Thursday, August 21, 2008
Friday, July 18, 2008
Maskara in Philippine Culture by Lourdes K. Samson (Humanities Department)
Introduction
Is Art only for the educated elite? Can the ordinary man on the street be expected to appreciate art, absorbed as he is by the pressure of eking out a living? Can art be both a part of daily life and a component of education?
It seems that the more we push for higher education, the less we pay attention to the arts.
Much of our basic education is still dependent on rote learning where students are required to recite facts that are fed to them. Critical thinking is possible only by relating facts to ideas and inputs to solution. However, the educational approach of today is still a world of drill and quizzes, not of reading and analysis.
All adults need to be effective communicators and creative problem solvers, able to access and manage information in an electronic world. Education, after all, needs to draw out the genius in each child.
Eliot Eisner, Professor of Art Education at Stanford says, “Artistic tasks… develop the ability to judge, to assess, to experience in wide range of meanings that exceed what we are able to say in words. The limits of language are not the limits of our consciousness.”
Art is humanity’s most essential and universal language. According to Mikhail Sildin, when words are no longer adequate, when our passions are greater than what we are able to express in a usual manner, people turn to art… we all go beyond our normal means of communicating and this is the common human experience for all people.
Objectives
1. to understand the importance of art in one’s life
2. To know the basic elements and principles of art
3. To create masks as a form of self expression
4. To appreciate folk arts as part of our cultural heritage
Learning Procedure/Strategies and Activities
1. Motivation
A short video on “Masks around the World” will be presented. Fro the sharing of experiences related to either making or wearing of masks, the teacher will begin to write their answers on the board. Mapping together common and related answers will then follow. This short exercise will be the springboard for the activity of the day which is to create masks.
2. Lecture
Religious celebrations are at the heart of Philippine art and culture. This centrality of religion in its ritual permeates in most of the 7100 islands in the Philippines. The important social events of the community coincide with the celebration of events in the lives of Jesus Christ, the Virgin Mary and the town’s patron saints.
Spain ruled the Philippines for over 300 years. Planning of towns included the geographical location of the Church to ensure that the church bell was within hearing distance of the town people. Thus, the socio-cultural life of the town has revolved and evolved from the events in the Church. Religious rites became the core of Philippine fiestas.
Prior to mask making activity, there will be a short discussion on two major fiestas in the Philippines, namely, the Ati-atihan in Panay and the Moriones in Marinduque. In both events, masks are prominently use din pomp and revelry. Key to the discussion is the ability of students to identify details in masks used for Ati-atihan and Moriones festivals. A review of the elements and principles of art is taken up again.
It is essential to note that masks are often fanciful and abstract, having little to do with everyday human features and likenesses. They give vent to the flamboyant side of the Filipino as they are done in primary colors, feature sequins and a combination of geometric shapes.
Masks serve to disguise the wearer, creating a sort of other self. The more abstract the countenance of the mask therefore, the better. Decoration takes precedence over likeness and the aim is to surprise rather than to render a faithful copy of the face.
3. Art Activity
A mask making activity is introduced to first year college students to give them direct experience of folk art. The technique is going to be paper mache. This process takes a long time to make because you have to wait for the layers of paper to dry.
Masks do follow rules, if only loosely. Even in their most outrageous, they still need to look human. Distortions only highlight emotions-an exaggerated frown, a stretched out smile or scary anger.
Materials
Aluminum foil, scissors, newspaper and paste, paint, paintbrush, tracing paper, pencil, white paper, and adhesive tape.
Procedures
1. Take three sheets of aluminum foil and press them over your face to have a reasonable impression of your features. The mask will fit under your chin and around over the top of your head. You need to press firmly around your nose, mouth and eyes.
2. Mix past to a smooth, even consistency and tear strips of paper. Dip the strips into the paste, removing the excess paste. Apply one layer of paper and leave to dry for 2-3 hours. When the first layer is dry, apply three more layers (there are four layers in total), allowing each layer to dry before applying the next.
3. Leave the final layer to dry overnight. When you are sure that the paper is completely dry, carefully remove the tin foil away from the inside.
4. Make a small amount of papier mache pulp and use it to build up the eyebrows, nose, eyeballs, lips and ears. Leave the mask in a warm, dry place until it is absolutely dry. This can take 24 hours to dry right through.
5. Paint the entire mask. You may need to apply two coats to cover the newsprint completely.
4. Conclusion
Why the masks? Masks have always been a unifying factor in primitive cultures since they usually relate the present to the past, the living to the dead, humans to gods, and the person to nature.
It is such a strong, cohesive are form that it can be considered one of man’s most important creative and cultural products. It is also in the past, in fact in primitive societies, where ritual and magical, mystic forces of the mask find artistic expression.
The mask not only provides anonymity to the wearer who can dance with wild abandon in the streets. It also allows the “characters” to be identifiable as in the case of the Moriones Festival.
The arts are important to a nation’s people and to their culture. All societies make art. When art is made to represent an event, it becomes special experience with an extraordinary quality of appreciation for one’s culture. No wonder the mask (mascara) continues to appeal to the young people. It combines an unlikely mix of anonymity and theatrical showmanship.
