Professional Documents
Culture Documents
RSGFS
RSGFS
RSGFS
01
Principal’s Message
03
Discover SOTA
• The SOTA Education Experience –
Curriculum Overview
13
Explore Diverse Possibilities
• Education Pathways
• Education and Career Guidance
• Succeeding Beyond SOTA – Alumni Testimonials
21
Embark on Your
Creative Journey
• English Language and Critical Thinking,
and Theory of Knowledge
• Humanities and Social Sciences
• Literature in English
• Mathematics
• Mother Tongue Languages
• Sciences
• Media Education
• Integrated Arts
• Dance
• Film (Year 5 and 6 students only)
Create for Tomorrow
Be a future ready learner.
• Literary Arts
• Music
• Theatre
Create for Passion
Thrive in your artistic talents.
• Visual Arts
• Student Development
• Community Service
Create for Community
Impact society and culture meaningfully.
• Experiential Education
44
Admissions,
Scholarships
and Bursaries
What else do
you create for?
Principal’s
Message
We welcome you to join us too! Who and What will you Create For?
School of
the Arts
Singapore
With a vision to nurture creative citizens for the future, Our Teachers
SOTA aims to identify and groom artistic and creative Our academic teachers are trained educators with
learners who positively impact Singapore and the world, several years of teaching experience. Many of our arts
through a vibrant learning environment that is anchored teachers are practising artists who will offer students
in the arts. insights into the creative inspirations and perspectives
of real-life arts practitioners.
A school of the future, SOTA embraces a
holistic educational philosophy that celebrates Academic Calendar
experimentation, expression, and discovery. SOTA’s academic calendar broadly follows the
Ministry of Education schools’ academic calendar,
with some variations to accommodate the
IB programmes.
Mission
Nurturing artistic and
creative learners who positively
Vision impact Singapore and the Values
Creative Citizens world, through a vibrant learning Humility
for the Future environment that is anchored in Integrity
the arts People-centredness
Passion
5
DISCOVER
S O TA
6
THE SOTA
EDUCATION
EXPERIENCE
Future-Ready Learner International Baccalaureate
SOTA’s integrated arts and academic curriculum Diploma Programme (IBDP)
emphasises meaningful learning that provides Years 5 and 6 form the IB years during which
for experimentation, expression, and discovery across students will fulfil the following three core
both arts and academic disciplines. The rigorous requirements of the IB Diploma Programme:
curriculum stimulates the intellectual curiosity of • Theory of Knowledge
our students and equips them with the knowledge,
• Extended Essay
conceptual understanding, life skills, reflective
practices, and attitudes needed to be autonomous • Creativity, Activity, Service
lifelong learners.
In addition, students will need to offer:
The six-year course culminates in the International • Three subjects at Higher Level, which include
Baccalaureate Diploma Programme (IBDP) or an Arts subject
the International Baccalaureate Career-related • Three subjects at Standard Level
Programme (IBCP).
International Baccalaureate
Career-related Programme (IBCP)
SOTA offers a specialised arts curriculum in Years 5 and
6 under the IB Career-related Programme. Students are
selected based on their talent, potential, and maturity
of thought in their artistic development, as well as their
interest in pursuing arts studies at art institutes and
Artistic conservatories.
Acad em ic Artistic and Crea tive
Futu re-re ady Lear ner Prof essio nal During the IB years, students will fulfil
four core requirements including:
• Reflective Project
• Personal and Professional Skills
• Language Development
• Service Learning
7
Artistic and Creative
Professional
Connecting theory with practice, SOTA’s specialised SOTA Arts Programmes
arts programmes emphasise real-life creative processes SOTA offers specialised training in Dance, Film, Literary
that aim to develop strong artistic capabilities and Arts, Music, Theatre, and Visual Arts. Each course is
dispositions, including critical thinking skills, creative designed to develop students to attain understanding,
awareness, and discipline among students. expression, and mastery in their art form.
