Shi Yun

MA Arts Pedagogy and Practice

2024

Shi Yun grew up in China where she started dancing at the very young age, training in traditional Chinese dance for a decade. In 2019, she graduated with a BA (Hons) Dance from LASALLE College of the Arts, focusing on ballet and contemporary dance training.

Since then, Shi Yun has been working as a CCA dance instructor, teaching Chinese dance and contemporary dance at secondary and high schools. She is passionate about teaching and loves to interact with the younger generation, helping them to gain physical literacy and developing their own potential and ability to express themselves. Shi Yun also has collaborative experience in inter and transdisciplinary studies.

shiyungirl@gmail.com

Work

Teaching philosophy and research interests

My teaching philosophy is deeply rooted in the belief that education should be a transformative and inclusive experience, fostering holistic development and empowering students to reach their fullest potential. I am committed to creating a nurturing and culturally responsive learning environment that celebrates diversity and promotes artistic expression. Central to my philosophy is the integration of somatic practices to facilitate a deepened mind-body connection and enhance students' artistic expression and embodiment in dance.

I believe in the importance of continuously evolving as a dance instructor, staying attuned to emerging pedagogical approaches and cultural shifts. By fostering a collaborative and reflective learning community, I aim to empower students to become creative and critical thinkers, compassionate individuals and lifelong learners.

My research interest lies at the intersection of embodied cognition, somatic training, consciousness learning and cross-cultural education. I am fascinated by the ways in which the body and its interactions with the environment shape cognitive processes, particularly in educational contexts that span diverse cultural backgrounds.

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Thesis abstract

Beyond borders: Navigating cultural identity and pedagogical challenges as a foreign dance instructor in Singapore’s CCA landscape

This study delves into the integration of the Feldenkrais Method into dance education within Singaporean secondary schools, utilising autoethnography to explore the experiences of a dance educator within a multicultural setting. It highlights the intricacies and potential benefits of incorporating somatic practices into educational contexts characterised by cultural and pedagogical diversity. Specifically, it examines how the Feldenkrais Method, renowned for its focus on heightened awareness through movement, can enhance the mind-body connection and elevate students' artistic expression and embodiment in dance.

The research advocates for investigating the integration of adaptive pedagogy, mindfulness practices, and student-centric approaches in dance education. This exploration aims to enhance student engagement and nurture holistic development. The study's findings suggest that these somatic approaches not only contribute to students' physical development but also play a significant role in enhancing their emotional and cognitive engagement, thus fostering a more comprehensive educational experience.

The study also discusses the implications of these findings for educational methodologies and policies, advocating for an approach that prioritises student-centered learning and nurtures creativity within the arts. It underscores the importance of such practices, particularly in multicultural settings, where ensuring educational equity and fostering inclusivity are of paramount consideration.

Work experience

Mar 2023
Singapore Youth Festival
Dance instructor and choreographer

Apr 2021
Singapore Youth Festival
Dance instructor and choreographer

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