A pioneer in her own right, Sreedevy co-founded Omkar Arts in 1987 at the young age of 15. The group made waves by infusing modern influences into classical Indian dance forms, becoming popular on television and in community venues. Over the past 30 years, Sreedevy has taught a range of dance styles, from bharatanatyam and Indian folk dances to Bollywood, in various school co-curricular activity (CCA) groups and at her studio in Little India.

How did you get into teaching?

I was already choreographing at 7 years old. At age 15, my friends and I started Omkar Arts, which became very popular on TV. We would come up with new styles using contemporary music and classical movements, which evolved into contemporary versions of traditional movements. I started teaching as young as 19 years old as a CCA instructor while still studying at university, plunging headfirst without any formal training. When I properly went into teaching, it was an extension of what I was already doing. I started choreographing for the Singapore Youth Festival and school events when my alma maters called me back to do so, and I have since taken on more work from various schools and community venues.

My teaching journey continues with regular training. I go back to India every year to brush up on my dance technique. Recently, I completed a certification course at the Tamil Nadu Dr J. Jayalalithaa Music and Fine Arts University. I believe we must constantly keep learning to stay relevant. I have also taken advantage of the National Arts Council’s Capability Development Grant to undertake specialised training in abhinaya (facial expressions) and nattuvangam (rhythm training) in India.

Have there been challenges in your teaching journey?

While I was trained in the classical dance form, what I was known for was the contemporary fusion style of dance. But when it came to holding classes in my studio, I had to go back to basics and figure out how to bring this ancient art form to young groups of people, some of whom may not necessarily be exposed to it. Ninety-five percent of my students are locals who know me from my contemporary fusion dances on television, so introducing them to classical dance was a challenge because they expected something more modern.

Another challenge is discipline. In the classroom we are teaching them not just about the dance, but also the culture, the language and the history. Importantly, we are instilling in them a sense of discipline. Because what we teach is a traditional art form, we have to stretch them physically and mentally. This became particularly challenging during the pandemic, when students were limited to their homes and became less flexible. As dance practice is also about consistency, we emphasise regular attendance at classes to instil perseverance and discipline.