Painting myself a lovely world (with a Dottieshop Watercolour Kit)

Although I am fairly handy at crafty things, I don’t actually have much skill in drawing and painting. Especially painting with watercolours. My own experience of watercolour painting as a child has been less than stellar. I always associated it with muddy faint colours and stiff bristled brushes that splayed out into stars. In short, I’m not very good at it and I’ve always felt that it’s a messy activity.

That is, until I started university and came across this daytime television programme called ‘Watercolour Challenge‘.

In ‘Watercolour Challenge‘, three amateur painters were given four hours to render a particular landscape in watercolours. I was always amazed at how neat and tidy the painters looked during the whole affair. None of them wore smocks to protect their clothes or required sheets of newspaper to catch stray drips. At the end, they rendered vividly coloured paintings, some in very intricate detail.

A few years ago, I tried learning watercolours on my own, with very little success. I simply did not have any clue what tools or paints I needed, nor how to go about applying brush to paper.

This is why I count myself very lucky to be one of the testers of the ‘Hello Spring’ watercolour kit from Dottieshop! Thanks so much for letting me try out the kit, Dot!

The ‘Hello Spring’ watercolour kit comes with instructions for painting some gorgeous spring flowers (cherry blossoms, roses and anemones), a set of good quality watercolour paints prepared in a palette, special watercolour paper and a water brush. This all fits into a neat little pink folder, which makes the whole set very portable!

What I particularly liked about the kit were the precise and clear instructions on how to use the brush and the watercolours, as well as the step-by-step guides on painting different flower blossoms. I found the thoughtfully written painting guides especially helpful, and within my first attempt I was able to produce a rather decent looking cherry blossom!

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My first attempt at watercolours using the ‘Hello Spring’ kit

I was very pleased with how the flowers turned out, after following the Dottieshop instructions! The Barn Owl was pretty impressed too, and that means a lot coming from him – he took Art as an ‘A’ level subject.

Best of all, there was hardly any clean up or mess involved. In fact, I have since realised that the kit is so complete that I don’t need to use anything else other than a clean, dry rag for wiping off my paint brush in between changing colours.

I do have to be rather careful in keeping and transporting the paint palette, however, as the watercolour paints grow brittle as they dry and sometimes little flakes may chip off if the palette gets jostled about, so I try to keep the paint set lying flat when it is not in use.

It wasn’t too difficult to use the brush techniques from the Dottieshop kit and extend that to paint other types of flowers and foliage.

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My watercolour studies of flowers and leaves

Since trying out the kit, I have found myself stealing a few minutes here and there during the day to do a little watercolour sketch. It really does refresh a tired mind!

Apart from the Hello Spring Watercolour Kit (which I think is a true bargain at SGD46), Dottieshop also has a Floral Illustration Kit (SGD36) as well as a Brush Calligraphy Beginners Kit (SGD33). These are great starter kits for beginners and would also make lovely gifts! Dot also runs workshops at Artify Studio – which I really hope to be able to attend some day.

P.S. To order one of the Dottieshop kits, just email dottieshop@gmail.com or leave her a message on Facebook or Instagram

Science in the kitchen: Eggs and Vinegar

So, J asked if he could perform an experiment at home that he read about in one of his Horrible Science books. I had a look at it and realised that we had all the ingredients in our kitchen and nothing seemed explosive or particularly messy…so why not?

Warning: Science! Also puns. Lots of EGG-ceptional puns. You’re going to crack up. Seriously. Omelettin’ this happen, yo. 

J’s Question: What happens when you soak eggs in vinegar?

What we used to answer J’s Question:

  1. One hard boiled egg
  2. One raw egg
  3. Vinegar (we used apple cider vinegar, but white vinegar probably works best)
  4. Glass jars of roughly the same shape and size.

What we did to answer J’s Question:

1. Label the jars and place the respective eggs inside.

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2. Cover each egg with an equal amount of vinegar and watch the science happen.

