"THINK TO CREATE"

If you can imagine it, you can achieve it.
If you can dream it, you can become it;
whatever you vividly imagine, ardently desire,
sincerely believe and enthusiastically act upon…
must inevitably come to pass; most people have no idea
of the giant capacity we can immediately command
when we focus all of our resources on achieving
something we want…

“Each one of us has been given
A special talent and purpose by God,,,
It is up to us how to make the most of it.”

Definition of each Color

Each color has a different emotional and character signification:

1. Red - stands for courage, war, passion, violence, life, love
2. Blue - stands for justice, peace, wisdom, honesty
3. Yellow - stands for pride, cowardice, jealousy
4. Green - stands for deceit, hope
5. Violet - stands for majesty, pomposity, mysticism
6. Orange - stands for growth
7. Brown - stands for miser lines
8. White - stands for purity, chastity

ART WORK # 2 For Grade V only

Title : “COLOR A SCENERY”
Materials:
Oslo Paper
Oil Pastel
Pentel Pen
What to Do
1. Draw your favorite scenery. You can choose on the following:
 My Garden
 Sunset
 Seascape
2. Color your work by applying various techniques in coloring such as Hue, Value and Intensity.
(see the example output)
3. In 1 whole intermediate pad, write a short composition/essay about your ART WORK #2.

Art Lesson On Line 2 for Gr.V

For Grade V Only

Topic:
Three Main Visual Properties of Colors


Color has three main visual properties. These are Hue, Value and Intensity.

HUE – it is the actual color e.g. red, blue, orange or green.
VALUE – in terms of color, it refers to the degree of lightness or darkness. Adding neutral colors such as black or white to any colors (e.g. blue or red) results in changing the quantity of light it reflects. To obtain lightness to a color, add white. Add black if you want it darker.
INTENSITY – refers to the brightness or dullness of color. The bright colors are said to be high in intensity, the duller ones are lower in intensity.

ART WORK # 2 For Grade IV only

Title : “My favorite fruit”
Materials:
Oslo Paper
Oil Pastel
Pentel Pen
What to Do
1.Draw 1 of your favorite fruit in an oslo paper.
2.Color it by applying the value scale.
3.As a review on our lesson about lines, choose two kinds of line (e.g. jagged, vertical or broken) and use it as your background. You can use different colors for your lines. (see the example output)
Note: Additional Activity for OUR LADY OF LOVE
In 1 whole intermediate pad, write a short composition/essay about your ART WORK #2.

Art Lesson On Line 2 for Gr.IV

For Grade IV Only

Topic: VALUE

Value, in terms of color, refers to its degree of lightness or darkness. Adding neutral colors such as black or white to any colors (e.g. blue or red) results in changing the quantity of light it reflects. To obtain lightness to a color, add white. Add black if you want it darker.

ART WORK # 1 For Grade IV and Grade V

Title : “Color Wheel Quiz”
Materials:
Oslo Paper
Oil Pastel/Crayons
Ruler
Pentel Pen
What to Do
1. Copy the color wheel on an oslo paper.
2. Shade the inner circle with three primary colors.
3. Color the second layer/part with secondary colors.
4. Do same thing with the last layer/part using the tertiary colors.

Art Lesson On Line Grade IV and V

For All Grade IV and V

Topic: COLOR

Colors are the most important elements in art. Color is the quality of an object or substance with respect to light reflected by it, and usually determined visually by measurement of hue, value and intensity. Colors make the world wonderful.

Kinds of colors
1. PRIMARY COLORS
- base colors which can’t be derived from other colors. These are the sources of all other colors.

RED

BLUE YELLOW
2. SECONDARY COLORS
- a mixture of two primary colors in equal quantities.
Red + Yellow = ORANGE
Yellow + Blue = GREEN
Blue + Red = VIOLET
3. TERTIARY COLORS
- a mixture of equal amount of primary and secondary colors.
Examples:
Red + Yellow = RED VIOLET
Red + Orange = RED ORANGE
Yellow + Orange = YELLOW ORANGE
Yellow + Green = YELLOW GREEN
Blue + Green = BLUE GREEN
Blue + Violet = BLUE VIOLET

“Black, White and Gray are considered neutral colors.”

Note: (For Grade IV only)
Do activities on p.127 & p.129 of your SPOTLIGTH Book.

ANNOUNCEMENT!!!!

Tuesday, June 30, 2009
MAPE 4 and 5
Dear Marians,
Praised be Jesus and Mary!

To all Grade 4 Health, Love, Consolation and Courage and All Grade 5 pupils!

While having a vacation at home, I really get bored. That’s why I engage myself in doing some art works and I find out that this can help you also because it is related to our lesson in ART. So I prepare an online lecture and some activities that will enhance your knowledge and skills in ART. Supposedly our lesson next week is all about colors, I want you to explore by applying the learning you gained through this Online Lesson in Art.
Kindly text, call or inform your other classmates and other section about this Online Lesson once you have read this.
Submission of your ART WORK will be on July 6, 2009 (MW) and July 7, 2009 (TF).

Good luck and have a GREAT and productive vacation! I am looking forward in checking your Art work. Just explore and use your creativity. I miss you guys.