The SOTA Specialised Arts Curriculum The Arts Excellence Programme (AEP) caters to
aims to enable students to: students who demonstrate outstanding artistic
• Establish fundamental knowledge and skills capacity. Aimed at extending their potential, it offers
in the respective arts disciplines advanced learning opportunities via masterclasses
and workshops by prominent experts, as well as
• Anchor creative thinking through bold and
participation in overseas arts programmes.
reflective artistic practice
• Engage in inter-disciplinary connections, At SOTA , students are exposed to the full range
conversations, and collaborations of art forms and learn to make connections across
• Understand the relationship between arts and them. Besides developing a deeper understanding
society in local, regional and global contexts of their chosen art form, students are imbued with
• Develop an artistic identity and drive for lifelong an awareness of the synergy across disciplines
learning and engagement with the arts through learning anchored in the arts.
8
Empathetic H.I.P.P. Leader
SOTA seeks to develop future cultural leaders with:
Humility • We are confident in but not arrogant about our talents and achievements.
• We are aware of how much we still have to learn thus we practise openness
and receptiveness to other people’s views and thoughts, as well as feedback
and opportunities for learning.
• We acknowledge the role of others in our development as individuals.
• We put others before ourselves, in practising consideration and respect.
Integrity • We are honest and principled in all we do, including the practice of our art.
• We are true to ourselves, in whatever contexts we find ourselves.
Passion • We are committed to our endeavours, including the pursuit of our art.
• We display traits that demonstrate such commitment: devotion,
discipline, responsibility, excellence.
9
CURRICULUM
OVERVIEW
Years 1 & 2
Foundation Years
• English Language and Critical Thinking • Arts: Dance, Literary Arts, Music, Theatre,
or Visual Arts
• Literature in English
• Integrated Arts
• Mother Tongue Languages
• Media Education
• Humanities and Social Sciences
• Experiential Education
• Coordinated Science
• Character and Citizenship Education
• Mathematics
Year 3
Intermediate Years
Year 4
• English Language and Critical Thinking • Experiential Education
• Literature in English • Character and Citizenship Education
• Mother Tongue Languages • Arts Plus (optional)
(Foundation Chinese*, Standard or
Higher Level +)
* Foundation Chinese is offered as an enrichment
• Geography or History subject and only applicable to students who are
• Biology, Chemistry, or Physics exempted from Mother Tongue or offered Mother
Tongue in lieu. As an enrichment subject, it does
• Mathematics, or Accelerated Mathematics not count towards the promotion criteria.
• Arts: Dance, Literary Arts, Music, Theatre, +
Only for Chinese Language
or Visual Arts
• Local/Overseas Service Learning
10
IB Years Years 5 & 6 (IBDP)
The IBDP requires a student to offer the Individuals and Societies
Diploma Core Subjects, three subjects at
• Economics, Geography, History, or Social
Higher Level that include the Arts, and
and Cultural Anthropology
three subjects at Standard Level.
Core Sciences
• Theory of Knowledge • Biology, Chemistry, or Physics
• Extended Essay
Mathematics
• Creativity, Activity, Service
• Mathematics: applications and
interpretation # or Mathematics:
Studies in Language and Literature
analysis and approaches
• Literature in English, Language and
Literature, or Literature and Performance #
The Arts ##
• Dance, Film, Music, Theatre, or Visual Arts
Language Acquisition
• Language B: Chinese, Anticipated
Chinese +# , Malay # , Hindi # , or Tamil # , +
One year course
or Language Ab Initio: Chinese # ,
#
Offered at Standard Level only
@
Online course and Standard Level only
Spanish @ # , or French @ # ##
Offered at Higher Level only
Years 5 & 6 (IBCP)
The IBCP requires a student to offer the • Theatre
IBCP Core Subjects, three to four Career- - Form and Creation
related Studies modules, and at least two - Acting and Performance
- Community and Industry
DP Subjects of which one must be the Arts
- Rehearsal and Production
at Higher Level, and the other in Language
Acquisition at Standard Level**. Students • Visual Arts
- Craft Exposure/Vocational Skills
may also opt to take a third DP Subject in
- Professional Practice
Economics, Geography, History or Social and
- Writing and Communication Skills
Cultural Anthropology at Standard Level.
