Allegro

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The Most Wonderful Time of the Year

CISM students always enjoyed December in the music classroom. They always look forward to this season because this is the perfect time where they can have some fun before the actual holidays. Of course! not only students think about their scheduled holiday traditions, but more importantly, learn and understand about other celebrations- bridging people from different nationalities and social background. Although not all students necessarily celebrate Christmas, however, school activities are properly adjusted to give way to other holidays and festivities.

Nothing beat putting students together like the annual CISM December concert do. Below are some photos of the lower and upper school students’ rehearsals.

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Below is the line up of the actual program

EY ES Program

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MS US Program

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The joy of ensemble playing

CISM children like to sing, chant rhymes, dance, or even tap beat on anything available in general. The most interesting part is that the Orff method integrates this bunch of activities while children nurture their musical skills and eventually becomes natural. Carl Orff-Schulwerk the proponent of multi music education method eventually developed his own method called the Orff Schulwerk method and became famous. His music method is widely used across the globe. One important element emphasize in this method is that, it incorporates variety of games, poems, songs, rhymes and even traditional dances from various cultures of the world. In this way students are also encourage to promote the value of internationalism. The Orff instruments are one of the most child-friendly wooden xylophones and metal glockenspiels that make an interesting harmonic ensemble. Harmonizing together like a mini orchestra, students get to work and improve their listening skill- harmonic sound, balance and melodic emphasis as they are also encourage to create and improvise their own harmonic perception. Not only that, the advantage of the ensemble is that every student participates in every part during the process. During the weekly performance and accuracy test, I assign parts in order to contextually place the student and have them experience the joy of playing in an ensemble, which eventually contribute according to their skill. Ultimately, the objective is to create a space in a fun yet functioning musical and creative ensemble. 5F48AD5E-120C-477F-8A64-0D24C0DB0AECB3E1ACA3-8D87-40B3-93E0-BA81871ED783

The Grade 4 students

Not only the students get to play an ensemble instruments but also learn how to read notes using the Kodaly Rhythmic table. The Grade 4 students were taught to read, clap and say each rhythm using the Kodaly table on the assigned song. An interesting traditional song from America entitled Soldier Soldier during their 2nd session with me, was used as an introductory exercise to assessed initially their listening skills. I asked a couple of students to volunteer and perform the rhythm individually and assigned another student to choose and perform the next pattern. In this specific exercise students were asked to pat the steady beat. They were reminded of the time signature in the song notation and that in 4/4, there were 4 beats in each measure. On the road to RhhythmIMG_2215 Screen Shot 2018-07-26 at 1.02.48 PM

The Grade 5 students

During the 1st and 2nd session, the grade 5 students were able sing music from diverse culture and play instruments in small ensembles. The students learned the nature and character of the people in rural Mexico from the content of Corridos- a type of narrative folk ballade. The folk ballades such as “Larredo” tell of heroes, bandits, revolutions, local politics as well as personal emotions and feelings. These are still composed regularly today about the current figures and events. 38641228_2209580779273354_3644803393068728320_n 38689616_219691205382350_1587697049661341696_n Last week both grade 4 and 5 classes started their rehearsals, which include their chosen piece and closing piece + choreography as part of their presentation in the upcoming UN day celebration. Here is a glimpse of their first few rehearsals.  E06F2724-7BB4-40E9-8AF9-D1A85DA27B9D 089B4FF7-93C3-49D5-A227-5DFD26617E1420A10BDB-3754-4E53-B409-9C578F64A4476DDB36A3-554C-4E4D-9E10-55F6C8E94BBC   5C45E353-9002-47B8-B626-FD62A291B08C 82C361A0-D4E5-4FEB-A245-DC698AEB235E EA6F3A94-DAE0-4343-8359-04A303C32D2E FD20B09C-BB7C-44C7-9D3C-5462F42AEEA0

 

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Lower Primary Music Education

During Nursery to Grade 2, the students will demonstrate basic content processes of musical elements through music and movement, performing, creating and participating in music in order to acquire the desired music literacy and skills.

