Our students explored language, culture, and creativity, discovering how each character, story, and painting opens a window to new ideas and feelings. Join us as we explore campus stories through the eyes of our Reception Chinese teacher and Primary Art teacher.

From Characters to Culture: A Month of Discovery

Written by Ms. Renee, March 2026

This month, our Reception Tiger class embarked on a rich and engaging journey of discovery in their Chinese lessons!

Chinese Characters · From Strokes to Idioms

In our study of Chinese characters, we explored key characters in depth:

• Strokes and Writing: We systematically learned the correct stroke order for characters such as “五, 六, 七, 八, 上, 下”. Through tracing, writing, and recognition activities, children built a strong foundation in character formation.

• Similar Characters: While learning the character “六”, we compared it with “大, 人, 天”. Through body movements and visual associations, children discovered the fascinating and sometimes surprising connections between these characters.

• Wisdom in Idioms: Starting with the character “五”, we explored the idiom “五福临门” and its beautiful meaning, reflecting on traditional ideas of happiness. When learning “七” and “八”, we formed the idiom “七上八下”, followed by a shared reading of the classic story The Boy Who Cried Wolf. Within the story, children identified the feelings described by “七上八下” and engaged in lively discussions around the question: “Why did no one believe the shepherd boy in the end?” Through this, they gained a deeper understanding of the importance of honesty.

Exploring Nature · The Wonders of Volcanoes

In connection with our English topic, we explored the fascinating world of volcanoes. Children learned about the internal structure of a volcano and the causes of eruptions, then applied this knowledge in hands-on creations—designing and making their own “mini volcanoes.” The integration of science and art made learning more dynamic and engaging.

Festivals and Solar Terms · Cultural Experiences

As the fifth solar term approaches, we explored this special time through traditional culture and heartwarming stories. Children learned that Qingming is both a solar term and an important traditional festival. Through picture books, they discovered customs such as spring outings, willow-branch decoration, and kite flying, as well as seasonal foods like soft, chewy qingtuan and crispy sanzi.

In class, we also recited the ancient poem Qingming. Through the rhythmic line “During Qingming, the rain falls gently,” children learned about the typical weather of the season while experiencing the imagery and emotions within the poem, gaining a fuller understanding of the festival.

Qingming is, above all, a festival of love—a time to reflect on life, tradition, and emotions. This awareness grows gently, like the spring breeze, and quietly, like new grass in spring.

How Learning About Artists Shapes Young Minds

Written by Ms. Elena, March 2026

As an art teacher, I have witnessed something truly powerful in the classroom: the moment a child not only creates art, but begins to recognise it — to see a painting and say, “That looks like Kandinsky,” or “This reminds me of Picasso.”

This is the moment when art education transforms from activity into understanding.

Teaching children about artists is not simply about history or memorisation. It is about building visual literacy, critical thinking, and creative identity. When students are exposed to artists regularly and meaningfully, they begin to connect ideas, styles, and emotions to visual forms. This has a profound effect on how they see the world.

Why Artist-Based Learning Matters

Integrating artists into the curriculum allows students to:

• Develop visual recognition skills (identifying styles, colours, compositions)

• Build cultural awareness and global understanding

• Strengthen creative confidence by learning from real-world examples

• Understand that art is a language of expression, not just a task

Most importantly, students begin to realise:

“I can think like an artist.”

Early Years (Reception – Year 1): Building Visual Awareness

At this stage, the focus is on recognition and sensory experience.

Children are introduced to artists through:

• Bright visuals

• Simple shapes

• Repetition and colour

For example, when exploring the work of Wassily Kandinsky, students engage with:

• Circles, lines, and bold colours

• Music-inspired painting

• Emotional responses to colour

They may not remember complex facts, but they begin to recognise:

• “Kandinsky = circles and colours”

This is the foundation of visual memory.

Lower Primary (Year 2 – Year 3): Making Connections

At this level, students begin to:

• Compare artworks

• Recognise differences in style

• Describe what they see using simple art vocabulary

For example:

• Kandinsky → abstract, shapes, colour harmony

• Romero Britto → bold outlines, patterns, pop-art style

Students start saying:

• “This looks like…”

• “This artist uses…”

They move from recognition to understanding patterns and intention.

Upper Primary (Year 4 – Year 6): Developing Artistic Identity

Here, learning deepens into:

• Analysis of artistic choices

• Personal interpretation

• Independent creation inspired by artists

Students can:

• Identify artists by both image and style 

• Explain why an artwork belongs to a certain artist

• Combine influences to create original work

For example, when revisiting Kandinsky:

• Students explore composition and balance 

• They connect art with music and emotion

• They experiment with abstraction in a purposeful way

At this stage, students are no longer copying — they are thinking like artists.

Recognition as a Key Skill

One of the most valuable outcomes of artist-based learning is recognition.

Students learn to:

• Identify an artist from a visual cue 

• Connect artworks to historical and cultural context 

• Build a mental “gallery” of references

This skill extends beyond art:

It strengthens observation, memory, and critical thinking — all essential for academic success.