Introduction to the Nanyang Style

Active learning works well for the Nanyang Style because it requires students to engage with both visual and contextual elements. By moving, discussing, and comparing, students connect the historical significance of the style to its visual impact, making abstract concepts more tangible and memorable.

• Secondary 1
• Art
• 3 activities
• 20 min–40 min

Learning Objectives

1. Analyze how Nanyang artists incorporated Western artistic techniques like Fauvism and Cubism into their depictions of Southeast Asian subject matter.
2. Compare and contrast the artistic styles of key Nanyang artists, such as Chen Wen Hsi and Georgette Chen, based on their use of color, form, and subject.
3. Explain the significance of local subject matter, such as kampong scenes and tropical flora, in establishing a distinct Singaporean artistic identity.
4. Evaluate the role of Nanyang art in reflecting the social and cultural landscape of early Singapore.

Role Play

⏱ 40 min·Small Groups

Role Play: The 1952 Bali Trip

Students work in small groups to 're-enact' the famous trip to Bali by the Nanyang pioneers. They must research one artist and present a 'journal entry' or a 'sketch' that explains what inspired them about the local culture and how they chose to paint it.

Prepare & details

How did Nanyang artists blend different cultural traditions into a new and distinct artistic style?

Facilitation Tip: During the Role Play activity, assign roles clearly so students embody the perspectives of artists, critics, or local observers during the 1952 Bali Trip.

Setup: Open space or rearranged desks for scenario staging

Materials: Character cards with backstory and goals, Scenario briefing sheet

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Gallery Walk

⏱ 30 min·Whole Class

Gallery Walk: Spot the Influence

Display prints of Nanyang paintings alongside Western modernist works (e.g., Picasso or Matisse). Students use sticky notes to identify specific Western techniques (like flattened perspective) used to depict Southeast Asian scenes.

Prepare & details

What can these paintings tell us about life and identity in early Singapore?

Facilitation Tip: For the Gallery Walk, arrange images chronologically to show the evolution of the style rather than grouping by artist.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Think-Pair-Share

⏱ 20 min·Pairs

Think-Pair-Share: Modern Nanyang

Students look at a photo of a modern Singaporean hawker center. In pairs, they discuss how a Nanyang artist might paint this scene today, what colors, lines, and compositions would they use to capture the 'spirit' of the place?

Prepare & details

Why was the choice of local subject matter significant for the development of Singaporean art at that time?

Facilitation Tip: In the Think-Pair-Share activity, provide sentence stems to guide responses, such as 'The Nanyang Style blends Western techniques like _____ with Southeast Asian elements like _____.'

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Teaching This Topic

Experienced teachers approach this topic by grounding abstract concepts in concrete visual analysis. Avoid teaching the Nanyang Style as a monolithic movement; instead, emphasize the diversity within it. Research shows that connecting art to historical context—like post-colonial identity or artist travel narratives—helps students grasp its significance. Use primary sources, such as letters or travel journals, to deepen understanding.

What to Expect

Successful learning looks like students identifying key characteristics of the Nanyang Style and explaining how cultural fusion shaped its development. They should also articulate the individual contributions of artists like Chen Wen Hsi or Georgette Chen and connect their techniques to broader art movements.

Watch Out for These Misconceptions

Common Misconception

During the Gallery Walk activity, watch for students assuming all Nanyang paintings look the same.

What to Teach Instead

Use the comparison cards at each station to highlight differences between artists like Chen Wen Hsi’s ink works and Georgette Chen’s oils. Ask students to note one unique feature of each piece in their response sheets.

Common Misconception

During the Think-Pair-Share activity, watch for students oversimplifying the fusion of Western and Southeast Asian elements.

What to Teach Instead

Provide a list of Western techniques (e.g., bold color blocks, geometric shapes) and local subjects (e.g., tropical foliage, daily life) on the board. Have pairs categorize elements from their assigned artworks before sharing with the class.

Assessment Ideas

Exit Ticket

After the Role Play activity, students will receive a postcard-sized image of a Nanyang painting. On the back, they must write two sentences identifying one Western technique used and one element of local subject matter, explaining how they are blended.

Discussion Prompt

During the Think-Pair-Share activity, facilitate a class discussion using the prompt: 'Imagine you are a Nanyang artist returning from overseas. What aspects of Singaporean life would you be most eager to paint, and why? How would you adapt your artistic style to capture these subjects?'

Quick Check

After the Gallery Walk, present students with two artworks: one clearly Nanyang Style and one Western modernist piece. Ask students to identify which is Nanyang Style and list two specific visual clues that led them to that conclusion.

Extensions & Scaffolding

• Challenge: Ask early finishers to research and present on another Southeast Asian artist who blended Western and local styles, comparing their approach to the Nanyang Style.
• Scaffolding: For students struggling with visual analysis, provide a Venn diagram template to compare a Nanyang artwork with a Western modernist piece.
• Deeper exploration: Have students create a short digital slideshow explaining how the Nanyang Style reflects Singapore’s multicultural identity during the 1950s and 1960s.

Key Vocabulary

Nanyang Style	An art movement originating in Singapore and Malaysia, characterized by the fusion of Western modernist techniques with Southeast Asian subject matter.
Fauvism	A early 20th-century art movement known for its strong, non-naturalistic colors and painterly qualities, influencing Nanyang artists' use of vibrant hues.
Cubism	An early 20th-century art movement that broke down objects into geometric forms and depicted them from multiple viewpoints, impacting the composition and structure in Nanyang paintings.
Subject Matter	The themes or ideas depicted in a work of art. For Nanyang artists, this included local landscapes, people, and daily life in Southeast Asia.
Artistic Fusion	The blending of different artistic styles, techniques, or traditions to create a new and unique aesthetic, as seen in the Nanyang Style's combination of East and West.