  • J’s Observation #1: Bubbles appeared on the surface of the eggs
  • EGG-CITING SCIENCE! The acetic acid in the vinegar reacted with the calcium carbonate of the eggshell, releasing carbon dioxide gas as bubbles!

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3. Leave the eggs in the vinegar for three days. Check on the eggs and see if there is more science happening

  • J’s Observation #2:There is a yucky white scum floating on the surface of the vinegar
  • EGG-CELLENT SCIENCE! Calcium acetate is a the other byproduct of the chemical reaction between the vinegar and the eggshell, and is a white solid at room temperature.

4. Remove the eggs from the jars and rinse away the vinegar (and any residual eggshell) under running water. Remember to EGGS-ercise caution whilst doing this.egg-vinegar-experiment-science-membrane-diffusion

5. Place the eggs on a plate and allow them to dry. Compare the two eggs.

  • J’s Observation #3: Both eggs have a smooth and waxy surface. The raw egg is much bigger than the boiled egg (Debs G: It is EGG-ceptionally large) after it has been soaked in vinegar
  • EGG-STREME SCIENCE! The eggshell completely dissolved in the vinegar. Underneath the eggshell is the egg membrane. Some of the water from the vinegar has moved across the membranes to the inside of the raw egg, but the contents of the egg did not leak out. This is because the egg membrane is semi-permeable and allowed only certain sized molecules through. The egg membrane is stretchy, so the egg swelled as the water moved inside it. Water moved inside the egg because the contents of the egg contained less water than the vinegar outside the egg. The process where a solvent (such as water) moves from a lower concentration solution (such as vinegar) to a higher concentration solution (such as egg white) is called osmosis.

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6. Drop both eggs from increasing heights and see what happens.

  • J’s Observation #4: I can see the yolk wobbling about inside the raw egg but not in the boiled egg. When I dropped them, both eggs bounced but when I dropped them from very high up, the raw egg burst like a water balloon (Debs G: It was EGGsplosive). The raw egg is liquid, but the boiled egg is solid.
  • EGG-TRAORDINARY SCIENCE! Eggs are full of protein. Proteins are made up of amino acids. When the egg is boiled, the heat messes up the amino acid bonds that hold the proteins together and give them a particular shape and form. The egg protein changes in form and appearance, becoming hard and solid. When proteins change from their original form into a new form, this is called denaturation.

So, don’t be a chicken. Get cracking and hatch a plan to make Science happen in your own kitchen!

These are the yolks, kid. These are the yolks.

 

Introducing your child to a New Baby

Last year, I wrote about how The Barn Owl and I prepare our kids to welcome a new baby into the family. Since then, I’ve had messages from other parents wondering how we prepare our kids to meet their new sibling for the first time.

J and Little E love their little brother Thumper to bits, and they both help me out a lot at home by looking after him and playing with him, which I am very grateful for. When they met him for the first time, they were both so excited and so happy to see him! They absolutely couldn’t get enough of him.

I was so glad that the groundwork we had laid in the months previously really paid off!

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J and Little E meeting Thumper for the first time

I think it is really important for the new baby to make a good impression on his or her older sibling as well. The Barn Owl and I always try our best to make sure that not only our older kid is mentally and emotionally prepared, but that the baby is also ready to meet them too!

So here’s:

Debs G’s Guide to Introducing your Child to a New Sibling

  1. Prepare your child for a special solo adventure. You’ve probably already made arrangements for who will be looking after your older kids when you head off to the labour ward. The kids have to know that they will be spending at least one night away from both Mummy and Daddy, so it’s worthwhile letting them have a taste of this experience at least once beforehand so that they have something to look forward to. This is a no-holds barred opportunity for grandparents or relatives to coddle and spoil the children and otherwise turn their stayover into a junk food fueled paradise of fun. I also took advantage of this opportunity to squeeze in a date night with The Barn Owl (fancy restaurant and a movie) and to have a lavishly indulgent lie-in the next day.
  2. It’s all about Daddy now. In the month or so leading up to the end of your pregnancy, it will be time to let Daddy take the reins with the kids, especially with regards to the baths as well as the evening and bedtime routine. After all, you will need to be able to devote time to the new baby without your kids feeling abandoned – and Daddy will have to practice putting the kids to sleep on his own since he may have to spend a day or two doing that anyway.
  3. Resist the urge to have the children brought to you immediately after labour. If you are anything like me, you are the sort of person who does not want their children in the labour room with you. My reason for excluding the children from the birth is because I knew from previous experience, that I am an emotional and otherwise unpleasant person during labour, and I do not want to traumatise them. After labour, when both I, my husband and the baby are exhausted and messy-looking, I think that seeing the kids immediately would not be a pleasant or reassuring experience for them (even though it would be a reassuring experience for me). I feel that it is better for them to hear my cheerful voice over the phone, then for them to look at my exhausted face and see me with all the tubes and urinary catheter in situ. Even if I reassure them verbally, they will still worry for my well-being after observing me in that condition – and I don’t want them to ever resent the new baby.
  4. Do not hog your husband – the kids need him. After labour is over, and both baby and I are nicely cleaned up and waiting to be transferred to the ward, this is when The Barn Owl leaves and goes home. He does not stay over in the hospital with me and he does not spend every waking moment in the hospital with me in the days to come. Yes, it’s lonely being in hospital on my own, but really, I do not need him with me anymore – I can get on with the breastfeeding and everything on my own or with the help of the nurses – so it would be selfish to keep him in hospital with me when the other children need him much more. Let him go home, reassure the kids, show them pictures of the new baby and sleep comfortably in his own bed.
  5. Timing is everything. First impressions count, so I always make sure that both I and the new baby are looking spiffy when the older sibling(s) arrive. The best time to do this is in the mid-morning after the doctors ward rounds and baby checks, and just after the baby has had a full feed and has had a nappy change. This will mean that the baby is in a good mood, maybe even alert for a few minutes. I always make sure that my hubby gives me a heads up before coming to the hospital with the kids, so that I have time to prepare the baby! I also make sure that the baby is lying happily in the bassinet on the far side of the room when their big brother/sister arrives, and not in my arms or being breastfed. If I’m still breastfeeding or changing the baby when they get to the hospital, I tell my husband to distract the kids until we are both ready. I want the older kids to walk in the room and see me waiting for them with open arms! This allows me to literally show them that the baby has not displaced them in my affections!
  6. Greet and cuddle the new big brother/sister first before doing anything else. The first thing that I do is cuddle the older child, making sure that he or she is happy and contented. They need that reassurance that you are still there for them.
  7. Stay by their side until they are ready to see the baby. Once we’ve finished greeting each other, I wait for my kids to ask permission to see the baby! Usually once the kids have ascertained that I am well, they will start to clamour to see the baby. I don’t get up to bring the baby to them either. I sit right next to them and ask their daddy to push the bassinet to the bed, or I hold their hand and walk with them to the bassinet.
  8. Give them space. Your child is going to be more excited about seeing you again than seeing the new baby – mostly because the baby is still just a small blob that lies there and doesn’t do anything. Do not be surprised if after a few moments frowning at the baby in the bassinet, your child wanders off to go look out the window and otherwise appears to be disinterested in the baby. Use this time to thoroughly spoil your older child with attention, and don’t keep trying to draw them back to the baby or pester them with questions about the baby (“Do you like the baby? Huh? Do you? DO you?”). Be cool. It just takes them a longer time to process this whole event, which is really quite overwhelming! They’ll eventually warm up to their new sibling and want to hold it, and take pictures (which will be your cue to make an almighty fuss of them), but if they don’t feel like doing any of that right now, don’t sweat it or it’ll become forced and unpleasant. There will be plenty of opportunities for you to see that sibling bond forming!

