Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/14062
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dc.contributor.authorLee, Jean Say Ying.en_US
dc.date.accessioned2008-10-20T11:22:47Z-
dc.date.available2008-10-20T11:22:47Z-
dc.date.copyright1998en_US
dc.date.issued1998en_US
dc.identifier.urihttp://hdl.handle.net/10356/14062-
dc.description.abstractThe visual arts offer the child the opportunity to develop creative and intuitive approaches to problem solving and provide a balance to the child's school programme with its emphasis on science and mathematics. Earlier national focus on building a unified system of education for all races and on responding to economic pressures of a fledging independent nation in the 1960s, has given way to the development of thinking skills and the nurturing of creativity and a society appreciative of the arts and culture. Paradigms have to be changed. Schools have to re-examine their goals as students have to learn not only how to think but how to think critically and creatively and to be appreciative of the arts.en_US
dc.format.extent206 p.en_US
dc.language.isoenen_US
dc.subjectDRNTU::Social sciences::Education-
dc.titleBrain hemisphericity in art and non-art elective students (express) and implications for curriculumen_US
dc.typeThesisen_US
dc.contributor.supervisorYeap, Lay Lengen_US
dc.contributor.schoolNational Institute of Educationen_US
dc.description.degreeMaster of Educationen_US
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