Is Art only for the educated elite? Can the ordinary man on the street be expected to appreciate art, absorbed as he is by the pressure of eking out a living? Can art be both a part of daily life and a component of education?
It seems that the more we push for higher education, the less we pay attention to the arts.
Much of our basic education is still dependent on rote learning where students are required to recite facts that are fed to them. Critical thinking is possible only by relating facts to ideas and inputs to solution. However, the educational approach of today is still a world of drill and quizzes, not of reading and analysis.
All adults need to be effective communicators and creative problem solvers, able to access and manage information in an electronic world. Education, after all, needs to draw out the genius in each child.
Eliot Eisner, Professor of Art Education at Stanford says, “Artistic tasks… develop the ability to judge, to assess, to experience in wide range of meanings that exceed what we are able to say in words. The limits of language are not the limits of our consciousness.”
Art is humanity’s most essential and universal language. According to Mikhail Sildin, when words are no longer adequate, when our passions are greater than what we are able to express in a usual manner, people turn to art… we all go beyond our normal means of communicating and this is the common human experience for all people.
Objectives
1. to understand the importance of art in one’s life
2. To know the basic elements and principles of art
3. To create masks as a form of self expression
4. To appreciate folk arts as part of our cultural heritage
Learning Procedure/Strategies and Activities
1. Motivation
A short video on “Masks around the World” will be presented. Fro the sharing of experiences related to either making or wearing of masks, the teacher will begin to write their answers on the board. Mapping together common and related answers will then follow. This short exercise will be the springboard for the activity of the day which is to create masks.
2. Lecture
Religious celebrations are at the heart of Philippine art and culture. This centrality of religion in its ritual permeates in most of the 7100 islands in the Philippines. The important social events of the community coincide with the celebration of events in the lives of Jesus Christ, the Virgin Mary and the town’s patron saints.
Spain ruled the Philippines for over 300 years. Planning of towns included the geographical location of the Church to ensure that the church bell was within hearing distance of the town people. Thus, the socio-cultural life of the town has revolved and evolved from the events in the Church. Religious rites became the core of Philippine fiestas.
Prior to mask making activity, there will be a short discussion on two major fiestas in the Philippines, namely, the Ati-atihan in Panay and the Moriones in Marinduque. In both events, masks are prominently use din pomp and revelry. Key to the discussion is the ability of students to identify details in masks used for Ati-atihan and Moriones festivals. A review of the elements and principles of art is taken up again.
It is essential to note that masks are often fanciful and abstract, having little to do with everyday human features and likenesses. They give vent to the flamboyant side of the Filipino as they are done in primary colors, feature sequins and a combination of geometric shapes.
Masks serve to disguise the wearer, creating a sort of other self. The more abstract the countenance of the mask therefore, the better. Decoration takes precedence over likeness and the aim is to surprise rather than to render a faithful copy of the face.
3. Art Activity
A mask making activity is introduced to first year college students to give them direct experience of folk art. The technique is going to be paper mache. This process takes a long time to make because you have to wait for the layers of paper to dry.
Masks do follow rules, if only loosely. Even in their most outrageous, they still need to look human. Distortions only highlight emotions-an exaggerated frown, a stretched out smile or scary anger.
Materials
Aluminum foil, scissors, newspaper and paste, paint, paintbrush, tracing paper, pencil, white paper, and adhesive tape.
Procedures
1. Take three sheets of aluminum foil and press them over your face to have a reasonable impression of your features. The mask will fit under your chin and around over the top of your head. You need to press firmly around your nose, mouth and eyes.
2. Mix past to a smooth, even consistency and tear strips of paper. Dip the strips into the paste, removing the excess paste. Apply one layer of paper and leave to dry for 2-3 hours. When the first layer is dry, apply three more layers (there are four layers in total), allowing each layer to dry before applying the next.
3. Leave the final layer to dry overnight. When you are sure that the paper is completely dry, carefully remove the tin foil away from the inside.
4. Make a small amount of papier mache pulp and use it to build up the eyebrows, nose, eyeballs, lips and ears. Leave the mask in a warm, dry place until it is absolutely dry. This can take 24 hours to dry right through.
5. Paint the entire mask. You may need to apply two coats to cover the newsprint completely.
4. Conclusion
Why the masks? Masks have always been a unifying factor in primitive cultures since they usually relate the present to the past, the living to the dead, humans to gods, and the person to nature.
It is such a strong, cohesive are form that it can be considered one of man’s most important creative and cultural products. It is also in the past, in fact in primitive societies, where ritual and magical, mystic forces of the mask find artistic expression.
The mask not only provides anonymity to the wearer who can dance with wild abandon in the streets. It also allows the “characters” to be identifiable as in the case of the Moriones Festival.
The arts are important to a nation’s people and to their culture. All societies make art. When art is made to represent an event, it becomes special experience with an extraordinary quality of appreciation for one’s culture. No wonder the mask (mascara) continues to appeal to the young people. It combines an unlikely mix of anonymity and theatrical showmanship.