Nursery to Grade 2 Unit of Study

Option A

Unit 1 Unit 2 Unit 3 Unit 4
Let the Music Begin Exploring Music Learning the Language of Music Building Our Musical Skills
Expression Expression Expression Expression
Rhythm Rhythm Rhythm Rhythm
Form Form Form Form
Melody Melody Melody Melody
Timbre Timbre Timbre Timbre
Texture/Harmony Texture/Harmony Texture/Harmony Texture/Harmony

 Option B

Grade Unit 1 Unit 2 Unit 3 Unit 4
  From Home to the World Expanding the Boundaries Garden of Earth The Power of Performance
1 My Family and me Adventures with Friends The Great Outdoors Imagination Station
2 Home and Away Creature Feature Our Planet Earth Perform a Story
         

Nursery-Kinder Unit of Study

Unit 1 Unit 2 Unit 3 Unit 4
       
Expression Expression Expression Expression
Rhythm Beat and no beat, steady beat, fast beat and slow beat, 1sound and 2 sounds, long sound Rhythm Rhythm Rhythm
Form Same or different Form Form Form
Timbre Body sounds and vocal sounds, environmental Sounds Timbre Timbre Timbre
Melody/Harmony High and low, smooth or jagged, going up and going down and same, stepping and skipping, one sound and many sounds Melody/ Harmony Melody/Harmony Melody/Harmony

 

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Lower School Music Education

The CISM Lower Music Education program is designed to prepare students for creative musical experiences that represent diverse genres and styles of other world cultures. The program primarily offers comprehensive curriculum of musical elements, skills, and connections in every session in order to meet all the necessary learning styles in creating a musical experience and goals. Through this integration, the students will be boost with multi development such as social interaction and language literacy. The Lower school curriculum follows the Content Standards of California Public Schools. An examination also of the standards at the Lower School level will reveal overlap and connection across the strands due to its inherent interrelation.

Grade School Music Education (Grades 3 – 5)

During Grade 3 to 5, the students will demonstrates understanding of musical elements and concepts through music and movement, performing, creating, and responding towards the development of appreciation of music and art in order to acquire the desired music literacy and skills.

Grade 1-5 Unit of Study

Option A

Unit 1 Unit 2 Unit 3 Unit 4
Let the Music Begin Exploring Music Learning the Language of Music Building Our Musical Skills
Expression Expression Expression Expression
Rhythm Rhythm Rhythm Rhythm
Form Form Form Form
Melody Melody Melody Melody
Timbre Timbre Timbre Timbre
Texture/Harmony Texture/Harmony Texture/Harmony Texture/Harmony

Option B

Grade Unit 1 Unit 2 Unit 3 Unit 4
  From Home to the World Expanding the Boundaries Garden of Earth The Power of Performance
         
3 Our World of Music Fun and Games Our Beautiful Planet Tuneful Tales
4 Bring Your Passport Chasing a Dream Earth, Sea and Sky Sing Out
5 Music Around the World In the Pop Style Keepers of the Earth We Sing

 

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Middle School Music Education

MS General Music Education in CISM is designed to prepare students to acquire the desired musical skills in the course- an introduction to music in culture analysis and multi perspective to general applications of music around the world as preparatory for IB Diploma Program. This course follows the Content Standards of California Public Schools. The course emphasizes a strong consensus of cultural/historical knowledge of music and performing arts skills in various grade levels. Also, an examination of the standards Upper and Middle School level will reveal overlap and connection across the strands due to its inherent interrelation

Middle School Music Education (Grades 6 – 8)

During Grade 7 and 8, the students will analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

That include the functions music serves and the place of musicians in society- the influences of various cultures, the changing ideas and values, the distinguishing characteristics of musical genres and styles from a variety of cultures and the classification of the exemplary musical works of style, genre, and historical period. Lastly, as a creative output, the students will showcase music performance from diverse genres, cultures, and time periods.

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High School  Music Education

HS General Music Education in CISM is designed to prepare students to acquire the desired musical skills in the course- an introduction to music in culture analysis and multi perspective to general applications of music around the world as preparatory for IB Diploma Program. This course follows the Content Standards of California Public Schools. The course emphasizes a strong consensus of cultural/historical knowledge of music and performing arts skills in various grade levels. Also, an examination of the standards Upper and Middle School level will reveal overlap and connection across the strands due to its inherent interrelation.

