Pamela Costes-Onishi
Biographic Data
| ID | 644204 |
|---|---|
| NAME | Pamela Costes-Onishi |
| GIVEN NAMES | Pamela |
| FAMILY NAME | Costes-Onishi |
| SIGNATURE | COSTES-ONISHI P |
| AFFILIATIONS | Nanyang Technological University |
| ORCID | 0000-0003-2356-5453 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Cultivating multicultural dispositions through artistic pedagogy
This study examines how Artist Educators (AEs) cultivate multicultural dispositions in Singapore’s harmony-driven and exam-oriented school system. Drawing on 60 lesson observations and 30 interviews, we identified two pedagogical processes – critical thinking through empowerment and understanding positionality of power – through which AEs foster reflexivity, empathy, and awareness of cultural narratives. These processes reflect AEs’ dispositions …
Integrating aesthetic experience and inquiry-based learning
This study examined the relationships between teacher knowledge, beliefs, and practices of 40 Singapore primary school teachers who were teaching either music, visual arts, or social studies to investigate their enactment of inquiry-based curriculum in their subjects. The paper provides an Aesthetically Infused Inquiry-based Learning (AIIBL) framework that fuses aesthetic inquiry with inquiry-based learning to enhance students’ learning experienc…
Inquiry-based learning in music
Many scholars have advocated the addition of more intellectual activities in music classrooms, the most prominent being critical thinking through inquiry. Inquiry-based learning (IBL) has been recognized as necessary for teaching and learning that increases critical thinking skills and dispositions. This study describes an extensive list of indicators that could ascertain the pedagogical practices and intellectual quality of knowledge work indica…
Technical skills vs meaning-making
Moving inquiry-based learning forward
The challenges of the 21st century place inquiry as a necessary pedagogical orientation to educate young people for the future. In Singapore, inquiry-based learning is a core feature in social studies and the humanities subjects (geography and history) and has been extended recently to curriculum in the arts. Its centrality in the education system has been well acknowledged by Singapore’s Ministry of Education. However, an examination of research…
Multicultural music education in Singapore primary schools
Multicultural music education is often approached simply through the exposure of students to different world musics. This “cultural supermarket” approach to teaching diversity in the classrooms is re-examined in this study by drawing attention to the need for a broader curriculum reform. Using the Singapore primary school music teachers as cases, this article examines the following: (1) the reported innovative changes brought about by the Advance…
Drumming for community building
This article is based on the commissioned research report submitted to the National Arts Council (NAC) of Singapore on the Community Drumming Network (CDN). The eight-month-long qualitative field research is a collaborative project by the NAC and the UNESCO National Institute of Education Centre for Arts Research in Education (UNESCO NIE-CARE). The two main objectives of the research are: (1) to gain insights into the social impact of the CDN; an…
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Drumming for community building
This article is based on the commissioned research report submitted to the National Arts Council (NAC) of Singapore on the Community Drumming Network (CDN). The eight-month-long qualitative field research is a collaborative project by the NAC and the UNESCO National Institute of Education Centre for Arts Research in Education (UNESCO NIE-CARE). The two main objectives of the research are: (1) to gain insights into the social impact of the CDN; an…
Multicultural music education in Singapore primary schools
Multicultural music education is often approached simply through the exposure of students to different world musics. This “cultural supermarket” approach to teaching diversity in the classrooms is re-examined in this study by drawing attention to the need for a broader curriculum reform. Using the Singapore primary school music teachers as cases, this article examines the following: (1) the reported innovative changes brought about by the Advance…
Moving inquiry-based learning forward
The challenges of the 21st century place inquiry as a necessary pedagogical orientation to educate young people for the future. In Singapore, inquiry-based learning is a core feature in social studies and the humanities subjects (geography and history) and has been extended recently to curriculum in the arts. Its centrality in the education system has been well acknowledged by Singapore’s Ministry of Education. However, an examination of research…
Inquiry-based learning in music
Many scholars have advocated the addition of more intellectual activities in music classrooms, the most prominent being critical thinking through inquiry. Inquiry-based learning (IBL) has been recognized as necessary for teaching and learning that increases critical thinking skills and dispositions. This study describes an extensive list of indicators that could ascertain the pedagogical practices and intellectual quality of knowledge work indica…
Technical skills vs meaning-making
Cultivating multicultural dispositions through artistic pedagogy
This study examines how Artist Educators (AEs) cultivate multicultural dispositions in Singapore’s harmony-driven and exam-oriented school system. Drawing on 60 lesson observations and 30 interviews, we identified two pedagogical processes – critical thinking through empowerment and understanding positionality of power – through which AEs foster reflexivity, empathy, and awareness of cultural narratives. These processes reflect AEs’ dispositions …
Integrating aesthetic experience and inquiry-based learning
This study examined the relationships between teacher knowledge, beliefs, and practices of 40 Singapore primary school teachers who were teaching either music, visual arts, or social studies to investigate their enactment of inquiry-based curriculum in their subjects. The paper provides an Aesthetically Infused Inquiry-based Learning (AIIBL) framework that fuses aesthetic inquiry with inquiry-based learning to enhance students’ learning experienc…
Curriculum (4 works) · Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · Art Education and Development (3 works) · Mathematics education (3 works) · Political science (3 works) · Socioeconomic Development in Asia (3 works) · The arts (3 works) · Diverse Music Education Insights (2 works)