Genesis 1-2: A Scriptural Basis of the Integrity of Creation Maria Teresita R. Rapadas (Theology Department)
Introduction
This lesson tackles the biblical foundation of the Christian concern for the integrity of creation. Being the first theology course offered to Miriam College students, T-101 takes the lead in forming the first year students’ consciousness of God’s revelation through creation. It also intends to help students become more aware that the well-being of the human community greatly depends on the well-being of the whole community of life. Because of time constraint, this lesson should be finished on two sessions. Hence, integrity of creation is reiterated in other themes within the course and is reviewed and deepened in T-104.
Objectives
At the end of the sessions, the students are expected to:
1. identify the important truth about God-human-earth relationship revealed by the Genesis creation stories
2. describe the reality of environmental destruction caused by the human members of the community life.
3. acknowledge the need to develop the sense of respect, awe, and appreciation towards creation and the sense of one’s self-being part of the web of life
4. commit themselves to respond to the call to be stewards of God’s creation by listing down at least five earth-friendly acts that they will practice regularly
Learning Procedures/Strategies and Activities
Note: At the beginning of the semester, the topics in the Course Outline are distributed among the students. They have to prepare themselves for recitation and class discussion by reading and studying the biblical texts and sections in the handout that are related to their topic. They are encouraged to approach the teacher during consultation hours so they can ask questions and make clarifications regarding their topic. This is to ensure students’ active participation every session, especially for AB/Gen classes. For this particular lesson, the assigned readings are those of Genesis 1 and 2, the New story of Creation (historical/scientific point of view), and relevant handouts.
Session 1 (80 minutes)
Classroom
This lesson tackles the biblical foundation of the Christian concern for the integrity of creation. Being the first theology course offered to Miriam College students, T-101 takes the lead in forming the first year students’ consciousness of God’s revelation through creation. It also intends to help students become more aware that the well-being of the human community greatly depends on the well-being of the whole community of life. Because of time constraint, this lesson should be finished on two sessions. Hence, integrity of creation is reiterated in other themes within the course and is reviewed and deepened in T-104.
Objectives
At the end of the sessions, the students are expected to:
1. identify the important truth about God-human-earth relationship revealed by the Genesis creation stories
2. describe the reality of environmental destruction caused by the human members of the community life.
3. acknowledge the need to develop the sense of respect, awe, and appreciation towards creation and the sense of one’s self-being part of the web of life
4. commit themselves to respond to the call to be stewards of God’s creation by listing down at least five earth-friendly acts that they will practice regularly
Learning Procedures/Strategies and Activities
Note: At the beginning of the semester, the topics in the Course Outline are distributed among the students. They have to prepare themselves for recitation and class discussion by reading and studying the biblical texts and sections in the handout that are related to their topic. They are encouraged to approach the teacher during consultation hours so they can ask questions and make clarifications regarding their topic. This is to ensure students’ active participation every session, especially for AB/Gen classes. For this particular lesson, the assigned readings are those of Genesis 1 and 2, the New story of Creation (historical/scientific point of view), and relevant handouts.
Session 1 (80 minutes)
Classroom
Interaktibo at Artistikong Paggamit ng mga Makrong Kasanayan sa Pagturo ng Filipino* ni Teresita Cruz-Arceo, Ed.D (Filipino Department)
Naniniwala ako na upang maging buhay ang anumang talakayan, ang guro ay dapat na maging isang total performer. Ang isang mahusay na guro ng Filipino ay marapat gumamit ng iba’t-ibang elemento ng sining sa kanyang pagtuturo. Kailangan niya ng mahusay na ritmo, malakas at malinaw na boses, masisiglang galaw, makabuluhang gamit ng espasyo at higit sa lahat, dapat ay may dating-dahil ang guro ay isang A C T O R … May audience kasi ang guro na dapat matuto, ma-entertain, ma-excite, mapaiyak o mapatawa (lalo na kung tayo’y nagtuturo ng panitikan).
Ang ating klase ay isang organisasyon. Binubuo ito ng mga taong pinagsama-sama na nagbubuklod ng iisang layon: ang matuto at magtamo ng edukasyon. Magiging makabuluhan ang pagkaklase kung ang bawat estudyante ay makikibahagi at makikisangkot nang masigla sa mga talakayan at gawain: sa isang salita ay interaktibo.
May malaking implikasyon sa pagiging interaktibo ng klase ang anyo at hugis ng ating klasrum. Sa halip na hugis na mayroong sulok, subukin kaya nating ayusin ang mga silya nang pabilog. Sa ganitong hugis ng klasrum, ang guro ay magiging bahagi ng proseso. Sa ganitong pananaw, kapwa estudyante at guro ay tiyak na matututo. Dahil ang guro ay bahagi ng proseso, hindi na siya magmumukhang napakalayo, sa halip ay madarama ng klase na
*Ang artikulong ito ay binasa sa 3rd Annual Educational Lecture Series, Cebu International School, March 11, 2006.
Ang ating klase ay isang organisasyon. Binubuo ito ng mga taong pinagsama-sama na nagbubuklod ng iisang layon: ang matuto at magtamo ng edukasyon. Magiging makabuluhan ang pagkaklase kung ang bawat estudyante ay makikibahagi at makikisangkot nang masigla sa mga talakayan at gawain: sa isang salita ay interaktibo.