Language Acquisition** #
Core
• Language B: Chinese, Anticipated Chinese +,
• Personal and Professional Skills
Malay, Hindi, or Tamil, or Language Ab Initio:
• Service Learning Chinese, Spanish @, or French @
• Language Development
• Reflective Project Individuals and Societies* #
• Economics, Geography, History, or
Career-related Studies Social and Cultural Anthropology
• Dance
- Ballet The Arts ##
- Contemporary Dance • Dance, Music, Theatre, or Visual Arts
- Repertoire and Performance
• Music * Students may take an optional 3rd DP
- Performance and Repertoire subject from Individuals and Societies
(Performance Track) ** Students exempted from Mother Tongue
- 20th-Century Chamber Music Languages will choose the 2nd compulsory
(Performance Track) subject from Language Acquisition or
- Process of Performance Individuals and Societies
(Composition Track) +
One year course
- Contemporary Compositional #
Offered at Standard Level only
Techniques (Composition Track) ##
Offered at Higher Level only
- Practical Musicianship @
Online course only
11
THE CAMPUS
Located at the gateway to the arts and heritage district School Facilities
12
EXPLORE
Di ve rse
POSSIBILITIES
13
EDUCATION PATHWAYS
IB programmes are recognised by universities, arts institutions,
and conservatories locally and globally. SOTA graduates can look
forward to the arts as a career or leverage their arts-enriched
educational experience to embark on diverse career pathways.
EDUCATION AND
CAREER GUIDANCE
SOTA’s team of Education and Career Guidance (ECG) counsellors and teachers in
the ECG committee provides education counselling and support for scholarship
applications and applications to institutes of higher learning (local and foreign, arts
and academic). Students are also equipped with important skills such as interview
skills, resume writing, and education planning.
The ECG Committee also develops partnerships and networks with other institutions
to provide students with educational opportunities. Through individualised guidance
and support, the school aims to enable every student to pursue education beyond
SOTA so they can further develop their talent and potential.
Year 3
Year 2
Year 1
14
SUCCEEDING • Monash University
• Murdoch University
15
United States of America • University of Hawaii Manoa
• American Musical and Dramatic Academy • University of Illinois Urbana-Champaign
• Arizona State University • University of Michigan – Ann Arbor
• Berklee College of Music • University of Southern California
• Brunel University • University of Texas, Dallas
• Boston University • University of the Arts, Philadelphia
• Boston Conservatory at Berklee • Washington University in St. Louis
• California Institute of the Arts • Wesleyan University
• Carnegie Mellon University • Yale University
• Cleveland Institute of Music
• Columbia University in the City of New York United Kingdom
• State University of New York at Purchase College • Rambert School of Ballet and Contemporary Dance
(Conservatory of Dance) • Royal Academy of Music, University of London
• St Thomas University • Royal Central School of Speech and Drama,
• The Juilliard School University of London
16
• Trinity College Dublin Graduates from SOTA have taken up
• University College London the following scholarships:
• University of Bath
• University of Birmingham Singapore/Local Organisations Scholarships
17
Singapore Universities & • MEXT scholarship
Conservatories Scholarships • New York University (NYU) – Shanghai
• National University of Singapore (NUS) • Pepperdine University
• Nanyang Technological University (NTU) • Royal Academy of Music
• Nanyang Academy of Fine Arts (NAFA) • Royal Central School of Speech and Drama
• Singapore Management University (SMU) • Royal Conservatoire of Scotland
• Singapore University of Technology and Design (SUTD) • Royal Northern College of Music
• SOTA-Ireland Funds Singapore Arts Scholarship • Royal Welsh College of Music and Drama
(LASALLE)
• Sophia University, Japan
• Yong Siew Toh Conservatory of Music, NUS
• Stanford University
• St Thomas University
Global University Scholarships
• The Boston Conservatory
• American Musical and Dramatic Academy
• University of Bristol
• ArtEZ Talent Scholarship
• University of British Columbia
• Berklee College of Music
• University of Exeter
• Birmingham Conservatoire, Birmingham City University
• University of Edinburgh
• Boston Conservatory at Berklee
• University of Hong Kong
• Chicago College of Performing Arts,
Roosevelt University • University of Michigan – Ann Arbor
• Kyushu University
University Alumni Scholarships
• Maryland Institute College of Art
• Singapore LSE Trust
• Friends of the University of Warwick in Singapore
ALUMNI TESTIMONIALS
Class of Class of
2021 2020
Class of Class of
2019 2018
“The biggest change that SOTA has instilled in me “I think the best thing about the SOTA education
is that I am now able to better connect with others. is that it is very holistic. I had so many projects
The most impactful opportunity that I had would that allowed for the freedom of cross-references
be when I spent close to two weeks in Cambodia between multiple subjects, and thus the possibility
doing service work. It opened my eyes to the of linking and applying what I have learnt across
world, and I realised that despite our differences, various studies to create a well-rounded outcome.”
