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Advances in Social Sciences Research Journal – Vol. 9, No. 9
Publication Date: September 25, 2022
DOI:10.14738/assrj.99.13009. Khir, R., Pawanteh, M., Lajis, A. S., & Stephens, J. (2022). Empowering Informal Learning and Soft-Skill Enrichment Through an Arts
-based Project of Animation among Secondary School Students. Advances in Social Sciences Research Journal, 9(9). 587-596.
Services for Science and Education – United Kingdom
Empowering Informal Learning and Soft-Skill Enrichment
Through an Arts -based Project of Animation among Secondary
School Students
Roselina Khir
School of Communication and Creative Arts
UOW Malaysia KDU, Glenmarie, Malaysia
Murina Pawanteh
School of Communication and Creative Arts
UOW Malaysia KDU, Glenmarie, Malaysia
Ahmad S. Lajis
School of Communication and Creative Arts
UOW Malaysia KDU, Glenmarie, Malaysia
John Stephens
School of Communication and Creative Arts
UOW Malaysia KDU, Glenmarie, Malaysia
ABSTRACT
This research aimed to share with educational stake-holders how informal learning
through an Arts -based project can contribute to soft-skill enrichment among school
learners. The soft skills looked at were based on the 4 C -skills, Creativity, Critical
Thinking, Communication and Collaboration. Secondary school students carried
out an animation project based on a musical theatre during the Covid -19 pandemic,
half of it online, and half through physical meetings. To achieve these objectives,
this research used observation, self-reflection and questionnaires to collect data
from 13 students and responses from 3 virtual critics. The analysis method used for
this research was descriptive analysis. The results showed that specific arts
ensemble activity such as creating a performance or animation is able to produce
high level of generalized group production skills. The module can be used as
indicators for future arts project collaboration with the 4C’s as the final outcome.
These participants believed that an arts-based project had opened up their minds
and outlook beyond school exams.
Keywords: informal learning, soft-skill enrichment, arts-based project, secondary-school
students, beyond school.
INTRODUCTION
In 2002, the Partnership for 21st Century Skills (P21) [1] had started to look at the skills
students needed to be successful citizens beyond school. They identified a set of four essential
skills they call the 4 C’s: critical thinking, creativity, collaboration and communication. Critical
thinking, collaboration and communication can be somewhat assessed as formal qualities as
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 9, Issue 9, September-2022
Services for Science and Education – United Kingdom
they can be demonstrated relatively easier as compared to creative behavior. Yet, creativity is
one of key goals in the Twenty First Century [2]. This research implemented an arts-based
project among secondary school students as a means of engagement and assessment of the
creative element. Overall, it explored how young learners can be assessed in creativity, critical
thinking, collaboration and communication skills through informal learning.
Validation of non-formal and informal learning is a challenge [3] mainly because the relevant
learning takes place outside of formal education. Assessing the processes of creativity such as
a performance require many learning indicators as the outcomes are diverse. There are so
many tasks to perform besides creating a product, it also involves making connections to real
world issues, making connections to everyone involved, analysis and making decisions. In the
Arts, we look at the degree of imagination exercised and the ideas generated in the pursuit of
being creative, yet not abandoning the demonstration of some critical pursuit, connecting
learning to meaningful issues in life, and inspiring moral action. [4].
Project based learning (PBL)1 has always been lauded by the Ministry of Education in the
country as an effective means to connect students to real world issues and problems with an
authentic audience and with the community [5] Implementing PBL in a classroom is a challenge
as the syllabus has to be completed in due time. According to a study done by Moses, S. Symaco,
L., Tee M.L [6] teachers in schools believe they can help students cultivate thinking abilities but
achievement scores, industry feedback and community response suggest that students are
struggling.
That was the reason a few researchers decided to work with national secondary schools
through a project through their co-curriculum, a compulsory requirement before students
leave schools. Initially, the project was meant to be a physical interaction carried out in the
selected schools with learning-appropriate goals through an Arts-based project. Permission
was sought from the Head Mistresses of the two schools before COVID-19 struck the globe.
In Malaysia, schools were first closed from March 18 2020 disrupting learning for five million
students. Primary and secondary schools later resumed in phases from July 15 onwards and
shut again from Oct 14 in some areas due to a surge in COVID-19 cases. All schools nationwide
were subsequently closed on Nov 9. This meant students in Malaysia only attended school in
person for about five to six months in 2020. Thus, co-curriculum activities were scratched.
1 LeapEd Services Sdn. Bhd: Project-Based Learning (PBL) is a teaching method for students to learn by engaging
actively in real life and in projects
Needs collaborative and teacher guidance
2) Focus on the process students produce their products and end results
3) Student oriented, ideas and solutions come from students. The teacher acts as a catalyst or coach.
4) Students will determine their own end result/ product. In PBL, every student does not necessarily produce the same
product.
5) The product is presented to a real audience. Teachers can use new millennium mediums such as vlogs, blogs or youtube
6) Built Based on real world experience or issues
7) Student learning occurs through the experience of completing a project.