God Bless!

-Ms. Bernalte



note: Pls. post a comment stating that you have read this announcement. Thank You!!

C O N G R A T U L A T I O N S ! ! ! ! ! ! ! ! !

JUNE 18, 2009

CONGRATULATIONS!!!!!!

I would like to commend the behavior of 3 sections in grade FOUR for their good bahavior inside their classroom...... they are the following
IV- Our Lady of Love

IV- Our Lady of Health

IV-Our Lady of Consolation
Congratulations!!!!!!!!

KEEP UP THE GOOD WORK!!!!!!...............Ms. Bernalte

Body Mass Index (BMI) Body Mass Index (BMI) is the measurement of choice for many health care practitioners and researchers studying obesity. BMI uses a mathematical formula that takes into account both a person’s weight and height (the formula is your weight in kilograms divided by your height in meters squared). You can find your BMI on the chart below using your height in feet and inches and your weight in pounds. 18.5 and below - UNDER WEIGHT 19-24 - NORMAL WEIGHT 25-29 - OVER WEIGHT 30 and above - OBESE H E I G T H (feet)
		5'0"	5"1"	5'2"	5'3"	5'4"	5'5"	5'6"	5'7"	5'8"	5'9"	5'10"	5'11"	6'0"	6'1"	6'2"	6'3"	6'4"
	100	20	19	18	18	17	17	16	16	15	15	14	14	14	13	13	12	12
	105	21	20	19	19	18	17	17	16	16	16	15	15	14	14	13	13	13
	110	21	21	20	19	19	18	18	17	17	16	16	15	15	15	14	14	13
	115	22	22	21	20	20	19	19	18	17	17	17	16	16	15	15	25	14
	120	23	23	22	21	21	20	19	19	18	18	17	17	16	16	15	15	15
	125	24	24	23	22	21	21	20	20	19	18	18	17	17	16	16	16	15
	130	25	25	24	23	22	22	21	20	20	19	19	18	18	17	17	16	16
	135	26	26	25	24	23	22	22	21	21	20	19	19	18	18	17	17	16
	140	27	26	26	25	24	23	23	22	21	21	20	20	19	18	18	17	17
	145	28	27	27	26	25	24	23	23	22	21	21	20	20	19	19	18	18
	150	29	28	27	27	26	25	24	23	23	22	22	21	20	20	19	19	18
	155	30	29	28	27	27	26	25	24	24	23	22	22	21	20	20	19	19
	160	31	30	29	28	27	27	26	25	24	24	23	22	22	21	21	20	19
	165	32	31	30	29	28	27	27	26	25	24	24	23	22	22	21	21	20
	170	33	32	31	30	29	28	27	27	26	25	24	24	23	22	22	21	21
	175	34	33	32	31	30	29	28	27	27	26	25	24	24	23	22	22	21
	180	35	34	33	32	31	30	29	28	27	27	26	25	24	24	23	22	22
	185	36	35	34	33	32	31	30	29	28	27	27	26	25	24	24	22	23
	190	37	36	35	34	33	32	31	30	29	28	27	26	26	25	24	23	23
	195	38	37	36	35	33	32	31	31	30	29	28	27	26	26	25	24	24
	200	39	38	37	35	34	33	32	31	30	30	29	28	27	26	26	24	24
	205	40	39	37	36	35	34	33	32	31	30	29	29	28	27	26	25	25
	210	41	40	38	37	36	35	34	33	32	31	30	29	28	28	27	26	26
	215	42	41	39	38	37	36	35	34	33	32	31	30	29	28	28	26	26
	220	43	42	40	39	38	37	36	34	33	32	32	31	30	29	28	27	27
	225	44	43	41	40	39	37	36	35	34	33	32	31	31	30	29	27	27
	230	45	43	42	41	39	38	37	36	35	34	33	32	31	30	30	28	28
	235	46	44	43	42	40	39	38	37	36	35	34	33	32	34	30	29	29
	240	47	45	44	43	41	40	39	38	36	35	34	33	33	32	31	30	29
	245	48	46	45	43	42	41	40	38	37	36	35	34	33	32	31	31	30
	250	49	47	46	44	43	42	40	39	38	37	36	35	34	33	32	31	30