May malaking implikasyon sa pagiging interaktibo ng klase ang anyo at hugis ng ating klasrum. Sa halip na hugis na mayroong sulok, subukin kaya nating ayusin ang mga silya nang pabilog. Sa ganitong hugis ng klasrum, ang guro ay magiging bahagi ng proseso. Sa ganitong pananaw, kapwa estudyante at guro ay tiyak na matututo. Dahil ang guro ay bahagi ng proseso, hindi na siya magmumukhang napakalayo, sa halip ay madarama ng klase na
*Ang artikulong ito ay binasa sa 3rd Annual Educational Lecture Series, Cebu International School, March 11, 2006.
My Mission as a Teacher*
By: Ma.Corazon Y. Lupisan (Accountancy Department)
My mission as a teacher consist of five important aspects as shown below:
MOTIVATION of STUDENTS
UNDERSTANDING the LESSON
APPRECIATION of the SUBJECT
RETENTION of TOPICS DISCUSSED
STUDENTS PARTICIPATION
LEARNING TO LIVE LIFE MEANINGFULLY
My mission as a teacher consist of five important aspects as shown below:
MOTIVATION of STUDENTS
- Recognition system
- Assignments
- Attendance and punctuality
- Positive approach in dealing with students
- Making the students the most important people in the classroom
UNDERSTANDING the LESSON
- Discussion of the syllabus on the first day of classes
- Providing the objectives and outline for every topic
- Reviewing past lesson and relating or linking it to new topic to provide continuity
- Identifying the accounting issues to be resolved in every topic
- Summarizing the lesson learned at the end of each session
- Discussing the mistakes made by the students and their most significant learning at the end of each session
APPRECIATION of the SUBJECT
- Discussing the importance of the subject
- Requiring students to get copies of actual financial statements of listed companies
- iving examples applicable to companies known to students
- Discussing the mistakes made by students and their most significant learning at the end of each session
RETENTION of TOPICS DISCUSSED
- Requiring students to summarize the lesson at the end of each session
- Giving of examination that is cumulative in scope or coverage
- Assigning exercise and problems both from prescribed textbooks and other books, including past CPA examination questions.
- Providing equal opportunities for class participation
STUDENTS PARTICIPATION
- Board work recitation
- Solve assigned problems on the board
- Explained solutions presented
- Answer questions of the teacher
- Explanation and answers to question should be in English
LEARNING TO LIVE LIFE MEANINGFULLY
- Prayer before and after class
- Integrating real life experiences and the values learned in given accounting situations.
- Sharing of students’ personal experiences during the first half of the semester and how the topics discussed affect them
- Instilling discipline
- Maintaining order and cleanliness inside the classroom
- Chairs
- Blackboard
- Surroundings
- Punctuality and attendance
- Practicing the art of listening
THE TEACHER'S FORMULA
2 teach is
+ 2 touch lives
4 ever
Friday, July 11, 2008
"The Philosophical Enterprise" by Ronaldo A. Motilla, Ph.D. (Philosophy Department)
Introduction:
The article “The Philosophical Enterprise,” written by John Kavanaugh, S.J., introduces the students to the world of philosophizing which entails three disciplines, namely, (1) discipline of questioning, (2) discipline of liberation, and (3) discipline of personhood. The essay encourages the students to search for the values of TRUTH and WISDOM, not subscribing to blind adherence, thoughtless conformity, and unquestioning acceptance.
To philosophize means to view life in diversity rather than conformity. It is through the ability of questioning that students are liberated from ignorance and conformity, thereby encouraging them to live a more meaningful life.
Objectives:
To instill in the minds of the students the value of questioning in order to arrive at the Truth.
To increase the students’ self-understanding and self-awareness by evaluating the forces (external or internal) which have shaped them to become who they are presently.
To make personal decisions which will result to a positive and meaningful difference in their present life.
Learning Procedures/Strategies and Activities:
1.) Graded Recitation
I conduct graded recitation every meeting by shuffling the index cards (which contains the student’s name) and pick out one who will respond to my question/s. This will make the students come to the class respond to my question/s. This will make the students come to the class prepared. Although this strategy increases their level of anxiety, this will also makes them constantly alert and guarded. Thus, they will not sleep in class. As a rule, they must speak in straight and correct English. Should they speak in Filipino or utter words “bale” or “parang”, demerits will be given. Part also of the graded recitation is the vocabulary. I ask the students to read it at least thrice, and look for the meaning of the difficult words. Since the article is difficult, I admonish my students to read it at least thrice and look for the meanings of the difficult words in the dictionary. I believe that one cannot understand the context and meaning of the sentence paragraph without first knowing the meaning of individual words.
The graded recitation is usually done during the first 15-20 minutes of the class after a sincere class prayer.
Sample questions:
Discipline of Questioning:
Explain what the author means by this statement:
“Cessation of questioning leads only to the stagnation and arresting of growth.”
Discipline of Liberations:
What are the consequence if a person engages in “blind adherence”, “unquestioning acceptance”, and “thoughtless conformity” in the presence of societal structures that close avenues to the truth?
Discipline of Personhood:
Explain the statement of Soren Kiekgaard that “one’s life is one’s life is one’s own unique creative project” How is this related to the statement of Martin Buber who says that the task of every person it “the actualization of his unique, unprecedented, and never recurring potentialities, and not the repetition of something that another, and be it even the greatest, has already achieved?”
