Engaging Participants

Lee Yin Tsang Dexter

We used “yes” and “why not” very often in the creative classroom. As long as we all agreed, we would then look into it together.

Our creative classes focused on life education — from plants, animals, and people around us to ourselves — through observation, understanding, and emotional expression through creation. Each discovery proved fascinating to me because we were all involved, even the everyday flowers and plants and many other things I had never noticed before.

In a creative classroom, mundane tasks hold new meaning, rekindling our natural curiosity and making life more interesting.

Lee Yin Tsang Dexter
Creative Practitioner
Jockey Club Arts-based Cross Curriculum Creative Learning Project

Yau Ki Nok Freddie

I have an innate curiosity and am particularly interested in all of the AFTEC’s creative classes. I’ve been exposed to various artistic mediums, such as music and visual arts, but the creative classes at AFTEC allowed me to learn things I wouldn’t have otherwise. It broadened my perspective. After interacting with the creative practitioners, I believe they all have unique concepts. Sometimes, it is difficult for me to understand what they think, so I’m curious to find out more. AFTEC classes were very beneficial for us and I really hope to attend more in the future!

Yau Ki Nok Freddie
Student
HHCKLA Buddhist Ching Kok Lin Association School
Jockey Club Arts-based Cross Curriculum Creative Learning Project

Yuko Wong

I enjoyed AFTEC’s family learning programme. It enabled us to explore unfamiliar topics and understand new perspectives. I was fascinated by the findings when I was able to tap into the unknown. Hong Kong has a passive education system so creativity needs to be encouraged. I am grateful that AFTEC has nurtured a community of parents and students who are keen on creativity. It has inspired me to see how hands-on learning experiences can unleash children’s creativity and potential. 

Yuko Wong 
Parent  
AFTEC Creative Learning Series

Kate Reilly

Young Theatre Makers recognises that given the opportunity, young people are eager to analyse and interpret plays as texts. And, in so doing, young people develop greater appreciation for themselves and how they can contribute to a theatrical production or society at large.

The programme offers curious drama instructors the most rewarding theatrical experience possible. Young actors who learn to read plays critically formulate their own singular interpretations of the story and their character’s place within it. I get to hear all of these sharp, thoughtful, inspired theories and help the students to put them into practice. What’s better than that?

Kate Reilly
Drama Tutor 
Young Theatre Makers

Fung Hiu Nam Hannah

Working on art projects with my classmates has taught me to recognise each person’s different characteristics. Looking at their works, I realised they had unique ideas which fueled my desire to learn more about them. I learned about creativity and all kinds of knowledge and I have many fond memories of the classes. The teachers actively listened to our suggestions and were open to our ideas!

Fung Hiu Nam Hannah
Student
Christian & Missionary Alliance Sun Kei Primary School (Ping Shek)
Jockey Club Arts-based Cross Curriculum Creative Learning Project

Yeung Chunto

I grew up in an international school so I am quite disconnected with my Chinese heritage. Despite having Chinese History lessons, I find them boring, long-winded and there are too many names to remember. Theatre is a captivating art form. Intentions and personalities are revealed through dialogue and action, so names are less of a barrier.  

I enjoyed playing the villainous Cao Cao in Strategy as it allowed me to explore a side of myself that I rarely share in public. That makes this character even more intriguing to me, as I try to channel my emotions and find ways to sympathise with and rationalise Cao Cao’s cruel behaviours. 

Yeung Chunto
Actor 
From Page to Stage® 2024 – Strategy

Anna Hung

AFTEC’s creative classroom has broadened my interest in the arts beyond physical creation. It has opened my eyes to the beauty of the arts in all its forms, including in space, nature, and the surrounding environment. While I’ve always had a natural curiosity, AFTEC’s training and lessons have helped me observe and appreciate things more sensitively, including exploring the thoughts and emotions of others. This has helped me become less judgmental and more open-minded. When it comes to perception, I’m now adopting the “both of us are right” attitude. Cultivating curiosity, both in the world around me and in people, has provided me with positive energy and enriching experiences.

