THE STAR, TUESDAY 3 SEPTEMBER 2019
BRIGHT KIDS
Nurturing culture from infancy
By NGEH CHEE YEN
WHILE many Malaysian parents
still believe that academic
excellence takes precedence in a
child’s life, there is a growing
awareness about the importance of
art as a crucial part of a child’s
education.
An increasing number of parents
are sending their children to arts-
related classes such as dance,
music and language, apparent
from the mushrooming of these
arts centres.
The Government, too, has
realised the importance of the arts
in childhood education. It set up
Sekolah Seni Malaysia in 2007 to
highlight the importance of
developing artistic talent and
giving due recognition to
outstanding students. These public
schools do not just teach the
national curriculum, but also
theatre, music, dance and visual
arts.
However, how do the arts
benefit future generations?
Catalyst to better grades
If you think that sending your
child to arts classes is time wasted,
and would rather she do more
maths and science exercises in
tuition class, perhaps it is time to
change your view.
Involvement in the arts can
dramatically raise academic scores
in the areas of reading, writing,
arithmetic and science. A 2018
journal article titled In-school arts
education and academic
achievement: A child fixed effects
approach by Abigail Todhunter-
Reid of Rutgers University, suggests
that arts education positively
predicted academic achievement
and growth in reading and
mathematics from kindergarten to
between the ages of 10 and 11.
Moreover, the positive associations
increased in strength as students
progressed to later grades.
Persatuan Tadika Malaysia
chairman Eveleen Ling concurs.
“Young children discover STEM
(science, technology, engineering
and mathematics) through the arts.
For example, when a child plays a
percussion instrument, she learns
Arts for all ages
After understanding the
benefits the arts can give your
child, where do you start if you
wish to enrol her for an arts class
that best suits her interests and
talents?
For younger children,
Dr Rajini Sarvananthan, a
consultant general and
development paediatrician,
suggests letting them explore a
variety of arts mediums to
identify their interests in a more
relaxed setting. After the child
matures and her interests are
more defined, she can then hone
her skills in the chosen art.
Nevertheless, she advises,
“While it is not good to force a
child to achieve a certain
Getting children involved in the arts is not only beneficial in areas such as reading, writing, arithmetic
and science, but can also help them be in tune with their feelings and emotions.
to distinguish between the
different sounds it makes and can
discover new ways to produce
different sounds. She will then
indirectly understand how sound
waves work while also sharpening
her critical listening skills,” says
Ling.
She adds that learning the arts,
such as music and dance, can help
children develop:
l Arithmetic skills, through
counting the beats and steps in
music
l Better spatial awareness,
hand-eye coordination and
concentration through learning
performing arts
Building connections
The arts is an expressive field
and can help children be in tune
with their feelings and emotions.
Therefore, when a child is
exposed to the arts early in life,
standard, having reasonable
goals allows the child to see what
she can achieve when she works
hard to get there and it can end
up quite encouraging for the
child to work hard.”
Finding belonging in a
healthy way
On the other hand, older
children need more challenging
tasks to be able to grow and
improve. Eveleen Ling, chairman
of Persatuan Tadika Malaysia,
says that once a child is in her
teens, it is time to enrol her
in formal arts lessons and
encourage her to take part in
she builds character by
understanding herself better,
which leads to her being better
able to handle herself in difficult
situations.
According to a 2018 article titled
Why teaching art is teaching
character by Epoch Times, a New
York-based newspaper, students
placed in arts classes, especially the
performing arts, learned what it
meant to overcome frustration,
work in a team and problem-solve.
Exposure to the arts can also
contribute to the mental well-being
of your child, as reported in The
Value of Arts on Prescription
Programmes for the Mental Health
and Wellbeing of Individuals and
Communities, a 2015 report by Arts
and Minds, a mental health charity
based in the United Kingdom.
In a study using diverse arts and
mental health projects to explore
different processes aimed at
improving mental well-being,
performances, competitions and
exhibitions.
“When the child starts
performing in an ensemble or
dance crew, she will be part of a
team of peers with the same
passion and skills. It can push her
to practise harder so she and her
teammates can perform well and
produce wonderful art. This leads
to another advantage; teaching
teenagers to spend their time
wisely instead of loitering around
and taking part in unhealthy
activities.”
Thus, arts classes do not just
benefit a child in the aspect of
gaining new skills, but also allow
them to grow in a safe and
healthy competitive environment.
researchers found that three
processes were important for most
participants:
l Getting motivated, which
inspired hope and reduced
inactivity
l Focusing on art, which
provided relaxation and distraction
l Connecting with others in a
supportive environment, which
decreased social isolation and
increased confidence to relate to
others
For some participants in the
study, self-expression and
enhanced self-esteem were also
important as these steps promoted
self-acceptance and led to reduced
social exclusion, respectively.
However, there is something
to note when sending your child
to arts classes. Dr Rajini
Sarvananthan, a consultant general
and development paediatrician
warns against sending your child
to classes that merely focus on
examinations or getting a
certification.
She says, “It can be detrimental
if parents and teachers just aim for
the certification, because then it
won’t be any different from school.
The art teacher or music instructor
needs to know how to balance the
classes and place less pressure on
memorising and learning new
things. Instructors should instead
focus more towards guiding the
child to come out of her shell and
accepting her true self.”
Dr Rajini adds that if a child is
allowed to express herself freely
and given an avenue to showcase
her imagination, her cognitive
function will visibly improve.
When a child tries to express
herself, problem-solve and
improve herself through her own
motivation and determination, she
will become confident in the long
run.
The Government
began setting up
Sekolah Seni Malaysia
in 2007 to highlight
the importance of
developing artistic
talent and giving
due recognition
to outstanding
students.
Building intelligence and
resilience
“If I were to compile my advice
to parents on why sending
children to arts classes is
important, I would say that ‘the
arts makes your child clever’. He
or she will be more intelligent and
wise and have better common
sense,” says Ling.
She quotes a 2008 study from
Vanderbilt University titled
Musicians use both sides of their
brains more frequently than
average people. When comparing
the creative thinking processes
of musicians and non-musicians,
it has been observed that overall,
participants with musical
backgrounds performed better
than their counterparts,
supporting studies that suggest
intensive musical training is
associated with an elevated IQ
score.
Ling says, “The human brain
has the ability to respond and
participate in music and the arts.
However, you have to nurture it
from a young age, or it will be
gone for good. The musical brain
operates at birth and persists
throughout life. It may help curb
dementia and Alzheimer’s
disease.”
In addition, Dr Rajini states
that exposure to the arts creates
resilient children.
“When you expose children to
the arts, you teach them to
balance, juggle and handle
different things. This is because in
the real world, people do not just
have to deal with academics, but
also manage a job, home, family
and many other things.”
She advises parents to offer
different avenues for their child to
explore, multitask and manage
time. With the freedom and safe
space to explore the different
aspects of life and learning, your
child will learn to appreciate life a
lot more as she grows up.
Involvement in the arts benefits
everyone of all ages. From
learning new motor skills to
retaining them for longer, the arts
also builds a person’s physical,
mental and social health.
Therefore, why not start
enrolling in arts activities together
with your child now? You can reap
double the benefits by enriching
your child while creating time to
bond with her as well.
12 Bright Kids THE STAR, TUESDAY 3 SEPTEMBER 2019