we are much more alike than we think.”
19
Class of Class of
2017 2016
Class of Class of
2015 2014
“Being in SOTA has taught me many things, one of which “SOTA provided me with opportunities to grow as a leader.
is to push your limits. SOTA is a tabula rasa, we come in as It taught me to be humble through numerous service
a blank canvas and we work our way through our craft. It learning opportunities. It also gave me courage to pursue
gives you the freedom of choice to be who and what you my dreams with a fresh, creative and global perspective.
want to be that is only limited by your own imagination.” SOTA builds students differently, focusing on the journey
of moulding us into better individuals.”
20
EMBARK
ON YOUR
Creative
JOURNEY
21
English Language
and Critical Thinking,
and Theory of
Knowledge
English Language and Critical Thinking (Years 1-4) From Years 1 - 4, through a deliberate and progressive
and Theory of Knowledge (Years 5-6) set the foundation scaffolding of activities and lessons, students learn
for students to become: the basics of research skills. In Year 4, students are
• Inquiring learners and critical thinkers who can analyse prepared to embark on independent research to help
and evaluate multiple perspectives and text types them gain an understanding of the demanding research
• Individuals who show empathy and respect, and skills that they would need in their IB years.
are effective communicators in the use of standard
English Language In Theory of Knowledge, one of the three core
components in the IB Diploma Programme (IBDP),
• Artist learners who are able to apply what is learnt
students will examine what knowledge is; how
in the classroom to their art forms and vice versa
knowledge is constructed; and reflect on how
Through English Language and Critical Thinking lessons, we know what we know.
students will learn to analyse a variety of real-world
issues, discuss multiple perspectives on these issues, In Personal and Professional Skills, one of the four core
be empathetic and respectful about others’ views components in the IB Career-related Programme (IBCP),
and opinions, and learn to communicate their views students are taught life skills to help further develop
effectively through various platforms. them as critical thinkers and communicators with deep
appreciation for cultural diversity.
22
Learning Outcomes
• Communicate effectively through different
media and text types
• Nurture an interest in global issues and develop
well-reasoned analysed opinions about them
• Be respectful and empathetic to different viewpoints
• Examine global issues in the contexts of groups,
society, nation, and global citizenry
• Explore 5 different Areas of Knowledge, while
appreciating the value of both personal and shared
knowledge and reflecting on the interaction between
knowledge and the knower.
• Develop life skills grounded on an understanding of
different socio-cultural contexts
• Be able to effectively gather relevant information
and data from a wide variety of sources
Key Programmes • Develop the research and essay-writing skills needed
• Interdisciplinary lessons to facilitate learning in different disciplines
• Arts-integrated learning through creative projects
• Foster a spirit of intellectual curiosity and a desire
• Reading programme
for academic discovery
• Talent development programmes, including
seminars, competitions, and educational trips • Provide opportunities for in-depth research into
• Workshops topics of interest
• One-to-one coaching • Nurture effective communication skills and capacities
• Hone critical, creative thinking, and reflective skills
23
Humanities &
Social Sciences
A key feature of the Humanities and Social Sciences education in SOTA is the
emphasis on learner-centred, inquiry-based pedagogies as well as experiential learning
to provide a platform for rich and engaged learning. Through these experiences,
students are encouraged to recognise their roles as local and global citizens who
are active contributors to society and the environment.
