"I found that artmaking, although creative is a very insular process. An artist is often looking at themselves and making art that either questions or answers those self-generated questions. However, the research process took me out of that cocoon and forced me to look at the perspectives of others, and as a result, it has enriched my understanding of art and art education."
Ching Chor Leng
FIVE STONES
by Twardzik Ching Chor Leng
Five Stones intervened in our public spaces, residing at multiple locations over two months in 2019 before gathering in the Civic District for Singapore Art Week.
First commissioned by the National Arts Council’s Public Art Trust (PAT).
In commemoration of the Singapore Bicentennial.
Interview with Artist
Twardzik Ching Chor Leng, National Institute of Education, Singapore
Q: You enjoy a career as a creative artist, an academic within Higher Education, and as a teacher of art and project leader within the public/community arts field. How do you describe or sum up your identity and is there any hierarchy within these different elements?
A: I started my career as an artist and I feel that everything came from that urge to create and make, be it sculpture, land art, or interactive installations. Through the process of art making and exhibiting, I naturally became involved in art education; when I describe my work or when I explain the art making process. I feel that art making is one level of communication that is non-verbal but connects people nonetheless through a visual language. I also became more aware of how people interact with each other when I make interactive artworks which feeds back into my work in art education and community based art.
My interest in the research process was piqued when I started my PhD thesis “Practices and Approaches in Contemporary Art: Teacher Professional Development for the Primary Visual Art Classroom”. I found that artmaking, although creative is a very insular process. An artist is often looking at themselves and making art that either questions or answers those self-generated questions. However, the research process took me out of that cocoon and forced me to look at the perspectives of others, and as a result, it has enriched my understanding of art and art education.
I do not feel there is a hierarchy within these different elements, however, different situations do require different identities and/or skillsets. These identities and skillsets also feed into each other, thereby elevating my work as an artist, academic, researcher and educator.
Q: Creative practice and especially collaborative community arts projects are very time consuming and maybe have to be delivered alongside your other institutional commitments. How would you advise a student or a new member of your academic staff on how to achieve a balance or set their goals amidst the many competing demands on their time?
A: I can only speak from an artist’s point of view. My advice would be:
-
Never give up an opportunity to make art. Whether it is taking time to make art in the art studio in school or saying yes to an exhibition invitation.
-
Know your limits. If you are already working on one project, you should not take on another project that has a similar deadline, or you might end up overstretching yourself and will not be able to give either project a hundred percent.
-
Find joy in whatever you do, even if it is something that you did not choose to do but are made to do. If you see the benefits of what you are doing to others, be it the student, the department or the school, you might just enjoy the task.
Q: How does your artistic practice and/or your academic research impact on your learning and teaching strategies and your students? Does it directly enhance their student experience in any way?
A: My artistic practice fuels the way I teach art. For example, when I learn to work with a new material or a new technique, I will show it to my students. Similarly, with my research into art education, whatever I learn from my research, I will share it with my students. I think that in order to be a good teacher, one needs to also be an active practitioner and researcher in the field.
Q: Do you engage your NIE students directly in your research, or external creative projects as a form of “experiential learning”?
A: I did engage my own students in NIE for my PhD research as they were part of the respondents within the research. I do not usually engage my students in my external creative projects as I do not want there to be any conflict of interests.
Q: Has your research or your community/public arts projects directly influenced any curriculum developments?
A: As a result of my research on contemporary art in Singapore, I have included an assignment where students have to do research and present on a local contemporary artist. Working on public art projects brought about the realization that making art in public spaces requires different skillsets compared to exhibiting in galleries. It requires collaborative skills, an understanding of audience dynamics outside the gallery space and a contextual understanding of these spaces. As such, my students are required to consider public spaces as part of their art making experience.
Q: How best can creative arts research enhance the profile and impact that a University or Institution has beyond its own walls, and those of Academia?
A: A University’s profile may be positively enhanced through creative arts research because it shows a commitment to the cutting edge of cultural development and an openness to exploring new areas of knowledge.
Q: Artistic practice is often an isolated activity. Your practice includes a great deal of collaboration with other artists/designers and with wider participants. Within “art education” what kinds of key skill sets do we need to build up in students seeking to engage in the type of work/projects that you create?
A: Art practice and art education teaches collaboration skills such as:
-
Working as a team
-
Listening to other’s opinions and concerns
-
Learning to communicate your own ideas
-
Learning to work with each other’s strengths
-
Supporting each other through challenges and finding solutions together
Q: Is there anything else you would like to add?
I think it is important for institutions to create space to allow individuals to make art. It could be in the form of scheduling time within the week for individuals to practice or supporting individuals to attend art residencies.