High School Music Education (Grades 9-10)

During Grade 9 and 10, the students will analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

These include the roles of musicians and composers who have changed or remained the same throughout history, the uses of music elements in nontraditional art music including the stylistic features of a given musical work as well as the social function of a variety of music forms in various cultures and time and musical genres. As a culminating output, the students will perform music from a variety of cultures and historical periods.

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Welcome SY 2016-17

Dear Parents,IMG_0274

Welcome to School Year 2016-2017 in Chinese International School Manila.  We hope that the summer vacation has enabled you and your family to relax and enjoy some time together.  As always, a new school offers so much promise of new learning, new friends, and more growth for your children.

This year, the Specialists Department is composed of competent and capable teachers who are very eager to meet your children and impart valuable learnings to them.  We continuously refine and sharpen our curriculum in order to deliver the best possible education to the students.

The first few weeks will be spent getting to know each other and establishing rules and routines in our respective subjects as we explore ways to learn and work together. It will also be a time to grow in awareness of how one learns and how we can support one another.

A home-school partnership is ideal in achieving goals for your child.   The email will serve as the main communication tool for us.  Please write to us any question or concern you may have.  Alternatively, you can set an appointment at the office.  We are always happy to talk to the families of our students.

We look forward to meeting you soon and hope to create opportunities for your children. Together, let us make this year a meaningful one.

 

Sincerely yours,

 

Mr. Ivinn Kintanar                                                    

 

Nursery-Grade 10 Music Teacher                                    

ikintanar@cismanila.org    

#MusicInspires         

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Music and Movement Class

IMG_0266IMG_0264IMG_02492015-08-14 11.02.342015-08-14 11.06.352015-08-17 12.12.202015-08-14 14.29.01Music and Movement Class

Music and movement are two entities that are inseparable. Movement is actually a non-verbal tool for children who do not yet have language skill. Many studies actually show that integrating music with movement especially in early childhood music education can really strengthen young children with multi development- social interaction and language literacy. In early music education, the crucial years of the student’s academic engagement begins from nursery to grade two. More importantly, this is the highlight of learning and nurturing the brain for the children in order to achieve the desired music literacy.

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Welcome CISM Parents to AY 2015-16!

IMG_0273IMG_0279Photo on 2015-08-11 at 10.05Photo on 2015-08-11 at 14.03 #2Photo on 2015-08-06 at 09.20 #4Welcome Parents to CISM Academic School Year 2015-16

My name is Ivinn Jeremea B. Kintanar and my friends usually call me Vinnie. I will be handling all the music classes from Nursery to Grade 10 this school year. I am excited this year to teach your kids, as I will embark a new beginning of creative and musical learning. There will be music performances that will be staged as we go along this year such as Festival of the arts, December Music Carols and CISM Year-end Spectacle. Through this activity, the students are allowed to express themselves creatively, find their unique individuality and develop their appreciation for the arts. Furthermore, when students participate in a public performance such as this, positive attitudes such as mutual respect, teamwork, discipline and commitment to excellence are nurtured and reinforced.

Class Goal

The goal is to provide a long-term growth engagement; creative and productive buzz in my classroom, student excitement for learning and student success.

Communication

Communication is very important for you to see the activities inside our classroom- both creative performance input and output including activities that will transpire in the upcoming few months. Please find time to check our class blog site for weekly updates, class pictures, and music resources to ensure proper monitoring. You may contact me at ikintanar@cismanila.org or at school you may drop a note in my pigeonhole. Again this year, I am very eager to welcome your creative thoughts.

Classroom Rules

1. No food and drink inside the music room

2. Don’t touch instruments and Teacher’s table

3. Treat others with respect, just as you want others to treat you

4. Go to the restroom before or after music class, not during

5. Arriving five (5) minutes after the time means TARDY

Homework

In some sessions students will be informed a week ahead, which they will have a performance or a musical portfolio to complete. I look forward to hearing you soon! Let us make this year a musical year.

Sincerely,

Mr. Ivinn Jeremea B. Kintanar          

  • http://www.deped.gov.ph/