Learning Outcomes
Key Programmes • Equip students with a critical understanding and
• Humanities and Social Sciences Festival appreciation of disciplines within the Humanities and
• Humanities and Social Sciences Alive! Social Sciences, namely Economics, Geography,
Programme for Year 3 students History, and Social and Cultural Anthropology
• Talent Development Programme, which includes • Nurture awareness of the development of humanity
workshops, participation in competitions, over time
research programme as well as local and • Develop analytical, decision-making, and investigative
overseas educational trips skills for a critical understanding of the world, both
• Enrichment programme that includes past and present
learning journeys, field trips, seminars and more • Live out values such as empathy and respect for
diverse perspectives and cultures
24
Key Programmes
• Literature Afternoon, where students have
opportunities to showcase their creative works
• A range of enrichment programmes, where
students extend their knowledge beyond the
classroom, for example, going on literary trails
and creating dramatic works for presentation to
Literature their peers
25
The SOTA Mathematics curriculum offers a
Key Programmes
wide variety of topics, with the aim of equipping
• Talent development programmes, which include
students with the mathematical skills they will
Renaissance Programme in collaboration with the
need to make sense of the world they live in.
Science Faculty, and participation in
Macro-concepts like pattern, space, change,
Mathematics competitions
and system are discussed in the classroom,
and opportunities such as performance tasks are given • Arts Integration Tasks in collaboration with art
to students to explore and apply Mathematics in the forms such as Visual Arts and Music
real world. An arts integrated approach is also infused • Maths enrichment programmes such as
into the Mathematics curriculum to allow students Transformational Geometry and Voronoi Diagram
to explore the artistic and cultural perspectives of activity to help students connect mathematical
Mathematics. concepts to the real world
Learning Outcomes
• Deepen understanding and appreciation
of Mathematics
• Extend knowledge and application of Mathematics
to other disciplines
• Connect and apply Mathematics in the real world
• Cultivate mathematical thinking in individuals
Mathematics
Mother
Tongue
Languages
Learning Outcomes
Through the learning of Mother Tongue languages The Standard Level Programme aims to enable
in SOTA , students will not only gain knowledge and learners to:
understanding of languages and culture, but also skills • Develop language skills of the target language
in creative writing, inquiry-based learning, • Develop the ability to use the target language
and problem-solving. They will discover and connect appropriately and effectively for the purpose of
with their heritage as they go beyond the language practical communication
to explore various topics and literary works in their
• Gain awareness and appreciation of the target
respective Mother Tongues, be it Chinese, Malay, Tamil,
language’s cultural, historical, and societal issues
or Hindi.
• Assume a positive attitude towards language
learning and speakers of other languages, cultures,
and civilisations
27
Sciences
Key Programmes
Students are introduced to the basics of Biology, • Interdisciplinary Lessons: Cell Structure and
Chemistry, and Physics, before they venture into the Arts, Circulatory System and Rhythm in the
more complex topics like Human Physiology, Medicinal Arts, Mole Concept and the Arts, Electric Circuits
Chemistry and Imaging during their IB Diploma and the Arts
Programme.
• Interdisciplinary Projects: The Scientific
Endeavour, Science at Home, Arts in Science,
They are encouraged to make meaningful connections
and Conquering the Red Planet
between science and real-world phenomena, as well
as apply their learning in the arts. They learn about • Enrichment: Kites and Origami
the impact and implications of using science and (in collaboration with Faculty of Mathematics)
technology in society, as well as the possibilities and Science Olympiads
and limitations associated with science and the work of
scientists.