2.) Lecture
After conducting the graded recitation, the students can now take a breather. It is now time for me to clarify, discuss and explain the questions I asked in the graded recitation. I give a lot of examples to concretize the abstract concepts of the article, and my illustrations are usually drawn from my own and others’ experiences. The bulk of my lecture is taken from the schematic presentation shown on the next page.
After I have given some examples, I now ask the student to share their own personal narrations that are relevant to the topic. (At this juncture, the students can now speak in Filipino or in English. More often than not, they speak in Taglish. I allow this in this class since this is already “sharing time”. I believe that the person who shares sincerely speaks from her heart, expressing herself through the language of her soul, i.e., the language that she is most comfortable with.
My approach to teaching this subject is existential-phenomenological which emphasizes the relevance of the subject matter to the students. This simply means that it focuses mainly on the student’s standpoint rather from another person’s. This makes the subject matter more interesting because the students are permitted to be in genuine contact with their personal problems, issues, and tribulations. I feel that learning which significantly influences personal change is something which is self-discovered, self-appropriated learning, something which has been personally appreciated and recognized as relevant by the students.
It is very important that I have to validate their experience while sharing (e.g., nodding my head) either to affirm them that their experiences are very human or to encourage them to unfold more of their stories. I usually tell my students that whatever is shared in this classroom will be treated with utmost confidentiality. This creates an atmosphere of trust and confidence. This likewise invites me and ]my students to be more authentic and integrated. I have come to realize that when students are fully understood and accepted, the more they drop the false fronts and images to which they have been answering life’s various situations, and the more they tend to move in a direction which is more meaningful, joyful and peaceful.
I encourage personal sharing because I believe that what is personal is after all universal. In the end, the specific life events of one individual are actually common experiences of humanity. One can resonate with the story of the other.
After their sharing, I usually challenged the students either by asking them question which lead to deeper self awareness and self-(e.g., Is forgiveness an option in your life right now? What does blaming do to your life? Does regretting about “what could have been?” improve your life and make you happy? Are you happy with the choices you are making presently?) I requested the students to think of ways on how they can make their own life more joyful and meaningful. More often than not, I give suggestions based on my clinical experience. Sometimes, I solicit brilliant suggestions from their classmate.
3.) Exercise
The most powerful and very effective exercise I do for this lesson (which normally happens on the second meeting) is when I request my student to get ½ sheet of paper and to answer this question:
As adolescents, what are the questions that you want (or long have wanted) to ask because you want to know the TRUTH?
Examples:
If God is a good God, why does he allow evil to happen?
What really is love?
Is there really heaven and hell?
Am I an adopted child?
Does my father really love my mother?
I request them not to write their names on their paper. I even advice them not to allow their seatmates to read their questions. They can change their handwriting if they like and they can write in English, Filipino, or Taglish. Thet can ask as many questions as they wish? --- Somehow, these guide lines will assure me that they will be completely honest with the question they will write down.
After they are finished, I ask them to turn their papers upside down (as nobody can read what they have written down) and pass them forward. When I receive all the paper, I shuffle them randomly. But before I start reading the questions aloud, I give a few guidelines. I usually tell my students that I don’t have the monopoly of knowledge. Thus, I do not have the answers to all the questions they ask. I remind them also that based on our lesson, “questions are more important than the answers.” I also admonish my students that I read their questions and generate laughter from the class; they should not take the reactions personally. Furthermore, if there are any students who have the answer to any of the questions I have read, then they can share their thoughts and feelings about the topic.
This activity is enjoyable and very insightful. Occasionally, there will be funny question (e.g., Why is the black board called black when it’s not. Am I pretty and beautiful?), which generate a lot of laughter and humor. Generally, students ask existential questions (e.g.,What is the purpose of my life? Is there really an afterlife?), which is really demand self-reaction and more introspective stance.
Expected Student Output
Students are expected to perform well in the graded recitation. Although the “sharing time” is completely voluntary, it is also expected that students will share their honest experiences relevant to the topic.
The article “The Philosophical Enterprise,” written by John Kavanaugh, S.J., introduces the students to the world of philosophizing which entails three disciplines, namely, (1) discipline of questioning, (2) discipline of liberation, and (3) discipline of personhood. The essay encourages the students to search for the values of TRUTH and WISDOM, not subscribing to blind adherence, thoughtless conformity, and unquestioning acceptance.
To philosophize means to view life in diversity rather than conformity. It is through the ability of questioning that students are liberated from ignorance and conformity, thereby encouraging them to live a more meaningful life.
Objectives:
To instill in the minds of the students the value of questioning in order to arrive at the Truth.
To increase the students’ self-understanding and self-awareness by evaluating the forces (external or internal) which have shaped them to become who they are presently.
To make personal decisions which will result to a positive and meaningful difference in their present life.
