Exhibition

The Use of Designed Music in Learning

The use of digital tools in classrooms can be a form of pedagogical innovation. While there are concerns that digital devices can a distraction in class when used for personal entertainment and communication, the use of digital devices can supplement learning for the Generation Z students who easily multitask across various digital application and devices.

For this study, specific designed music were created based on personality types. These, alongside the use of digital application, were implemented in a Design and Media class as creative stimulus for students. With this new teaching approach, we examine how technology can aid pedagogical innovation and enhance learning.

Developing Awareness of Talent Through Character- based Gamification

Character-based gamification for learning is the use of character avatar to represent a student in a gamified learning intervention. Existing research shows that gamified learning is beneficial towards students' social and behavioral aspects. However, the research on the effectiveness of character-based gamification and contribution to education were limited. This research investigates the potential and relevance of character-based gamification in relation to Design & Media students.

Is Quarter-Scale Patternmaking More Effective and Efficient than Full-Scale Patternmaking in Terms of Resource Consumption and Learning Outcome

This research investigates the effectiveness and efficiency of teaching quarter- scale patternmaking to fashion students.

Research by Pek Siok Ee Anm

Research by Chew Han Lim

Research by Kong Shih Leng Janielyn

A quasi-experimental research method were implemented to get insight of students' perception on full-scale and quarter- scale patternmaking techniques.

This study showed that using quarter-scale techniques for patternmaking is efficient and effective. Most students gave positive feedback for using this techniques, however, some indicated preference to the full-scale method.

Watch and Think: Incorporating Project Zero's Thinking Routines in Learning to Sew

In a sewing class, students learn sewing skills by observing various techniques through in-class demonstration conducted by the lecturer. However, this method of teaching were seen ineffective due to students general lack of engagement. As such, we constructed teaching activities and sewing videos that promotes active thinking by applying PROJECT ZERO’S THINKING ROUTINES exercises after each sewing demonstration.

In this study, various thinking dispositions were identified and students' metacognition were examined to understand its role in learning. This research also seek insights to students’ perception of the thinking routines incorporated as teaching activities.

Investigating Subtractive and Additive Drawing Methods

This study evaluates effective teaching methods in a drawing class by comparing results from three groups of students. First group was taught subtractive drawing, second group was taught additive drawing and last group was taught both methods. Survey data was collected to understand students' preferences and learning experience.

Research by Lim Siok Kiang Eliza and Yu Georgette

Research by Lim Poh Teck

This action research was conducted in a New Media Art module with 35 Year 2 students from various arts and design programme. This study evaluates the possibility of facilitating epiphanic moments in a cross-disciplinary elective class. Guided by Kolb’s experiential learning, this study investigates various methods of experiential learning and the phenomenon that occurs with experience and moments of epiphany. This research proposes a three-way facilitation of experiential learning with self, others and place that promote the epiphanic moment.

E.P.I.C Perspective Research

The Year 2 Design & Media students were invited to participate in this research that explores experiential learning via the 4 categories of E.P.I.C (Experiential, Participative, Image-rich and Connection). The outcome of this research helped in redesigning teaching with the understanding of each E.P.I.C. categories in relation to students' learning experience.

Develop Design Ideas through Observation and Reflection

This research examines the effectiveness of critical observation and reflection to promote fashion students' ability to develop better designs. 15 fashion students enrolled in draping module were asked to first observe works created by their peers, then, to critically reflect on how they can improve their own work. Pre- and post- survey questions were collected and analysed to identify changes in the way students observe and reflect.

This study showed that students made significant improvements as a result of using observation and reflection in their learning. Research by Sin Song Chiew James

Research by Tan Tze Beng Benz

Cultivating Design Thinking Dispositions

This research aims to gain understanding of design thinking dispositions in a Creative Thinking module for foundation level students in School of Arts and Design (SOAD). The outcome of this research gave us insight into students' experiences and appreciation for design thinking through their written reflections. There are 10 design thinking constructs used to evaluate the various dispositions. These are: tolerance for ambiguity, embracing risk, human centredness, process driven, problem reframing, collaborative, experimentation & exploration, learning from mistakes, critical questioning and creative confidence.

Does Planar Analysis Improve the Accuracy of Proportion in Students' Drawing?

This action research was conducted in a Figure Drawing Elective module over a period of 14 weeks. It examines the use of planar analysis to improve students' capability to draw. Students' perceptions on the use of this technique were collected to evaluate its usefulness. Likewise, answers from the survey were analysed to understand students' learning experiences for this module.

Over a period of 14 weeks, 18 Arts Management students, who are enrolled in the Arts and Cultural Industry Project, participated in this study that examines the practice of writing journal and students' ability to self-reflect. This study was initiated after having observed a significant number of students were not able to articulate and analyse their learning through their written reflection. For this study, three journal entries were collected and evaluated. The outcome of this research showed that by guiding students in their writing enabled students to be more analytical with their written reflection.

Research by Wong Pei Shi Tanny

Research by Yap Poh Tiam Raymond

Over a period of 14 weeks, 18 Arts Management students, who are enrolled in the Arts and Cultural Industry Project, participated in this study that examines the practice of writing journal and students' ability to self-reflect. This study was initiated after having observed a significant number of students were not able to articulate and analyse their learning through their written reflection. For this study, three journal entries were collected and evaluated. The outcome of this research showed that by guiding students in their writing enabled students to be more analytical with their written reflection.

Building Students' Self-Efficacy in Creating Content for Visual Narratives

30 students from DDM2134 Moving Illustrations for Social Change module participated in this study that seek to address issues on students having low self- esteem and their need for frequent assurance, encouragement and guidance. Although teachers regularly offer encouragement and give praises in class, how effective are these actions and what effect does it have to students?

This research examines the use of verbal encouragement, opportunities for collaborative work, practice experimentation, bonding and support provided by lecturers and peers to build students' self-efficacy in creating meaningful, relevant and relatable content for visual narrative? Research by Chong Ai Leng Ethel

Research by Peh Mei Lian

Mentoring in Higher Education Arts Institution

Secondary/High School and Tertiary/Post-secondary education vary in various aspects. It can differ in ways as how classes were conducted, timetables planned and assignments given and assessed. Such differences coupled with the transition to tertiary art institutions can be refreshing but also challenging to students. The difficulty to adjust were evident with data that shows for the last 8 years first year students at NAFA have the highest attrition rate. The high rate of student attrition raised concerns. As such, this research evaluates whether having a class mentor for first year students helps bridge the gap between secondary and tertiary education.

Working with the Creatives: Practice-Led Information Literacy Sessions for Music Majors

26 first year students from School of Music participated in the study on information literacy. In higher education learning, information literacy is not taught or part of the curriculum, but facilitated through library workshops for students. However, conducting such workshop can be challenging.

This study examines students' current practices to address challenges on teaching information literacy. We investigate students' perceptions of learning a piece/song and what does learning involve? What are the various learning resources music major students use and how we can use this knowledge to improve their learning. Lastly, we study how practice-led learning such as workshops and lecture-recitals can better engage musicians. Research by Yang Xiao Juan Marienne

Research by Wang Ming Shan