Learning Outcomes
• Appreciate scientific study and creativity within
a global context
• Acquire, apply, and use a body of knowledge,
methods, and techniques that characterise
science and technology
• Develop an understanding of the relationships
between scientific disciplines and their influence
on other areas of knowledge such as the arts
28
SOTA’s Media Education programme for all Year 1 and 2 Key Programmes
students equips students with building blocks in digital,
• Hands-on workshops in all aspects of basic
media, and visual literacy skills. Students will learn to
digital media production
access, share, critically evaluate, create, and participate
in the evolving media landscape. They will learn basic • Opportunities to collaborate and create
media production skills while developing a socially digital content
responsible attitude towards consuming media and • Short film critique and appreciation
crafting messages with credibility. • Showcase of original works
Learning Outcomes
• Develop an understanding of the forms and
functions of media
• Develop an understanding of the importance
of responsible use of digital and social media
• Develop digital competencies to create and
communicate ideas through various forms of media
• Develop digital competencies to create and
communicate ideas through various forms of media
• Be able to critique, analyse, and evaluate
multi-media content
• Be able to collaborate effectively on online platform
Media
Education
Integrated Arts is a two-year programme unique Key Programmes
to SOTA , where students are guided to explore
• Experiential learning environment guided
the connections between the different arts
by the Arts faculties
disciplines. Students develop habits of observation,
exploration, and reflection, as well as an awareness of • Collaborative projects exploring
the fundamental concepts and elements of each art interdisciplinary approaches
discipline: dance, literary arts, music, theatre, and • Presentation within and beyond SOTA
visual art.
Learning Outcomes
• Be able to acquire knowledge, skills,
and understanding of the fundamental concepts
and elements of the different arts disciplines
• Be able to draw connections between
their own practice and other art disciplines
• Be able to explore and exchange ideas, gaining
insight into different perspectives in collaborative
art-making.
Integrated
Arts
Dance
Learning Outcomes
• Develop proficient knowledge and awareness of
the body through exposure to and practice of various
Key Programmes dance techniques
• Dance education, which includes training in • Develop composition and analytical skills for
ballet and contemporary dance techniques, creative expression and communicating ideas
movement and improvisation, composition through choreography
and analysis, and dance contextual studies
• Understand the importance of protecting,
• Workshops and masterclasses in various dance
maintaining, and preserving the dancer’s body
genres by local and international guest artists
• Understand the histories, issues, and theoretical
• Showcases, studio presentations,
frameworks that support the manifestation of dance
and choreographic platforms
• Gain knowledge and exposure to a wide range of dance
• Excursions to dance performances
genres, which include ballet, contemporary dance, and
Southeast Asian dance forms
31
Film
Key Programmes
• Masterclasses, talks, and workshops by
film professionals
Students specialising in Film at Year 5 and 6 will explore
film as a cinematic art form and track its development • Student exchange and visits with
through history, theory, and production techniques. partner institutions
They learn to balance theory and practice as well as • Study trips and competition opportunities
deconstruct the film for meanings through its language • Screening of students’ original short films
and grammar. They will understand that film is a cultural
document that allows for exploration of issues ranging
from formal aesthetics to historical representation,
from the regional film industries to transnational
audience reception, including the influence of the time Learning Outcomes
and space in which it is made.
• Develop an understanding of film as
a multi-disciplinary art form
As film is teeming with artistic possibilities, students will
acquire the technical and collaborative skills to create • Acquire the practical and technical skills
original work, which is presented in industry-standard of film production
screening events at the end of each year. • Be able to formulate stories and ideas
in cinematic form
• Be able to critically evaluate film
• Be exposed to filmmaking traditions from
more than one culture or time period
32
Key Programmes
• Individual and small group mentorship
by teachers
• Enrichment programmes conducted by
exemplary local writers
• Showcases and online publication opportunities
In Literary Arts, students learn to critically appreciate • Participation in local writing workshops and
a range of literary works from the point of view of a writers’ festivals
writer while ideating and creating original works. They • Field trips to explore the rich variety of cultures
will explore a range of literary forms such as prose, and traditions in Singapore
poetry, and drama, as well as a variety of writing forms,
like short stories, playscripts, comics, creative non-
fiction and different types of poetry.
Learning Outcomes
Students in the programme will learn the conventions
Students should demonstrate:
and techniques of each form to understand how to
• Deep understanding of the creative writing process
apply these in their own writing. They will also learn to
discuss and reflect on the choices they make in writing • Understanding and appreciation of a range of
and editing. literary forms
• Application of knowledge of literary forms and
By the end of the programme, Literary Arts students a variety of techniques
will be empowered to tell their original stories in
• Versatility, technique and skill in creating original
different mediums and understand that creative
works in the different forms
writing is an art form that constantly evolves.