Developing A Growth Mindset in Kids or, Astronaut Training Camp – A foundational skills workshop by The Little Executive (A Review)

Back in 1995 when I was in Smartypants Class in secondary school, I did a school research project on highly intelligent “gifted and talented” children – partly because I could and partly because it pleased me to think that I was experimenting on my classmates.

My project was an independent study on children who were identified via the use of standardised testing to have IQs within the top 0.5 percentile of their peers. I wanted to compare the emotional and social development of “gifted and talented” children to that of their peers to find out if there was any real or perceived difference.

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Case in point: Debs G going to Smartypants Class (Picture Credit: The Far Side of Gary Larson)

One of the things that I discovered whilst working on this project is that there are a great number of “gifted and talented” children who are also seen to be underachievers by their teachers and that this in fact a rather common phenomenon. I also realised that in my particular cohort of students, these underachievers were from the group of girls who entered the Smartypants Class at 10 years old during Primary School, and were known to be the “Black Sheep” of the class. These black sheep did comparatively poorly on standardised tests as compared to their peers. It was a mystery as to why this should happen, when they had so much potential so as to be identified as “gifted” at a younger age!

Through surveys of my classmates and their parents, I found out that many of my friends believed (as I also did) that success is based on personal aptitude. Amongst ourselves, we would go through great lengths to prove our God-given cleverness to each other, claiming not to have studied for tests or exams as well as making sport of classmates who did work hard in order to score well, calling them “muggertoads”. In fact, so much of our personal identity was wrapped up in being in the Smartypants Class that one of the biggest fears that we had was that of failure – especially if we had bothered to put in effort – because it would prove that we weren’t special at all.

Sad, right?

As part of my project research, I found a book called “Learning and Motivation in Children” at the Smartypants Centre library, and there was an article about how children’s perceptions of their own intelligence affected their ability to learn. In a nutshell, it showed me exactly what I already knew from observation – that kids who were told early that they were smart and talented also became perfectionists who stopped trying when they couldn’t be perfect straightaway. This was called having a ‘fixed mindset’. This article affected me profoundly, as I realised that putting too much stock in my own innate intelligence and abilities instead of valuing persistence and hard work could hold me back from achieving my personal goals.

I didn’t know this at the time, but one of the authors of that article, Carol Dweck, went on to publish many more articles and books about an individual’s implicit theory of intelligence and the importance of children developing and thinking with a growth mindset. She is currently one of the world’s leading psychologists in the field of development and motivation. In her research on learning and motivation, she found that having a growth mindset is a key feature of people who are internally motivated and who are also more likely to succeed when faced with challenges both in school, in work and in life.

Now, as a parent, I have been trying to teach J and Little E  to work hard and persevere, to be self-aware and learn from criticism or setbacks. These are important foundational skills that I feel are important for them to develop at a young age.  Now, I realise that determination, persistence and perceptiveness are considered to be traits which most people will develop on their own through personal life experience, however, it is becoming quite clear that not everybody has the opportunity to figure these things out before they enter the workforce. This is why even our National University of Singapore has set aside a special department, The Centre of Future Ready Graduates, in order to equip all their tertiary level students with these skills!

However, I’m not an expert in education and pedagogy, and all I am doing is trying to muddle through and guide my kids in the best way that I can. When Michelle, co-founder of The Little Executive, contacted me to ask if I would be interested in sending J and Little E to an Astronaut Training Camp during the December holls last year, I was more than happy to oblige!

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J and Little E having fun at Astronaut Training Camp with The Little Executive

The Little Executive actually came into being when one of the founders of Leapfrogs Children’s Therapy Centre, which supports children with learning disabilities, realised that there were more and more parents attempting to enrol their mainstream schoolchildren into her occupational or educational therapy classes.

