Strategy 3: Arts in Carts

Objectives

28
music artists, producers, artists, filmmakers
29
 To provide opportunities for Singaporeans to appreciate art and sustain

interaction between amateurs (students) and professionals to expose and

widen the understanding of secondary school students to arts.

Features

A. For better accessibility, the mobile art exhibit will be held inside a container

(Figure 4.3.1) that can be moved by trucks around secondary schools.

Figure 4.3.1 layout of the container

Sections in the truck

Activities

30
 follow moves in a hip hop dance

video recorded by O School Ltd30

inter-class dance competition where the

class with the most points gets a free

dance class session of their choice

Figure 4.3.229: Dancing machine

create a poster using an editing

software to promote art, school

events like concerts and CCAs in the

school
Figure 4.3.331: Digital arts

view posters done by other students

in the computers provided

Information on Musical Instruments view interesting facts about the

evolution of instruments and the

sounds they make

29
http://www.channelbeat.com/products/dance/dance_miscellaneous/610.html
30
O School Ltd, a performing arts centre, is a Social Enterprise set up in 2006 and supported by
MCYS (Ministry of Community Development, Youth and Sports) ComCare Enterprise Fund.
http://www.oschool.com.sg/?page_id=211
31
https://stationdesign.wordpress.com/2016/01/05/what-is-digital-art-to-me/
31
 sing along popular songs

guest artists will be invited to the

forums and appear to sing along with

students once in every school

Figure 4.3.432: Karaoke machine

view artworks in the gallery and get

inspired

try graffiti using interactive digital

Figure 4.3.533: Walking gallery of artworks

graffiti wall

graffiti can be viewed by other

students
34
Figure 4.3.6 : Hands-on graffiti

Multiple exhibitions will be held in different schools, each lasting a week

to showcase various local artworks35, from renowned art schools in

Singapore36. It will be made up of contributions from tertiary students who

major in the arts, and will be funded by NAC. After each week, the exhibition

32
http://www.karaokechamps.com/
33
http://www.visitphilly.com/music-art/art-museums-galleries/#sm.0000hxgrwhvepfhsx6m1s6tx
gdmdo
34
http://joediamondevents.com/shop/digital-graffiti-wall-photo-sketch-booth-entertainment/
35
includes various art forms such as digital, contemporary art etc.
36
Nanyang Academy of Fine Arts, La Selle Academy of Fine Arts and even students from
art-related courses in polytechnics
32
will proceed to another school until all schools are covered. The cycle repeats.

In the exhibition, they will also guide the students through the exhibition, while

the international artists will record a guided tour with stories behind their

artworks.

Also, QR Codes are pasted next to the art pieces (Figure 4.3.7). If the

students want to learn more about the art piece, they can scan the QR Code,

which will bring them to a webpage where they can view information: Artists

name, date of creation, significance behind the art etc.

The webpage can be used to learn not just about the art piece, but the

artists as well. The webpage lists the biography of all the artists and their

works. The personal profiles are managed by the respective artists, where

they can link their own social network profiles for students to look up.

Figure 4.3.737: QR codes at the side of paintings

B. The arts forum will also be held for the secondary school

students in conjunction with the art exhibition. Well-known local and foreign art

professionals38 will be invited by NAC to talk about their contributions to the

arts scene, share trials they faced and stories of success for interested

37
http://www.scottsibberson.com/2013/03/qr-codes-in-art.html
38
art professions include professors in tertiary institutions, pioneer art performers, etc.
33
students to know and learn, exchange views on students artworks and answer

questions from teachers and students.

Evaluation

The exhibition appeals to students due to the fun and interactivity

involved. The different activities allow students to try a diverse range of arts,

from music to dancing. It also provides an opportunity for students majoring in

art courses to showcase their talent and get recognition as well as inspire their

peers to engage in the local arts scene. In addition, students can learn more

about the artists and their art pieces.

Besides getting inspired and being able to clarify misconceptions about

art, students will have a better gauge of the career path they may intend to

take.

These help raise awareness of students towards art. We also propose it

to be a nationwide need for students to take part in to increase awareness of

the local arts scene. This measure is feasible because it sustains the students

interest towards art, and is economical to set-up.

However, students may not be interested to explore the local arts scene and

thus not participate. To emphasise the importance of the arts scene, the

exhibition will occur during their art or civics period.

34
 4.4 Proposed Strategy 4: The Worlds Your Canvas

Objectives

To provide space for new artists to display and sell their artwork,

receive criticism, and raise public awareness to combat the lack of facilities

while simultaneously increasing awareness towards art

Features

I.The main feature of this project is the setting-up of displays as pop-ups along

areas with large human traffic. These displays consist of LCD boards which

show pictures or videos of various forms of art including conventional and new

35
 art39. They can also appear during events40 to maximize their reach

Performances of local arts can be streamed.