• Strong communication and collaborative skills
Literary
Arts
Music
Key Programmes
Students specialising in Music will experience
the spectrum of music, from voice and • Performance opportunities
instrumental study, to music theory and analysis, • Learning journeys to concerts of diverse
and composition. They will discover music from musical offerings
around the world and examine the development • Masterclasses by renowned local and
of music across traditions and history. They will also international artists
develop craft, perspectives and dispositions of a
• Creating-related programmes: music
musician, which will enrich their journey in
technology workshops, composition workshops,
any field beyond SOTA .
and collaborations (e.g. with National Gallery
Singapore and National Library Board)
Creating and • World Music workshops by specialists from
Performing Tracks different musical cultures
The Music Faculty offers the Creating and
Performing Tracks to our music students. Music
is an art form that requires both the conceptualisation
and development of ideas, as well as the ability to
express those ideas through an instrument/voice. Learning Outcomes
• Develop critical thinking and listening skills
Creating Track
The Creating Track programme aims to hone and develop • Develop musicianship skills
students’ creative abilities and skills, as well as further • Develop creative approaches to music through
their potential as music arrangers, sound designers, composition and collaborative music-making
improvisers, or composition specialists. • Understand and apply elements and concepts of
music to every aspect of the musical pursuit
Performing Track
• Demonstrate musicianship in solo and chamber music,
The Performing Track programme aims to develop
as well as in improvisational situations
students’ potential in the areas of musical performance,
musical interpretation, as well as musicianship.
34
Key Programmes
• Masterclasses, talks, and workshops by local
Students specialising in Theatre will embark on a and international artists, and arts educators
learning journey that includes aspects of performing, • Regional and international exchanges
directing, playwriting, critique, stage management, with partner institutions
and production design.
• Opportunities to rehearse and perform
studio presentations
Students will gain a creative appreciation and respect
for a wide range of theatre traditions, dramatic styles, • Participation in professionally
forms, processes, practices, conventions, and values simulated productions
through practical experience, as well as develop their • Excursions to professional theatre performances
creative voice and vocabulary. They will discover the
value of theatre in a range of social and cultural
contexts and develop skills and values for
theatremaking and lifelong learning. Learning Outcomes
• Demonstrate an understanding of the practical
and theoretical aspects of theatre, performance,
and design
• Demonstrate understanding of the nuances of
the various theatre traditions, forms, and conventions
• Be able to collaboratively devise theatre with a
keen awareness of society, community, and industry
• Be able to conduct independent research and
reflection with a critical view and global awareness
• Approach viewing and experiencing theatre and
performance with a critical and reflective perspective
Theatre
35
Oedipus 2018
Visual
Arts
Students will gain knowledge and understanding in the formal, theoretical, and
historical aspects of visual arts, and expand their analytical and critical abilities in
art practice, art theory, and art history. Students will also learn
to investigate and document their reflections, interests, ideas,
and art-making processes.
Learning Outcomes
• Demonstrate understanding and application of the
elements and principles of art and design
Key Programmes
• Demonstrate skills, techniques, and processes
• Masterclasses, talks, and workshops by local required to communicate concepts and ideas through
and international artists fine art, design, and digital media
• Learning journeys to local and overseas • Be able to articulate meaning and representation in
exhibitions, festivals, and art institutions fine art, design concepts, and media art studies
• Regional and international exchanges • Be able to create artwork influenced by personal
with partner institutions and cultural contexts
• Collaborations with industry partners and • Be able to articulate personal creative ideas and visual
arts organisations vocabulary through a rigorous process of exploration
and documentation in various mediums and disciplines
• Strong communication and collaborative skills
36
Student
Development
Learning Outcomes
SOTA’s Character and Citizenship Education has the
following learning outcomes that are intentionally
Through various student development integrated into the design of learning activities in the
programmes, SOTA nurtures leaders who will contribute classroom and Student Development Experiences (SDEs):
positively and meaningfully to their community with
their creativity and talents. • Develop self-awareness and self-management skills
These programmes and activities develop to achieve personal effectiveness and well-being,
students’ social-emotional skills and leadership demonstrating passion in our commitments
qualities, and encourage them to contribute • Demonstrate people-centeredness by developing
meaningfully to local and global communities. social awareness and managing relationships for
personal and social well-being
Character and • Act with integrity and humility, and make responsible
Citizenship Education decisions and act on them
SOTA adopts a whole-school and connected curriculum • Be a H.I.P Leader with Passion by contributing
approach to the teaching of character and citizenship. actively to our nation and reflecting on community
We believe that students acquire such knowledge and global issues
and skills through both formal and informal curricula
of the academic, arts, and affective. In turn, we hope *Adapted from MOE CCE Implementation Handbook -
that students embody values and attributes of the IB CCE Learning Outcomes
Learner Profile to become a “H.I.P Leader with Passion”
after six years of education in SOTA . The above outcomes are explicitly taught in
CCE class-based lessons, and integrated in
the appropriate academic and arts curriculum,
as well as various school-based programs.