She realised that all these children, even though they had no learning disabilities at all, seemed to struggle in school on a daily basis as they not only lacked resilience but also had certain learning gaps and a fixed mindset about their innate capabilities. The Little Executive aims to help children develop those essential executive functioning skills needed in order to develop a healthy growth mindset towards lifelong learning.

In my opinion, courses aimed teaching study skills tend to be quite dry and boring as they are often quite abstract in nature – and yes, I have attended my share of such courses as a kid attending the Smartypants Class. However I was pleasantly surprised to find that The Little Executive has found ways to help kids develop these skills in a really fun, hands-on way! I don’t think that the kids even realise that they are learning how to learn – but I have seen the results on my kids and I can tell you that it works. I wish I’d attended these classes myself as a kid, because it really would have saved me a lot of angst.

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J with Jim, one of the educators at The Little Executive

The Astronaut Training Camp, which was held over 4 mornings, was a real treat for J and Little E. Through games, sensory experiments and brainstorming sessions, the kids used their problem solving, communication and observational skills to learn about various aspects of preparing for space travel – even preparing their own dehydrated snacks from bananas, troubleshooting potential issues that might happen during space missions and working together to construct their own shuttle!

Parents were invited to attend a short presentation on the last day of the camp, and I got to tinker with all their craft projects and find out more about what went on during the camp. I was most impressed with the incredible rapport that the educators were able to build with the kids in such a short space of time. Additionally, they were able to engage not only the youngest preschooler (Little E), but also the oldest primary school kid (J) and cater to their different learning abilities.

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After exploring the space shuttle, Thumper is waiting for his turn!

The educators also gave me great verbal feedback on the strengths and shortcomings of both J and Little E, which showed me how experienced they were in assessing children and working on supporting their weaknesses. I would also have appreciated some written feedback on the kids that I could peruse and mull over at my own leisure!

Thumper was really excited to see all the things that his brother and sister made during the camp (especially the really cool jetpacks), and I can tell that he is waiting for his turn to attend Astronaut Training Camp with The Little Executive one day.

I think the greatest reward for me was to see how the course affected J and Little E. I’ve been observing the two of them since school reopened and I have noticed two things:

  1. J’s handwriting has improved dramatically as he has become more conscientious in class, taking more pride in his work.
  2. Little E has started revising her Chinese language readers on a daily basis, asking her brother for help with words that she doesn’t know.

Needless to say, I am more than pleased!

For more information about The Little Executive click here.

Trial classes for The Little Executive’s regular programme are held every Saturday (SGD$48 for a 1.5 hour parent-accompanied class). For more information on trial classes click here.

The Little Executive has got two very exciting camps lined up for the 2017 March school holidays:

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A Special for Owls Well Readers: Congratulations for getting to the end of the post! The Little Executive has kindly offered a very generous discount code just for Owls Well Readers! If you would like to sign your kids up for any of classes at The Little Executive, just quote  OWLSWELLBLOG15 for 15% off the total fee! 

Video Game Family Time: Never Alone

Sometimes, sitting down to play with your kids can also include playing video games together with them, especially if it’s a lazy rainy weekend afternoon!

Here at Owls Well, we don’t see video games as a way for kids to isolate themselves but as a way for families and siblings to bond with each other over a shared experience.

In this Video Game Family Time series, I’ll be talking about some video games that we like to play together as a family and some rules that we have to keep everyone playing together nicely.

This time, I’ll be talking about a very beautifully crafted video game, Never Alone (Kisima Innitchuna).

Never Alone (Kisima Innitchuna) is a puzzle-platform game born from a collaboration between E-line Media (which specialises in educational games) and Upper One Games, a game company set up by the Cook Inlet Tribal Council which serves the Alaskan Native and American Indian people living in the Cook Inlet region.

The Upper One Games development team includes over 3 dozen Alaska Native elders, storytellers and cultural advisors from the Iñupiat people, who worked very intimately with all levels of the game design, to produce a game that celebrates Inuit folklore, cultural beliefs and values.

