“GIVE more time in students’ timetables for performing arts, or provide more spaces for practice.”
That is the change Foo Mei Kay (pic), a performing arts proponent, would like to see in schools.
With over 20 years of experience teaching performing arts at the primary and secondary levels, Foo called on schools to also “build better facilities, buy more instruments, equip the stage for performances, and give more training to performing arts teachers”.
“Training could come in the form of joining workshops or seminars,” she suggested.
Citing that most schools often prioritise academic subjects tested in exams such as science and maths, the Sri KDU Kota Damansara performing arts director said the performing arts, like music, drama and visual arts, is not included in “a lot of schools’ co-curriculum”.
“Schools will give a lot of time to the core subjects. In government schools, it’s only one hour a week, one period, for performing arts,” she said.
She added that such prioritisation can also be seen in Malaysian parents’ mindsets.
“Parents don’t see performing arts as important. They may just see it as a fun activity or a hobby when they send their children to piano classes,” she said.
Stressing the importance of performing arts in students’ education, Foo said students reap a host of benefits, such as becoming more creative and expressive.
“In a production, the student actors will act out a character or sing a song with feeling. They even play instruments with feeling. So, they learn about different emotions through the song or through the character they’re portraying,” she said.
In addition to serving as an outlet for students, performing arts also provides an avenue for students to develop teamwork, she noted.
“Students can learn how to work well with others. When they play in an orchestra, any music group, or sing in a choir, they must listen. They take turns and even help each other out.”
But the most important quality that students can gain through the performing arts – one they might not get in traditional academic subjects – is resilience, said Foo.
“We need to have it to keep going, especially when things start getting more difficult,” she said.
In her view, money is a key barrier in the adoption of performing arts in schools.
She said in many schools, the lack of budget to buy musical instruments is a glaring problem.
“Sometimes, if you want to request some instruments, the management will ask you to wait for another financial year. Performing arts is not cheap,” she said.
She also attributed another barrier to the difficulty of finding outsourced instructors.
“It’s not easy to find teachers. They’re very limited in Malaysia,” she said.
Foo recommended that the government organise more performing arts competitions and showcases.
She also advocated for more encouragement from teachers and parents.
“Support from teachers, parents and peers is very important. Some students are very shy. They only join activities if their friends ask them to. They need supportive friends, teachers and parents,” she said.
For students starting out who may be held back by stage fright, Foo had this to say: “The most important thing is to start with small steps. Be kind to yourself.
“Not everything needs to be perfect right at the beginning. So first things first, you need to get involved, and then you can enjoy the experience.”
Eu Kenn, 18, a student in Kuala Lumpur, is a participant of the BRATs Young Journalist Programme run by The Star’s Newspaper-in-Education (Star-NiE) team. For updates on the BRATs programme, go to facebook.com/niebrats.