Equip your children

for future schooling
THERE is no better place at which to prepare
your child for an excellent education than
MAHSA International School.
As leaders in providing quality tertiary
education and with a proven track record
in medicine, dentistry, sciences and the arts,
the school knows exactly what your child
needs to excel in this progressively
competitive world.
At MAHSA International School,
teachers who are trained, experienced
and professional are dedicated to the
privileged task of informing and moulding
AAcurriculum
curriculum is is crucial
crucial to ensure
to ensure
a satisfying
your child’s mind.
When MAHSA International School
undertakes the responsibility of educating
your child, it does so with the respect it has
for your child today and the person he or she
can become tomorrow. This is the school’s MAHSA International School has academic, co-curricular and pastoral facilities in place to help
commitment to you. your child develop in a well-rounded manner.
For the school, the education of your child
is of great importance and it performs its role and health-focused activities and facilities comprehensive educational journey filled
with immense pride. for an optimum experience in her home with awe, adventure, laughter, love, healthy
With full room and board provided, the away from home. habits, lifelong lessons and the optimal
school is devoted to the provision of a The school provides round-the-clock chance for success through quality education
fulfilling life for your child through sports security measures and staff as well as from start to finish.
compassionate and professional in-house
nurses for the well-being of your child. n For more information, call 03-5614 2333,
a satisfying
learningamong
learning experience experience among young learners.
young learners. At MAHSA International School, experts email marketing@miskl.edu.my or visit
will start your child on an integrated and www.miskl.edu.my

01 02 − Cambridge Primary
Curriculum LEadership Independence
Preschool Primary school
− International Early Years Curriculum − Cambridge Primary Curriculum
− International Primary Curriculum (Key Stages 1
and 2) Intellectual Physical
− Cambridge Primary Checkpoint (Key Stage 2) • Questioning Our ethos • Healthy lifestyle
• Discovering • Eating habits
• Analysing • Regular exercise
• Enjoyment of sport

03 04
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Secondary school University Emotional Social