Anna Hung
Teacher
St. Rose of Lima’s School
Jockey Club Arts-based Cross Curriculum Creative Learning Project

Wong Yin Mei

AFTEC’s programme allowed me to expand my creative thinking and strategies to encourage student creativity. Networking with creative practitioners, experimenting with various artistic forms, and collaborating with teachers and creative practitioners in the classroom, not only inspired me but also expanded my horizons. My curiosity motivated me to think more deeply, appreciate the arts, and observe the world around me. I hope to collaborate with teachers and creative practitioners to generate new ideas in the creative classroom and have fun with students while creating art.

Wong Yin Mei
Teacher
Tuen Mun Government Primary School
Jockey Club Arts-based Cross Curriculum Creative Learning Project

Cally Yip

The arts prompt us to consider and discover the fascinating aspects of “ordinary things” in our daily lives. A line can elicit boundless imagination; it can also interact with our body. By fostering the curiosity and creativity between each of us, the arts allow us to step outside of our comfort zones and discover new and deeper connections with the world.

Cally Yip
Workshop Tutor
Serendip – Take a Line for a Walk

Ko Bin Lin

During the three-year creative learning journey, we learnt about the unlimited possibilities of life and creativity through different challenges, experiences and practice. I learnt the value of teaching and accepted that I can grow and adapt. Our relationship evolved from collaboration to teamwork based on a common goal. During this process, through mutual understanding and trust, we came to recognise the significance of this programme. 

In the future, I will continue to use my curiosity to motivate myself and enjoy learning from experiences and challenges to become more adaptable and strategic in my personal and professional life.

Ko Bin Lin
Creative Practitioner
Jockey Club Arts-based Cross Curriculum Creative Learning Project

Leung Yan Yuet

The plays available were very intriguing. I was curious about how the plots and characters could be interpreted. Naturally, I was invested in the plot of our play. I had the opportunity to immerse myself in a character to whom I may not be able to relate. We had many sessions to discuss the characters and how they approached different problems to make the characters more realistic. The process made me understand that dialogue can be expressed in many different ways.  

Overall, the programme has reinforced my interest in acting. I am also more open-minded to the ways I can learn and improve from other actors.

Leung Yan Yuet
Student
HKBUAS Wong Kam Fai Secondary and Primary School
Young Theatre Makers

Chung Tsz Shun Jarvis

My interest in studying Chinese and visual arts was piqued by AFTEC’s creative classroom, which also encouraged me to think more and ask more questions. During visual arts, I gained confidence in trying new things and drew lots more using creative learning techniques, such as “see, think, wonder”.

Chung Tsz Shun Jarvis
Student
Tuen Mun Government Primary School
Jockey Club Arts-based Cross Curriculum Creative Learning Project

Sing Jantzen Tse

In AFTEC’s creative classroom, teachers and creative practitioners collaborated to develop an interactive enquiry-based learning model. Student feedback frequently tested the teachers’ knowledge and teaching skills. For me, this was the most fascinating and thrilling part. Students responded quickly and unpredictably as the teachers stimulated and teased them, who in turn enjoyed the laughs brought about by the diverse answers. The battle of wits demonstrated the value of experimenting in the creative classroom while always leading the class back to the learning objectives. The children’s honest and straightforward responses were really satisfying. 

Sing Jantzen Tse
Lead Creative Practitioner
Jockey Club Arts-based Cross Curriculum Creative Learning Project

Robin Hedley

As teachers, we too often forget the power of a curious student. Inspired and motivated for their own exploration, the curious student tries harder, takes more positive risks with their language and expression and enjoys the subject more. What teacher wouldn’t desire these traits in their students and do whatever possible to cultivate them?

This programme is a great starting point for the aspiring curious teacher. All the effort it took to escort a band of unenthusiastic students to a new play was made worthwhile on the return journey to school afterwards, when the casual giggles and chatter confirmed that a curiosity for language, drama and expression had been kindled in everyone. 

Robin Hedley
Teacher 
Hong Kong True Light College
From Page to Stage® 2024 – Strategy

Kaja Chan

When the idea of making a documentary about Bravo! graduates was first proposed to me, the central question of the documentary popped up instantly: how do Bravo! prepare graduates to navigate their careers in a fast-paced and fluctuating climate?

From the very first day of Bravo!, our tutors insisted that we ask questions. They expected us to be independent and engaged learners and be brave enough to accept not-knowing. Eventually this practice became a habit. I now find myself constantly questioning everything I watch, everything I see, everything I think I know about life, society, people, behaviours…

Kaja Chan
Creator
Beyond Bravo