The game story follows the adventures of the Iñupiat girl, Nuna, and her arctic fox companion as they traverse the harsh but beautiful Northern Arctic in an attempt to solve the mystery of the endless winter. The game graphics are really something to behold, and are closely based on Alaskan Native art, whilst the story itself is a traditional tale licensed directly from the family that was first recorded telling it.

Never Alone – Game Trailer from Never Alone on Vimeo.

We like to play the game in local co-op mode, taking turns to play as as Nuna as well as the arctic fox. Most of the puzzles require the arctic fox and Nuna to work in tandem in order for the game to progress, and it is truly heartwarming to see J and Little E help each other through the game. The game narration is all in the Iñupiat dialect with subtitles, so it was lovely to see J immediately reading out the subtitles to Little E so that she could understand the story.

Additionally, solving new puzzle elements and entering new game areas also unlocks game ‘insights’ which are videos documenting information about the Northern arctic region and the Inuit way of life including interviews with Alaskan Native elders, storytellers and hunters. This is the part where we all get to sit back as a family and learn about a culture that is utterly different from what we know and how the people in that region adapted to their climate. It really is a journey!

When we are playing together in Never Alone, there are certain rules that we insist the children have to observe:

  1. We listen to each other’s ideas on how to solve each puzzle and try it out, even if we think it won’t work
  2. If a puzzle is difficult, we patiently try again and encourage each other to think of solutions – there will be no belittling of another person for having an idea that didn’t work
  3. We talk to each other nicely – there will be no yelling or getting over-excited during time sensitive sequences
  4. When Mummy and Daddy say that game time is over, everyone puts their controllers down immediately with no fuss or bargaining.

Do you think family video game time is a good way for families to spend time together? Share your thoughts with me in the comments!

How to Toddler (A Day in A Life Blog Train)

It has been over a year since I wrote about a typical Wednesday in the Owls Well household here in Singapore as part of the “A Day in A Life” Blog train hosted by Mum in the Making.

My schedule has, of course, changed greatly since the introduction of the littlest owlet #3, Thumper. Most of what I do right now involves supervising Thumper during his wake time, and then making sure that when Thumper is taking his naps, I divide my time between J and Little E so that they each get one-on-one time with me.

It’s very difficult to describe how I organise my day now, so I’m going to let Thumper tell you what we do on a typical Wednesday in this video:

I basically rinse and repeat the above twice more for lunch/afternoon nap and dinner/bedtime.

Getting Thumper into a flexible routine was key to my sanity this past year. As a result, Thumper is a predictable baby, and will take 2 hour nap times without fail. This frees me up to spend time with J and Little E, supervising their homework and free time, as well as complete whatever housework needs to be done, including meal preparation and laundry.

Efficiency is a key feature of my life right now!


14658357_120300000553820036_1005302683_nUp next on the ‘A Day in a Life’ Blog Train is our stationmaster, Jus from Mum in the Making.

She is a stay home mum to four, who relies on crafting and chocolate to keep her sane.

I myself am very curious to see how she manages a typical daily schedule where she has to care for her tiniest infant girl and three rambunctious boys, whilst homeschooling and running a most efficient household!

Get a glimpse into her day over at Mum in the Making!

Contemporary Art for Kids – National Gallery Singapore

Last year, when J was attending a holiday creative writing camp at the Arts House, I decided to take Little E to visit the nearby National Gallery Singapore.

The National Gallery Singapore is housed in the former Supreme Court and City Hall, and is home to the largest public collection of modern art in Singapore and Southeast Asia, with a special interest in showcasing local and Southeast Asian artists.

Within the National Gallery is the Keppel Centre for Art Education, which is a dedicated art facility designed to inspire children and encourage creativity. Within each room are art pieces which the children can interact with or observe in detail, as well as related activities to fuel their imagination.

In one of the Project Galleries is a massive, highly detailed cityscape created from clay and acrylic, painstakingly built in great detail by teen artist Xandyr Quek when he was 13 years old.