Learning Procedures/Strategies and Activities:
1.) Graded Recitation
I conduct graded recitation every meeting by shuffling the index cards (which contains the student’s name) and pick out one who will respond to my question/s. This will make the students come to the class respond to my question/s. This will make the students come to the class prepared. Although this strategy increases their level of anxiety, this will also makes them constantly alert and guarded. Thus, they will not sleep in class. As a rule, they must speak in straight and correct English. Should they speak in Filipino or utter words “bale” or “parang”, demerits will be given. Part also of the graded recitation is the vocabulary. I ask the students to read it at least thrice, and look for the meaning of the difficult words. Since the article is difficult, I admonish my students to read it at least thrice and look for the meanings of the difficult words in the dictionary. I believe that one cannot understand the context and meaning of the sentence paragraph without first knowing the meaning of individual words.
The graded recitation is usually done during the first 15-20 minutes of the class after a sincere class prayer.
Sample questions:
Discipline of Questioning:
Explain what the author means by this statement:
“Cessation of questioning leads only to the stagnation and arresting of growth.”
Discipline of Liberations:
What are the consequence if a person engages in “blind adherence”, “unquestioning acceptance”, and “thoughtless conformity” in the presence of societal structures that close avenues to the truth?
Discipline of Personhood:
Explain the statement of Soren Kiekgaard that “one’s life is one’s life is one’s own unique creative project” How is this related to the statement of Martin Buber who says that the task of every person it “the actualization of his unique, unprecedented, and never recurring potentialities, and not the repetition of something that another, and be it even the greatest, has already achieved?”
2.) Lecture
After conducting the graded recitation, the students can now take a breather. It is now time for me to clarify, discuss and explain the questions I asked in the graded recitation. I give a lot of examples to concretize the abstract concepts of the article, and my illustrations are usually drawn from my own and others’ experiences. The bulk of my lecture is taken from the schematic presentation shown on the next page.
After I have given some examples, I now ask the student to share their own personal narrations that are relevant to the topic. (At this juncture, the students can now speak in Filipino or in English. More often than not, they speak in Taglish. I allow this in this class since this is already “sharing time”. I believe that the person who shares sincerely speaks from her heart, expressing herself through the language of her soul, i.e., the language that she is most comfortable with.
My approach to teaching this subject is existential-phenomenological which emphasizes the relevance of the subject matter to the students. This simply means that it focuses mainly on the student’s standpoint rather from another person’s. This makes the subject matter more interesting because the students are permitted to be in genuine contact with their personal problems, issues, and tribulations. I feel that learning which significantly influences personal change is something which is self-discovered, self-appropriated learning, something which has been personally appreciated and recognized as relevant by the students.
It is very important that I have to validate their experience while sharing (e.g., nodding my head) either to affirm them that their experiences are very human or to encourage them to unfold more of their stories. I usually tell my students that whatever is shared in this classroom will be treated with utmost confidentiality. This creates an atmosphere of trust and confidence. This likewise invites me and ]my students to be more authentic and integrated. I have come to realize that when students are fully understood and accepted, the more they drop the false fronts and images to which they have been answering life’s various situations, and the more they tend to move in a direction which is more meaningful, joyful and peaceful.
I encourage personal sharing because I believe that what is personal is after all universal. In the end, the specific life events of one individual are actually common experiences of humanity. One can resonate with the story of the other.
After their sharing, I usually challenged the students either by asking them question which lead to deeper self awareness and self-(e.g., Is forgiveness an option in your life right now? What does blaming do to your life? Does regretting about “what could have been?” improve your life and make you happy? Are you happy with the choices you are making presently?) I requested the students to think of ways on how they can make their own life more joyful and meaningful. More often than not, I give suggestions based on my clinical experience. Sometimes, I solicit brilliant suggestions from their classmate.
3.) Exercise
The most powerful and very effective exercise I do for this lesson (which normally happens on the second meeting) is when I request my student to get ½ sheet of paper and to answer this question:
As adolescents, what are the questions that you want (or long have wanted) to ask because you want to know the TRUTH?
Examples:
If God is a good God, why does he allow evil to happen?
What really is love?
Is there really heaven and hell?
Am I an adopted child?
Does my father really love my mother?
I request them not to write their names on their paper. I even advice them not to allow their seatmates to read their questions. They can change their handwriting if they like and they can write in English, Filipino, or Taglish. Thet can ask as many questions as they wish? --- Somehow, these guide lines will assure me that they will be completely honest with the question they will write down.
After they are finished, I ask them to turn their papers upside down (as nobody can read what they have written down) and pass them forward. When I receive all the paper, I shuffle them randomly. But before I start reading the questions aloud, I give a few guidelines. I usually tell my students that I don’t have the monopoly of knowledge. Thus, I do not have the answers to all the questions they ask. I remind them also that based on our lesson, “questions are more important than the answers.” I also admonish my students that I read their questions and generate laughter from the class; they should not take the reactions personally. Furthermore, if there are any students who have the answer to any of the questions I have read, then they can share their thoughts and feelings about the topic.
This activity is enjoyable and very insightful. Occasionally, there will be funny question (e.g., Why is the black board called black when it’s not. Am I pretty and beautiful?), which generate a lot of laughter and humor. Generally, students ask existential questions (e.g.,What is the purpose of my life? Is there really an afterlife?), which is really demand self-reaction and more introspective stance.
