Arts Education & Outreach Module Assignment and Programme with Lions Befrienders

3 Feb

What I Did.

In my first year of the Diploma in Arts Business Management at Ngee Ann Polytechnic, I participated in a Service-Learning Programme with Lions Befrienders under the Arts Education, Outreach, and Community Arts module. The project required students to design an arts-based initiative that could meaningfully connect people across different generations, with a focus on making the arts accessible and relevant to seniors. I developed To a New Year! a Chinese New Year-themed programme created to encourage intergenerational bonding between seniors and student volunteers. My responsibilities covered the full scope of the project, from sourcing materials and handling logistics to designing the programme logo in Adobe Illustrator and shaping the creative direction. At the heart of the event was a clay art workshop where participants crafted air-dry clay models inspired by festive traditions. This workshop was more than an activity, it became a shared space where creativity prompted storytelling, and seniors were encouraged to express personal memories while volunteers learned to listen and respond through art.

To build on this foundation, I incorporated a range of activities designed to engage participants with different interests and personalities. These included a karaoke segment to encourage light-hearted interaction, a curated Chinese New Year playlist to set a festive atmosphere, and a quiz on cultural traditions to stimulate both memory and conversation. A surprise element came in the form of a playful Cai Shen Ye cosplay, which created moments of laughter and broke down formality between seniors and volunteers. Traditional festive treats were also distributed, reinforcing the sense of hospitality and warmth associated with Chinese New Year gatherings. Each of these additions was intentional: they not only entertained but also reflected the cultural significance of the season, ensuring participants felt included in both familiar and new experiences. My focus throughout was on creating an inclusive environment where seniors and students alike could celebrate together, not as separate groups but as one community bound by shared traditions and joy.

What I Learned.

Taking this project from concept to delivery gave me valuable insight into the realities of community arts work. Coordinating with student volunteers required clear delegation and communication, while managing the programme’s logistics demanded careful planning and flexibility. The most meaningful learning, however, came from working directly with seniors. Many were hesitant at first, whether due to language differences, mobility challenges, or simple unfamiliarity with arts activities. These barriers required me to adapt constantly, initiating conversations to build comfort, offering step-by-step guidance during the clay workshop, and encouraging participation without placing pressure. Over time, these small adjustments built rapport, and I saw how a thoughtful approach could transform reluctance into engagement. This showed me in a tangible way how the arts can serve as a bridge, not just for creative expression but for building trust, confidence, and connection.

Equally important was applying what I had studied in the classroom to a real-world context. Theories about inclusivity, cultural awareness, and outreach took on practical meaning as I designed a programme that reflected the social and cultural contexts of the seniors. I realised how community arts initiatives, when designed with intention, can directly address pressing issues such as loneliness, disengagement, and social isolation. The positive feedback from Lions Befrienders, along with the smiles and enthusiasm of the seniors themselves, was evidence that the programme had resonated beyond its immediate activities. This affirmed that community arts can go beyond entertainment, they can create platforms for empathy, preserve cultural traditions, and foster a sense of belonging. Recognising this deepened my perspective on the role of the arts in society, and it also made me determined to explore how small-scale projects can ripple into lasting community impact.

Goals for Continued Learning.

Having gained this foundation, I want to build on the experience by strengthening both my creative and managerial capacities. My immediate goal is to participate in workshops and training sessions that focus on inclusive facilitation, strategies for audience engagement, and methods for working effectively with seniors and intergenerational groups. These opportunities will give me structured knowledge to complement the practical lessons I have already learned. I want to refine my ability to design programmes that are not only culturally sensitive but also actively participatory, where community members feel empowered to contribute their voices and experiences. For me, success lies not in creating an event for a community but in building an event with the community, where the arts become a shared process rather than a product delivered to an audience.

Looking further ahead, I aspire to take on leadership roles in larger-scale community arts projects. I want to guide volunteers, manage cross-functional teams, and oversee initiatives from concept through to completion, while ensuring that inclusivity and cultural awareness remain at the core of each project. My long-term goal is to create environments where communities see themselves reflected in the cultural experiences offered, and where their heritage and stories are given space to thrive. This project with Lions Befrienders strengthened my commitment to becoming an impact-driven, culturally sensitive arts manager. More importantly, it clarified my vision of how the arts can function as a bridge, linking generations, deepening mutual understanding, and sparking meaningful connections that last beyond a single event.