− Cambridge Lower Secondary (Key Stage 3) − Foundation, diploma, and bachelor’s and • Emotional • Communication
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• Stress management
− International General Certificate of Secondary
Education
• Anger management
THE STAR, TUESDAY 3 SEPTEMBER 2019
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Probiotics, as defined by the World
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intestinal function and restore the balance
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Bright Kids 13
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Biogrow Probiotics KIDS Powder is
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n For more information, call 03-7956 2220
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14 Bright Kids
Keeping our students engaged
A DECADE or two ago, students would shy
away from seeking help from their school
counsellor. As a result, many schools did not
see the need for one. For those schools that
had counsellors, it was often left to parents
to make the decision as to whether or not
their child should see one. There was also
social stigma attached to the whole business.
Much has changed since then. If Prozac
and Xanax have become household names
for adults to treat depression and anxiety,
then a counsellor has likewise become a
common term for students. The social stigma
is gone, replaced by a “need” to seek help
from a counsellor.
The pressure to produce excellent exam
results is as strong as ever here in Asia.
Added to this are other pressures – to be
good-looking, slim, have flawless skin and be
popular. There may also be bullying
involved, which is both a physical and online
threat.
One then begins to see the full scale of
challenges that our children face today. Most
of our students, fortunately, did not have to
grow up in war time or a serious recession.
Many are the products of a safe and
comfortable life. Telling them to “man up” is
not only sexist but can also be unfamiliar
jargon as far as children are concerned.
With increasingly fewer exceptions, many
students today need constant emotional
support.
Determining how to help our children
today is a huge challenge for educators and
parents. To hand this responsibility solely to
a counsellor would be irresponsible. Parents
and teachers both have roles to play.
At elc International School, teachers are
frequently trained to look for signs of
distress in students. The signs can be seen in
the classroom, on the field, at break times or
anywhere else. That’s many pairs of eyes on
each child. Teachers have also been trained
Besides classroom learning, elc’s primary students engage and connect in team-building
exercises outside the classroom for more effective academic outcomes.
to look out for what a child writes in essays
or what they choose to draw in art class, as
plenty of clues abound in such pieces of
work.
The knowledge of mental health is always
evolving. To keep abreast of these
developments, we work closely with the
Malaysian Mental Health Association, with
speakers from MMHA having been invited to
give talks to both teachers and students.
We all know that most children spend too
much time on their gadgets, so in school we
try hard to create “human connections” and
actively encourage positive and supportive
relationships between students and teachers.
Class time naturally enables bonding
between the child and the teacher, but, since
much time is taken up for the actual
teaching and learning process, this is
regrettably often only on a superficial level.
Hence, in elc we work towards an active
co-curricular life to fill the gap – the weekly
THE STAR, TUESDAY 3 SEPTEMBER 2019
Determining how to help
our children today is a huge
challenge for educators
and parents. To hand this
responsibility solely to
a counsellor would be
irresponsible. Parents and
teachers both have roles
to play.
meetings, planning and organising for
projects, occasional trips or camps, all of
these allow for excellent bonding
opportunities.
On top of regular co-curricular activities,
we strongly promote students’ involvement
in uniformed bodies, as well as the e-Jass
and Duke of Edinburgh’s International
Awards. The results have been favourable
and many of our students receive
scholarships and commendations for both
their academic prowess and their behaviour
and interactions with peers and staff.
We look forward to introducing more such
programmes to keep our students engaged
and human-connected, and strive to find
better ways to develop our students into
positive role models. – By Kumar Nagappan,
student welfare director at elc
International School
n For more information, call 03-6156 5001/2
or email admissions_sb@elc.edu.my for
Sungai Buloh campus, or call 03-8319 1641/2
or email admissions_cj@elc.edu.my for
Cyberjaya campus.
THE STAR, TUESDAY 3 SEPTEMBER 2019
THE International Baccalaureate
(IB) is an internationally
recognised, highly regarded
pedagogical framework. There is
much empirical and testimonial
data that speaks to the
programme’s efficacy in terms of
preparing students for post-
secondary study. The Middle Years
Programme (IB MYP), targeted at
students in Grades 6 through 10,
can be an entry point into college
study and pre-university
programmes, and offers seamless
progression into the diploma
programme (IBDP) or other
courses of study in Grades 11
and 12.
Sunway International School
(SIS) in Sunway City, Selangor and
Sunway Iskandar, Johor, have
been successfully running the
IBDP since 2017. The IBDP has not
only enabled students to do more
than learn about curriculum
content materials, but also
develop inquiring and
knowledgeable minds, as well as
become caring global citizens who
are motivated to succeed. The
programme encourages both
personal and academic
achievement and challenges
students to excel in their studies
and personal development.
The IB’s requirements include
requiring students to engage in
units of interdisciplinary study
that span subject groups. Its high
academic demands challenge
students to develop strong work
habits, perseverance and study
skills, while providing a broad-
based, leading-edge curriculum.
Best of both worlds
A growing number of universities worldwide offer advanced placements for IBDP graduates.
The IBDP is highly regarded, and
a growing number of universities
worldwide offer advanced
placements for IBDP graduates, a
testimony to how well it prepares
students for university study.
On top of offering the IBDP, SIS
Sunway Iskandar is currently a
candidate school for the IB MYP,
which, while not a complete
curriculum on its own, acts as an
educational framework. At SIS
Sunway Iskandar, the Canadian
(Ontario) programme is used in a
congruent manner within the
framework of the IB MYP.
MYP consists of eight subject
groups with content based on the
expectations and outcomes of the
Canadian (Ontario) curriculum at
each grade level.
“We offer an academically
relevant curriculum by
incorporating the IB MYP
framework alongside the Canadian
(Ontario) Middle Years programme
because the Canadian education
system also has a long-standing
track record for successfully
preparing students for university
studies,” says SIS executive director
Cheng Mien Wee.
The congruence between the
Bright Kids 15
The IB’s requirements
include requiring
students to
engage in units of
interdisciplinary study
that span subject
groups.
Canadian (Ontario) and IB
programmes, the focus in both
programmes on developing well
rounded, self-directed and critical
learners and the inclusive and
broad-based nature of both
curricula make this a combination
that supports students from the
early years through secondary
school and puts them in good
stead for future success in
academics and life in general.
The alignment between the
Canadian curriculum and the
imperatives of the IB MYP and
IBDP offer a schooling experience
that is unmatched in Malaysia.
n For more information about
both campuses, call 03-7491 8070
(Sunway City) or 07-533 8070
(Sunway Iskandar), or visit
www.sis.sunway.edu.my
16 Bright Kids THE STAR, TUESDAY 3 SEPTEMBER 2019