Expected Student Output
Students are expected to perform well in the graded recitation. Although the “sharing time” is completely voluntary, it is also expected that students will share their honest experiences relevant to the topic.
Genesis 1-2: A Scriptural Basis of the Integrity of Creation
Time 5 min.
5. Closing prayer:
Pick six volunteers to read aloud one line from their second entry: “I feel ___________ because ___________.” After each line, the class responds: “Thanks be to God, the Source of all being.”
Collect the Map of Feelings and bring them the next session. Remind those who were assigned to tread the New Story of Creation to prepare for the next session.
Session 2 (80 minutes)
AVR
Time 15 min.
Learning Procedure and Activities
1. Opening prayer: Slideshow of the New Story of Creation (5 min., simplified version)
Guide Questions: What does the story make you feel? Do you see God’s creative power in the story? Where? How?
Allow the students to express their thoughts and feelings regarding the historical/scientific account of The Universe Story.
End the sharing Glory be.
Materials needed
ppt.show of New Story of Creation
Time 30 min.
2. Environmental Issues
a. Slideshow: Scary Story* (5 min.)
Introduction: This slideshow will present to us how we as individuals and as communities have been relating with the Earth, who, according to your first entry, has made you feel peaceful, relaxed, and contented.
b. Map of Feelings (third entry)
Instruction: Using a third dark color crayon, write on the upper center of the third region of your map your dominant feeling now that you have witnessed how we have been treating the Earth that god has so lovingly created for us.
Materials needed
ppt.show of Scary Story
Genesis 1-2: A Scriptural Basis of the Integrity of Creation
c. Processing
Ask around 5 volunteers to share what they wrote on their map. (Students’ usual answers are: I feel sad, guilty, angry, afraid, depressed… because we have not been taking care of the Earth, we will be the one to suffer if we continue destroying the Earth, future generations will be deprived of the beauty of the planet, we have been ungrateful to God, we disobeyed God…)
At this point, review the message of Genesis 1 and 2. Stress the fact that in the Christian tradition, we believe that God desires for our well-being with the community of life. But what have we done? Endowed with the gifts of intelligence, consciousness, freedom, and the capacity to care, we reversed the story.
Now read the “Reversed Creation Story”. At the end of the story, ask the students to reflect on the following points: As an individual, when are the times that I fail to care for other created beings? Why do I behave like this towards the environment?
Ask some students to share their answers and insights. End this portion by emphasizing the fact that there is a great need to change the way we think about ourselves in relation to other created beings.
Materials needed
copy of the “Reversed Creation Story”
Time 30 min.
3. Commitment to the Integrity of Creation: Hope for the Earth
a. Slideshow: Beacon of Hope* (5 min.)
Introduction: What is beautiful about our Christian faith is the conviction that new life is possible. Let us view this last slideshow.
b. Map of Feelings (last entry)
Instruction: Using another dark color crayon, write on the upper center of the fourth region of your map your dominant feeling after viewing the slideshow.
Ask around 5 volunteers to share what they wrote on their map. (Students’ usual answers are: I feel hopeful, relieved, encouraged, inspired, ready to help… because we can still do something to save the environment, there are already enlightened people who work for the healing of Mother earth, it is not too late yet but I think we have to work fast or else…).
c. My commitment to the Integrity of Creation
At this point, the Map of Feelings has been completed. Instruct the students to review the contents of their maps and find out for themselves what their respective maps are telling them to do next/ what direction are they being led to take. Again, ask some students to share to the class what they have learned from their maps. (Students’ usual answers are: My map is directing me to do something to prevent further destruction of the environment, to care for the earth, to join organizations, to share what I have learned to my family and friends, to be more appreciative and mindful of nature…)
This is an opportune time to mention the ESI, the MRF, and our mini-forest; MC’s stand against GMO and Mining Act and for Clean Air Act; and to promote the school’s programs/projects that are geared towards integrity of creation such as the solid waste management scheme, DepRec, cafeteria’s “clean as you go”, Makitips, etc. Copies of SAPAT (an Environmental Ethic promoted by the AMRSP-JPIC) may also be distributed to the students. However, there is always the need to stress the importance of change in our perception and values that will open the door towards greater sensitivity and creativity in our quest for fullness of life in creation.
d. Assignment: Bookmark
Instruction: Make a bookmark. Do not buy any material; use whatever you have at home.
Front: Write/Print one of your personal insights/ learnings about God-human-earth relationships that will serve as your guiding principle in fulfilling the tasks that you will indicate at the back. (Do not copy any quotation or biblical texts.)
Back: For the Integrity of Creation, I promise to: List down five earth-friendly acts that you will practice regularly. One of these should be an activity that will develop your sensitivity to and appreciation of creation. Sign your name at the bottom. (Grading: 5 pts. For Insight/Learning, 5 pts. for the earth-friendly tasks, and 5 pts. for creativity and resourcefulness.)
Materials needed
ppt.show of Beacon of Hope
copies of SAPAT
sample of bookmark
Time 5 min.
Closing prayer: “Partners”
(Note: For two weeks, prayer leaders will have Integrity of Creation as their theme.)
Copy of the parable and prayer
Genesis 1-2: A Scriptural Basis of the Integrity of Creation
* Scary Story and Beacon of hope were originally produced by Haribon Foundation, Inc. in 2001. I have updated them to include recent data.