Art is displayed here

Figure 4.4.1: Electronic art displays along roads

II.Another method of exhibition is through the use of mobile projectors placed on

buildings. Projectors will be installed nearby famous landmarks41 which will

project the art directly onto the building themselves enabling passers-by to

view the art. A monthly fee will be charged to prevent abuse by spammers.

Only sufficiently popular artists can apply for this.

39
E.g. graffiti, anime
40
E.g. concerts, exhibitions
41
E.g. Marina Bay Sands, Esplanade
36
 Figure 4.4.2: Projection on Marina Bay Sands

These arts displays could be archived in a mobile application where users can

upload their artworks. Membership requires a one-off payment to reduce

unwanted spam accounts. This payment is used to maintain the street

displays.

37
A key feature of this application is that pedestrians can comment on and

upvote art pieces. This allows constructive criticism of art and increases

interest through participation. Art pieces receiving high number of upvotes

have higher chances of being displayed at places with high human traffic.

Editors will also be given a chance to choose pieces to feature which they feel

deserve more attention. Also, art will be refreshed with new art pieces every

week to maintain novelty.

III. Online Marketplace. Popular art pieces will be placed in an online

auction where users can bid for the art which they like. Winning bidder will

have possession of the art and can use it for their private collections, or selling

it to others. The online auction format is chosen due to better accessibility,

ease of disseminating information and interested buyers can directly contact

artists even when they are busy.

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 Good use of
contrast of
color!!

Figure 4.4.3: Example of app interface with comments and bidding

IV. Donation page where users can donate money to organisations/

individuals42.

42
Used for art scholarships, rental of concert theatres etc.
39
V. Informative page regarding upcoming events43 so that interested users can

participate and support. Users can convert their points they get from liking,

leaving feedback and donating for free tickets44.

Evaluation

The arts display will be economical to set up and move around as the

displays are compact in size. The art display helps to add vibrancy to

exhibition spaces and gives opportunities for pedestrians to appreciate the

artworks and add a little bit of art into their lives. Artists will be able to attract

interest with their art, and criticism from multi-national and multi-ethnic

pedestrians can help artists improve to suit the tastes of different cultural

groups.

This strategy will be able to seed the interest of art in adults and inspire

children to take up art in their future.

43
like exhibitions and concerts
44
to exhibits, performances and concerts
40
 However, uninterested Singaporeans not using the facilities could limit

its efficacy. Thus, publicity measures are necessary to encourage

Singaporeans to utilize it.

Figure 4.5.1 Publicity measures

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10. Conclusion

Singapores Art scene is lagging behind due to a lack of interest. By providing

space for artists to display and sell their artwork, receive criticism, and increase

public knowledge, this encourages new artists to step up. Exposing primary

and secondary schools to various forms of art promotes better understanding of

the arts among students at their place of convenience. By helping preschoolers

have a basic understanding on Singapores local arts, this inculcates an

interest towards the arts scene in Singapore from young. And by using the

media to advocate art, art can be brought about to a larger audience. All this will

progress Singapores Arts scene forward.

42
 1. What do you think about the relevance of Art in Singapore?

Art is extremely important and 79.17%

relevant, and Singapore
should encourage more
people to appreciate/take up
art
8.33%
Art is relevant and Singapore
does not need to improve the
arts sector
8.33%
Art is relevant, but Singapore
does not need to do anything
about it
4.17%
Art is not relevant in
Singapore, and should be

43
removed

2. Do you think Singapore should do more to encourage appreciation of

arts in Singapore? If yes, how should Singapore encourage people?

89.58%
Yes
10.42%
No

3. What do you think is lacking in Singapores current arts scene?

72.92%

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Lack of interest
41.67%
Lack of facilities
54.17%
Lack of talent development
75.00%
Lack of opportunities
2.08%
None of the above

4. Do you think learning art by imitation/exploration is feasible?

93.75%
Yes
6.25%
No

5. Would you be interested in taking up art if you had a platform to express

yourself and is easily accessible?

45
 83.33%
Yes
16.67%
No

6. Would you be interested in attending Art Exhibition/Forum if it were to

be held in School/Community Centres?

46
 72.92%
Yes
27.08%
No

7. Do you think a television program to promote art appreciation would be

effective, especially if it highlights local artistic talents in Singapore?

70.83%
Yes
29.17%
No
8. Do you notice posters/advertisements/artworks in your surroundings?
Such as posters on walls, advertisements at bus stops

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 83.33%
Yes
16.67%
No

48