A multi-talented individual, Julian is a composer, arranger, music director, performer and educator. He has been teaching music theory in the Institute of Technical Education (ITE) since 2017 to students aged 17 to 21. He also teaches music and singing at the Higher Nitec level and leads two school choirs.

In 2023, Julian received the Young Artist Award and one might remember him most recently in Don’t Call Him Mr Mari Kita, produced by Wild Rice.

How did you get into teaching?

I had great teachers, including Ms Sylvia Khoo, Ms Belinda Foo and the late Mr Iskandar Ismail. Their voices ring in my head and I am compelled to pass on the knowledge and values they have taught me.

When I was in school, my teachers gave me peer tutoring and mentoring roles; when I went to university, my classmates always joked about coming to my “office hours” for consultation.

All these opportunities nurtured my teaching instincts. In 2008, I was hired to accompany the choir at ITE and I haven’t left. Although I wasn’t successful in my application to the National Institute of Education, I guess it all worked out for the best!

What is your approach to teaching your students?

Regardless of their interests and skill level, I try to make every student feel valued and supported. It’s a bonus when I have classes full of enthusiastic students. When I know students are not in my class by choice, I invest extra effort to encourage attendance.

In any case, my goal is to make music enjoyable and relevant to their lives, and encourage them to develop a lifelong appreciation for music. I know that most of my students will not pursue the arts professionally, so I emphasise character development in my teaching approach, using music as a tool to foster life skills such as teamwork and discipline.

Have there been challenging times in your teaching journey?

I started out with the most idealistic of intentions, hoping to make a positive impact on every student's life. But I soon faced the hard truth that not every student would appreciate my efforts, some wouldn't want help, and I wouldn't be the right fit for everyone. Being a teacher has given me more heartache and taught me more about grace and patience than anything else I’ve ever done—a very humbling experience for someone as tough and unforgiving as me.

“I've come to understand that my role is not to transform every student’s life, but to be a catalyst for growth and learning, even if it's just for a few. This perspective helps me carry on.“

What do you find most rewarding about your work?

The sparkle in my students’ eyes when they discover something new about themselves or realise they're capable of achieving what seemed impossible. This experience often empowers them to continue learning.

The single most rewarding aspect of my work, however, is the joy of seeing my students every day—observing their growth, sharing in their triumphs and supporting them through challenges. This connection is what makes my work meaningful.

What are your hopes for every batch of students you encounter?

I see in every batch of students the light of hidden potential. I know they are capable of so much if they just show up and do the work. My greatest wish is that they grow to be brave, true and kind.

In a world that often prioritises achievement over character, I think it’s important to cultivate empathy and compassion in the next generation. I believe the world doesn’t need more great musicians or artists, but it desperately needs better people—and I hope my students become just that.