EDUCATOR'S DESK

Teaching students
resilience and empathy
WHETHER it is in daily classes or a unique
activity, Sri Bestari International School’s
(SBIS) core values, GRIT, are always at the
forefront. GRIT stands for gratitude,
resilience, intentional inconvenience and
teamwork.
Instilling resilience, the “R” in GRIT, in
students does not come easy. Most are risk-
adverse and want to stay within their
comfort zones. That is where the Making A
Difference (MAD) Together programme
comes in.

Dr Wong Siew Chin

MAD Together aims to embed the
importance of reaching out to the
community and giving to charity within
students. SBIS students have been involved
in various MAD Together initiatives such as
outreach programmes to refugees centres,
orphanages and orang asli settlements.
Through these initiatives, students not
only learn about the community but also
translating that knowledge into action – of
being resilient for a good cause in an
unfamiliar environment. Most importantly,
it is also a platform to learn from people
who have the grit and resilience to go
through life despite the adversities or
challenges they face.
This year, SBIS kick-started the first “MAD
Through Arts” programme, where students
use their artistic talents to raise funds for the
Rachel Siew Suet Li Trust Fund. Rachel
suffers from Mucopolysaccharidosis type
IVA, or Morquio Syndrome, a rare
degenerative condition.
It was an amazing and fulfilling
Principal of SBIS
experience for the students as they
auctioned off their masterpieces to raise
money for a worthy cause. Prior to the
auction, students also met with Rachel and
were amazed by her resilience and tenacity
in the face of adversity.
Other MAD initiatives include a donation
drive and baking session with orphans of
Rumah Anak-Anak Yatim Kuang in
conjunction with Hari Raya, a learning trip
to the United Learning Centre, a refugee
centre for Myanmar children, and
volunteering at a soup kitchen. At the food
kitchen, students are involved in all
activities, from serving food to the less
fortunate to washing dishes.
Through the MAD Together programme,
and away from the comfort of their homes
and air-conditioned classrooms, students
Through the MAD Together programme, and away from the comfort of their homes and
air-conditioned classrooms, students gain insight and understanding, as well as learn
empathy through the sharing of life stories.
gain insight and understanding, as well as n For more information, call 011-5139 7866
learn empathy through the sharing of life or 03-6273 1072.
stories. The programme also teaches
students project management,
communication and teamwork. SBIS will move into new buildings this
SBIS believes that through serving others, month, with state-of-the-art facilities
it would plant a seed of realisation and such as ICT suites, a Hall of Arts, a large
encourage students to pursue a purpose- multipurpose hall, science and culinary arts
driven life, regardless of their future career laboratories, music and dance studios, a
paths. With the help of outreach swimming pool, an indoor playground, a
programmes, SBIS aims to raise a generation modern library and purpose-built classrooms
who will understand the importance of grit, for 21st century teaching and learning.
are resilient and know their calling in life.