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Leadership Academy Learning Outcomes
Leadership Academy (LeAd) is a student leadership At the end of their term of service, LeAd students
body that helps students learn about leadership. should:
Students who join LeAd take part in a leadership
• Articulate and display the values of Humility,
development program that focuses on inculcating
Integrity, People-centredness and Passion
values, imparting leadership knowledge and providing
platforms for students to practise leadership. • Possess the traits of the IB Learner Profile as
described by IBO and be able to articulate and display
these dispositions
• Have undergone formal training in The Student
Leadership Challenge and apply the Five Practices.
• Have been part of a group/committee that organised
a major school event/function
• Possess the ability to lead or collaborate with others
on projects to positively impact the school and
Key Programmes
the community
• Leadership Campaign Trail
• Leadership Development Retreat
• Culture building through celebration of
Key school and NE events
• Mentoring of junior leaders by seniors
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Community
Service
Key Programmes
The SOTA Community Service programme aims to
prepare students for lifelong learning and community • Year 3: A 5-month Service, Action in
engagements. It serves to prepare students to Community (SAC) programme
participate fully in today and tomorrow’s world • Year 4: A 5-month extensive project research,
demands, and through the pedagogy of experiential discussion and preparation with the community
learning, it seeks to develop students who will learn to partners, leading towards local Service Learning
appreciate and respect social-cultural diversity, and (SL) community engagements and projects
demonstrate respect and care for the community. We • Years 5 and 6: An 18-month CAS or SL
also hope that SOTA students will use their artistic programme with a wide variety of community
talents to partner and advocate for the larger good, and engagement and activities.
demonstrate the zest for challenge, adventure,
and creative endeavours.
Learning Outcomes
SOTA students are introduced to local service and
• Understand the challenges faced by different
experiential learning community and issues-based
communities, build relationships, and serve members
projects in Year 3, leading towards more rigorous
of the community
community engagement projects at Year 4. These
programmes will pave the way for the Creativity, • Use artistic skills to serve a community, while exploring
Activity, Service (CAS) or Service Learning (SL) projects critical social issues, cross-cultural nuances, and his/
they will undertake at Year 5 and 6. CAS and SL are, her identity as a young artist
respectively, one of the core components of the IB • Enhance personal and interpersonal development
Diploma Programme (IBDP) and IB Career-related through experiential learning
Programme (IBCP).
• Initiate community projects which are sustainable
and add value to the larger community
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Experiential
Education
40
Admissions,
Scholarships,
and Bursaries
Admission Criteria and Scholarships
Talent Academy A host of scholarships is available every year for SOTA
We are looking for students who demonstrate the ability students with outstanding achievements in the artistic,
or potential to complete the International Baccalaureate academic, and affective domains. Students who meet
(IB) curriculum and are passionate and talented in the scholarship criteria will be awarded the scholarship.
the arts. Application is not required.
41
School of the Arts Singapore
+65 6338 9663
enquiries@sota.edu.sg
1 Zubir Said Drive, Singapore 227968
/SOTA.SG @SOTASG
SOTA.EDU.SG
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