5. Closing prayer:
Pick six volunteers to read aloud one line from their second entry: “I feel ___________ because ___________.” After each line, the class responds: “Thanks be to God, the Source of all being.”
Collect the Map of Feelings and bring them the next session. Remind those who were assigned to tread the New Story of Creation to prepare for the next session.
Session 2 (80 minutes)
AVR
Time 15 min.
Learning Procedure and Activities
1. Opening prayer: Slideshow of the New Story of Creation (5 min., simplified version)
Guide Questions: What does the story make you feel? Do you see God’s creative power in the story? Where? How?
Allow the students to express their thoughts and feelings regarding the historical/scientific account of The Universe Story.
End the sharing Glory be.
Materials needed
ppt.show of New Story of Creation
Time 30 min.
2. Environmental Issues
a. Slideshow: Scary Story* (5 min.)
Introduction: This slideshow will present to us how we as individuals and as communities have been relating with the Earth, who, according to your first entry, has made you feel peaceful, relaxed, and contented.
b. Map of Feelings (third entry)
Instruction: Using a third dark color crayon, write on the upper center of the third region of your map your dominant feeling now that you have witnessed how we have been treating the Earth that god has so lovingly created for us.
Materials needed
ppt.show of Scary Story
Genesis 1-2: A Scriptural Basis of the Integrity of Creation
c. Processing
Ask around 5 volunteers to share what they wrote on their map. (Students’ usual answers are: I feel sad, guilty, angry, afraid, depressed… because we have not been taking care of the Earth, we will be the one to suffer if we continue destroying the Earth, future generations will be deprived of the beauty of the planet, we have been ungrateful to God, we disobeyed God…)
At this point, review the message of Genesis 1 and 2. Stress the fact that in the Christian tradition, we believe that God desires for our well-being with the community of life. But what have we done? Endowed with the gifts of intelligence, consciousness, freedom, and the capacity to care, we reversed the story.
Now read the “Reversed Creation Story”. At the end of the story, ask the students to reflect on the following points: As an individual, when are the times that I fail to care for other created beings? Why do I behave like this towards the environment?
Ask some students to share their answers and insights. End this portion by emphasizing the fact that there is a great need to change the way we think about ourselves in relation to other created beings.
Materials needed
copy of the “Reversed Creation Story”
Time 30 min.
3. Commitment to the Integrity of Creation: Hope for the Earth
a. Slideshow: Beacon of Hope* (5 min.)
Introduction: What is beautiful about our Christian faith is the conviction that new life is possible. Let us view this last slideshow.
b. Map of Feelings (last entry)
Instruction: Using another dark color crayon, write on the upper center of the fourth region of your map your dominant feeling after viewing the slideshow.
Ask around 5 volunteers to share what they wrote on their map. (Students’ usual answers are: I feel hopeful, relieved, encouraged, inspired, ready to help… because we can still do something to save the environment, there are already enlightened people who work for the healing of Mother earth, it is not too late yet but I think we have to work fast or else…).
c. My commitment to the Integrity of Creation
At this point, the Map of Feelings has been completed. Instruct the students to review the contents of their maps and find out for themselves what their respective maps are telling them to do next/ what direction are they being led to take. Again, ask some students to share to the class what they have learned from their maps. (Students’ usual answers are: My map is directing me to do something to prevent further destruction of the environment, to care for the earth, to join organizations, to share what I have learned to my family and friends, to be more appreciative and mindful of nature…)
This is an opportune time to mention the ESI, the MRF, and our mini-forest; MC’s stand against GMO and Mining Act and for Clean Air Act; and to promote the school’s programs/projects that are geared towards integrity of creation such as the solid waste management scheme, DepRec, cafeteria’s “clean as you go”, Makitips, etc. Copies of SAPAT (an Environmental Ethic promoted by the AMRSP-JPIC) may also be distributed to the students. However, there is always the need to stress the importance of change in our perception and values that will open the door towards greater sensitivity and creativity in our quest for fullness of life in creation.
d. Assignment: Bookmark
Instruction: Make a bookmark. Do not buy any material; use whatever you have at home.
Front: Write/Print one of your personal insights/ learnings about God-human-earth relationships that will serve as your guiding principle in fulfilling the tasks that you will indicate at the back. (Do not copy any quotation or biblical texts.)
Back: For the Integrity of Creation, I promise to: List down five earth-friendly acts that you will practice regularly. One of these should be an activity that will develop your sensitivity to and appreciation of creation. Sign your name at the bottom. (Grading: 5 pts. For Insight/Learning, 5 pts. for the earth-friendly tasks, and 5 pts. for creativity and resourcefulness.)
Materials needed
ppt.show of Beacon of Hope
copies of SAPAT
sample of bookmark
Time 5 min.
Closing prayer: “Partners”
(Note: For two weeks, prayer leaders will have Integrity of Creation as their theme.)
Copy of the parable and prayer
Genesis 1-2: A Scriptural Basis of the Integrity of Creation
* Scary Story and Beacon of hope were originally produced by Haribon Foundation, Inc. in 2001. I have updated them to include recent data.
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