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Little E is inspired by City In The Works (2015), Xandyr Quek

Xandyr, who has Asperger’s Syndrome, is fascinated by maps and street directories, and would ask his parents to take him to certain roads and streets so that he could spend time memorising the buildings and other public infrastructure. At home, he built many clay sculptures based on his observations. He conceptualised and created this tiny city modelled on northern Singapore which is now housed in a protective glass case (as he doesn’t like his work being handled or touched).

After spending a few moments looking at the tiny city, Little E then spent a happy half hour drawing and populating her own small city. Whilst she was doing this, I noticed that there were other activity sheets available in the room which would suit a variety of learning levels and interests, so there would be something to inspire every child.

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Home-a-Sapiens by Tan Wee Lit

In another project gallery, the ceiling and walls are covered in fantastical future dwelling spaces. A nomadic bus with laundry on bamboo poles floats alongside a series of airy blimps, while the walls have models of underground houses built beneath the roots of trees, even some of the shelves and cupboards were disguised to look like houses.

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Designing her underground living space

Little E was inspired by the underground homes and she decided to make her own cone-shaped house to add to the installation. There were also some very nice pre-fabricated craft kits available (for a suggested donation of SGD$4) which would make a great take-home souvenir.

Little E also liked the Who’s In The Woods interactive area, where she could create and customise her own forest creature using digital painting, then see it come alive on the wall and play with other animals in the forest! That was pretty cool!

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Little E’s found a new friend in the woods

By far the most exciting area was the Art Playscape, which is a labyrinth and playhouse that is literally covered from floor to ceiling in elaborate, intricate drawings, so that you really feel like you have entered a painting into a magical realm.

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The Enchanted Tree House by Sandra Lee

In this room, Fynn the Fish-On-Sticks and his forest friends wander the world in search of adventure, encountering all sorts of familiar creatures from fairy-tales and nursery rhymes. Little E had fun running all over the room trying to find Fynn, and identifying all the storybook characters (and finding familiar mystical creatures like our Merlion hiding in plain sight).

Mummy tip #1: The floor in the Art Playscape has a very smooth finish, so bring along non-slip socks if you have a wobbly toddler or a clumsy child!

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Taking a break with Fynn the Fish-On-Sticks

I liked the Keppel Centre for Art Education so much, that we returned during the mid-year holidays this year, as soon as Thumper was able to walk around on his own.

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Building together

I was very pleased to see that some of the interactive activities had changed!

There was room filled with different types of building blocks for making giant fortresses and tabletop sculptures. There was also a wall filled with magnetic shapes which Thumper enjoyed messing around with.

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Playing with the walls

Within the National Gallery itself were huge wall murals and freestanding art pieces which visitors could pose with and become part of the artwork as well.

We also had the opportunity to go on a free guided tour which took us through the gallery, giving us some insight into the design and architecture of the former Supreme Court and City Hall buildings as well as some of its the history and hidden secrets!

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On the Building Highlights Tour – held at 11am and 3pm daily

The docent who took us around was very knowledgeable and was able to engage both children and adults during the tour. The docent even thoughtfully changed her route to accommodate our stroller so that we could use lifts instead of stairs and escalators – although we felt really bad slowing the whole group down!

Mummy Tip #2: If you’re planning to take your kids on the guided tour, park your stroller at the visitor’s desk and bring out your baby carrier instead.

National Gallery Singapore
1 St. Andrew’s Rd, Singapore 178957

Opening Hours: 
Sun–Thu and Public Holidays: 10am–7pm
Fri–Sat, Eve of Public Holidays: 10am–10pm

Admission is free for Singaporeans and PRs, as well as for students, teachers, children under 6 years old, persons with disabilities and their carers.

For more information about the National Gallery Singapore click here

For more information about the free guided tours click here

For more information about Keppel Centre for Art Education click here