How has the music program evolved since you started in 2006?

I began teaching at CIS as a supply teacher before joining the faculty full-time. When I arrived, CIS was 15 years old, spread across three small campuses, and supported by just one music teacher at Toh Tuck. As the school grew, a second music teacher was needed - and that’s when I joined.

From my perspective, the CIS music programme has evolved from meeting basic curriculum standards to becoming a real stand-out. In the early years, music was often taught through combined roles, and while standards were adequate, specialist training was limited. Over time, CIS invested in experienced educators with strong credentials.

Resources grew too. From orchestral and classroom instruments to upgraded inventories, technology, and digital tools that support an evolving pedagogy.

The most significant growth has been in our programmes. What began with mainly classroom-based music has expanded into a vibrant, fully developed offering across primary, middle, and secondary school. Following the 2011 move to the Lakeside campus, ensembles and co-curricular opportunities surged. CIS introduced string, band, and choral ensembles, international festivals and competitions, and a private music lessons programme.

Today, the CIS Academy of Music offers students rich performance opportunities in Singapore and internationally, with a wide range of pathways to develop their musicianship in and beyond the classroom.

Has a student ever surprised you in a way that changed how you think about teaching music?

Several years ago, at the end of the school year, one of my Grade 7 music students left a small gift and a card on my desk while I was out of the room. We had a positive relationship in class - she was thoughtful, engaged, and often asked questions - but I didn’t expect what I found inside her note.

She wrote to thank me for being her music teacher and shared that music had become her favourite subject that semester. She spoke about feeling encouraged, supported, and motivated to put her best effort into every project, and how our conversations after class had helped her learning and future studies.

Her words humbled me and served as a powerful reminder that beyond what we teach, who we are in the classroom is what truly makes the difference for students. As educator Haim Ginott famously wrote:

“I have come to the frightening conclusion that I am the decisive element…”

While I bring subject knowledge, performance experience, and academic training to my teaching, I also bring empathy, enthusiasm, and genuine care. That student’s note reminded me that we never fully know the impact we have - and that, for some students, a teacher can be the most meaningful part of their school experience.

What’s a tradition in music here that you hope never changes and why?

Our CIS music faculty do an incredible job of seeing students for who they can become, not just where they are now. Our teachers consistently offer genuine support, encouragement, and guidance that help students grow with confidence and purpose. This isn’t a philosophy we formally adopted, it's simply an organic part of who we are as a department.

While students rely on us for academic rigour and constructive feedback, what really stands out is the way our music teachers lead with kindness, respect, and care. The arts naturally invite critique and close evaluation, and it’s easy to focus on fine detail and correction. But that’s not what defines the CIS music department. What defines us is a culture of support, positive encouragement, and inspiration and I hope that tradition never changes, because I see firsthand the powerful impact it has on our students’ musical development.