Art · Secondary 1

Active learning ideas

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.

• MOE Syllabus Outcomes
• MOE: Art in Singapore - S1
• MOE: Cultural and Historical Contexts - S1

• 20–40 min
• Pairs → Whole Class
• 3 activities

Activity 01

• 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.

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.

What to look for

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.

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

Activity 02

• 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.

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.

What to look for

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?'

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

Activity 03

• 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?

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 _____.'

What to look for

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.

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

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

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

  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.

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

  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.

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Methods used in this brief

• Role Play
• Gallery Walk
• Think-Pair-Share