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Penang
Abstract
Penang’s unique and distinct culture, with a multiracial population brings diversity to
the cultural facet of the country. Preserving the culture and heritage is vital in the
development in today’s modernized world. Notwithstanding the increasing attention
on technology advancement at the global level, the preservation of culture and
heritage will be an important point of the local society primarily towards the younger
generation. The purpose of this study is to examine previous works and models by art
education establishments on the methods and guidelines on working and developing
storytelling that play a role in children's narrative abilities. During the study, cross
references between the methods used will be conducted to identify how the technique
can accommodate diverse cultural, emotional and experiential incidents, and how this
can be used in many different contexts. It is suggested that the local culture can be
preserved through the models of creating new narratives with the approach of arts
education .
Current workshops and teaching models employed by Arts Education groups, that are
aimed at introducing heritage folklore, and historical facts has not attracted much
attention in the younger generation of Penang. This research aims to study the
models developed by the Arts-Ed Penang, in sustaining the activities of discovering
local culture and heritage by engaging the younger generation in a guided
environment with the approach and context of creating various arts projects through
the collections of information from the surroundings. The present study will focus on:
1. Problem Statement
The livelihood of a child have been largely influenced by the cultural and heritage of
certain community through the process of transferring information which will carry
positive social virtue and values to develop their well being, as part of the community.
Modernized, the current young generation is experiencing a dramatic changes in the
social and cultural exchange by using gadgets and sources of modern media such as
computers and smart-phones, which have lessen their physical interactions with their
surrounding.
Many attempts and project have been initiated by various groups and establishments
in getting the younger crowds to be involved with social interaction by collecting
historical and cultural data through arts and education projects around Penang.
Getting the younger generation engaged with these activities will lessen the gap and
opening a pathways to a larger context of interaction between the individuals and their
surrounding through a discovery process by arts activities. Moreover, the indigenous
knowledge and wisdom which fore-fronted the cultural activities will keep the younger
generation connected with the cultural and heritage of Penang.
2. Hypothesis
The development of the syllabus and activities from the engagements with the
younger generation are the key factors in creating a working and effective arts
education models.
3. Research Questions
1) How does the development of the syllabus and activities in their
cultural and education models being done.
2) What is the factors that was involved in developing the working models
used now by the establishment.
4. Scope of Study
The scope of this research is confined to the teaching model by Arts-Ed Penang.
The developed model will be examine through the workshops of 3 different
teenage groups that has been participating with Arts-Ed Penang from the year
2009 to their recent work.
5. Literature Review
Childhood Studies
The concept of children as active agents is rapidly gaining credence in respponse
shifted in the wake of UNCRC (1989) towards a recognition of children as social
actors in their own right rather than part of an ‘other’ such as part of family or school
(Morrison, 2001 ; Alderson and Morrow 2004).Children began to be seen as ‘subjects’
or ‘participants’ rather than ‘objects’ and research ‘with’ children became common
practice. Children are party to the subculture of childhood which give them a
unique ‘insider’ perspective that is critical to our understanding of children’s world. A
realization of children as social actors in their own right, agents in their own worlds will
drive the momentum to propel centred agendas in the present study.
Heritage studies: Folktales and its implications on children of the 21st century.
The idea of heritage folktales has often been explored within a number of premises
that belong to both the material and spiritual spheres. The narratives within folktales
include, stories and customs of a given community, fairy tales, historical stories, and
even ghost tales (Jenkins, 2002 and Kenevy, 2015). The most distinctive feature that
discerns folktales from other forms of communal narratives is the manner in which
folktales are presented within a community. Folktales are essentially the oral history of
a community, preserved through social memory and communicated through rote. The
stories of a child’s parents and grandparents are important elements in folktales as
these tales present an important feature in moulding a child’s belief system,
cultural practice and views on identity within a given community. In his paper on
folklore and fairy tales, Kenevy (2015) examined how the social and cultural
narratives of a community play an important role in shaping and influencing a
child’s perception of his or her reality. The importance of folktales as an integral
element of a child’s holistic development is an area that has received significant
attention within the academic world (Kaveny, 2015; Normaliza, 2014; Nurul Fiza &
Nor Azan, 2010; Zipes, 1997).
6. Research Objective
The study will be conducted by looking at the model developed ARTS-ED Penang
with performative arts and heritage activities and how the younger generation relate to
the activities and the context of their participation with performative arts in creating
a new narrative by relating to their ideas and experiences with the conducted
activities.
The present studies aims to focus on the following:
1) To chart the development of the syllabus and activities in their cultural
and education models.
2) To identify factors that was involved in developing the working models
used now by the establishment.
7. Research Methodology
This research will focus on the qualitative data which will be divided into two groups
of data collections by the researcher. The two groups of data will be divided as
follows:
1) Primary Data
The primary data collection will be based on the participation and observation
as well as interviews with the participants of ARTS-ED initiated workshops by
looking at the planning and the executions of the activities in their year round
program with their participants.
2) Secondary Data
The collection will be the literature readings from library from other similar
writings and journal from other groups that have been doing similar projects. The
collections of data and videos by ARTS-ED Penang will be included in this
studies to be analyzed.
Both primary and secondary data will then be discussed in the research to meet the
objectives of the research. The area of study will be reflected by the group of
participants that have been working with ARTS-ED Penang from the past 5 years.
8. Reference
Alderson, P. and Morrow, V. (2004) (2nd ed) Ethics, Social Research and Consulting
with Children and Young People, Ilford: Barnado’s
Boudinot, D. (2005). Violence and fear in folktales. The Looking Glass: New
Perspectives on Children's Literature, 9(3).
Gillen, J., & Hall, N. (2013). The emergence of early childhood literacy. Handbook of
Early Childhood Literacy, ed. Nigel Hall, Joanne Larson, andjackie Marsh (Thousand
Oaks, Calif.: Sage, 2003), 1-12.
Janet Pillai, Shona Levingston(ed) (2014) Community-based Arts & Culture Education
– A Resource Kit, SIRD, Arts-Ed
Jenkins, E. (2002). Adult agendas in publishing South African folktales for children.
Children’s Literature in Education, 33(4), 269- 278.
Kaveny, P. (2015) Folklore and Fairy Tales and Children’s Literature Historical
Overview: The Modernity of Childhood. Historical Overview: The Modernity of
Childhood
Lee, J. H. M., Lee, F. L., & Lau, T. S. (2006). Folklore-based learning on the
web—pedagogy, case study, and evaluation. Journal of Educational Computing
Research, 34(1), 1-27.
Morrison, G. S. (2001). Early Childhood Education Today (8th ed.). New Jersey:
Merrill Prentice Hall.
Normaliza Abd Rahim (2014) The Nearly Forgotten Malay Folklore: Shall We Start
With The Software? The Turkish Online Journal of Educational Technology, 13/3
Nusran, N. F. M., & Zin, N. A. M. (2010, November). Popularizing folk stories among
young generation through mobile game approach. In Computer Sciences and
Convergence Information Technology (ICCIT), 2010 5th International Conference (pp.
244-248). IEEE.
Tremblay, G. (2013). Creating art environments that address social justice issues.
International Journal of Education & the Arts, 14(SI 2.3).
Zipes, J. (1997) Happily Ever After: Fairy Tales, Children and the Culture Industry.
Routledge.