	Underweight		Weight appropriate		Overweight

MAPE, HELE, Computer Family

Physical Education

• Physical Education is the process by which changes in the individual are bought about through movements experiences. Physical Education aims not only at physical development but is also concerned with education of the whole person through physical activities.
• physical education - training in the development of and care for the human body; stresses athletics; includes hygiene
  education - knowledge acquired by learning and instruction; "it was clear that he had a very broad education"
• Physical education is an educational process, which aims to enhance total human development and performance through movement and teh experience of a range of physical activities within an educational setting.
• instruction in the development and care of the body ranging from simple calisthenic exercises to a course of study providing training in hygiene, gymnastics, and the performance and management of athletic games
• Physical Education, also called Phys Ed, P.E., and Gym or Gym Class, is a course taken during primary and secondary education that encourages [psychomotor learning]] in a play or movement exploration setting. The term physical education is most commonly used to dPhysical Education is the process by which changes in the individual are bought about through movements experiences. Physical Education aims not only at physical development but is also concerned with education of the whole person through physical activities.enote they have participated in the subject area rather than studied it."
  The primary aims of physical education have varied, based on the needs of the time and place. Most modern schools' goal is to provide students with knowledge, skills, capacities, values, and the enthusiasm to maintain a healthy lifestyle into adulthood. Activities included in the program are designed to promote physical fitness, to develop motor skills, to instill knowledge and understanding of rules, concepts, and strategies. Students learn to either work as part of a team, or as individuals, in a wide variety of competitive activities. Due to the relative decrease in physical activity among American kids and teenagers in recent years, some schools also require physical education as a way to promote weight loss in students. The promotion of weight loss can also be harmful in mental ways so it is not always the best way of teaching.In all states in the United States, physical education is offered to students from grades K through 12. Most states do require physical education from 6th through 9th grades and offer "elective" physical education classes from 10th through 12th grades.
  
  International P.E.
  In the United States, the physical education curriculum is designed to allow school pupils a full range of modern opportunities, dozens of sports and hundreds of carefully reviewed drills and exercises, including exposure to the education with the use of pedometer, GPS, and heart rate monitors, as well as state-of-the-art exercise machines in the upper grades. Some martial arts classes, like wrestling in the United States, and Pencak Silat in France, Indonesia and Malaysia, are taught to teach children self-defense and to feel good about themselves. The physical education curriculum is designed to allow students to experience at least a minimum exposure to the following categories of activities: aquatics, conditioning activities, gymnastics, individual/dual sports, team sports, rhythms, and dance. Students are encouraged to continue to explore those activities in which they have a primary interest by effectively managing their community resources.
  In these areas, a planned sequence of learning experiences is designed to support a progression of student development. This allows kids through 6th grade to be introduced to sports, fitness, and teamwork in order to be better prepared for the middle and high school age. Even though to most gym is a total waste of time and is very unsanitary, in 1975, the United States House of Representatives voted to require school physical education classes include both genders.[2] Some high school and some middle school PE classes are single-sex. Requiring individuals to participate in physical education activities, such as dodgeball, flag football, and other competitive sports. This remains a controversial subject because of the social impact these games have on young children. It is, however, important to note that many school budgets have seen cutbacks and in some cases physical education programs have been cut - leaving educators and students to address these needs in other ways.
  In Singapore, pupils from primary school through junior colleges are required to have 2 hours of PE every school week, except during examination seasons. Pupils are able to play games like football, badminton, 'captain's ball' and basketball during most sessions. Unorthodox sports such as tchoukball, fencing and skateboarding are occasionally played. In more prestigious secondary schools and in junior colleges, sports such as golf, tennis, shooting, squash are played. A compulsory fitness exam, NAPFA, is conducted in every school once every year to assess the physical fitness of the pupils. Pupils are given a series of fitness tests (Pull-ups/ Inclined pull-ups for girls, standing broad jump, sit-ups, sit-and-reach and 1.2 km for secondary/2.4 km for junior colleges run). Students are graded by gold, silver, bronze and fail. NAPFA for Year 2 males in junior colleges serves as an indicator for an additional 2 months in the country's compulsory national service if they attain bronze or fail.
  In Scotland, pupils are expected to do two periods of PE in first year, one in second year and two in third and fourth year. In fifth and sixth year, PE is voluntary.
  
  Some counties include Martial Arts training in school as part of Physical Education class. Here, these children are doing karate.
  In the Philippines, some schools have integrated martial arts training into their Physical Education cirriculum.
  England, pupils are expected to do two hours of PE a week in Year 7, 8 and 9 and at least 1 in year 10 and 11.
  In Wales, pupils are expected to do only one hour of PE per fortnight.
  In Nepal, physical education is poor and poorly organized because the educational system has only been recently established and is still adjusting to recent changes and updates. Nepal has not gone very far in the sector of education because the educational history of Nepal is very short. Before 1951, Nepal was under a monarchy. The monarchy did not wish to provide education to the citizens as it did not want them to be educated and therefore politically aware. Institution of democracy did not result in a modern educational system; what education there was was little better. After 10 years of democracy the country again plunged into an autocratic monarchy. In 1990 democracy was restored and the education sector started to flourish. Since then, Physical Education became part of the school curriculum. At the primary level (1-5), some minor and local games are now taught, like hide and seek and some athletic based local events. In lower secondary level (6-8), the students are taught general concepts on major games like football, volleyball, basket ball, Kho-Kho and Kabaddi. They also learn some athletics like 100m race 100*4m relay race and some other minor and lead up games. In class Nine and ten it is an optional subject where they specialize in some games like volleyball, basketball, handball, cricket, Kho Kho Kabaddi, Badminton, table tennis and some athletics are also taught. In college it is taught in the education stream. Even though it is included in school curriculum, Nepal is not able to produce any worthwhile products of games and sports for reasons ranging from poverty to decentralized government.

Various Definitions of Physical Education are -
1. Barrow defined Physical Education as an education of and through human movement where many of educational objectives are achieved by means of big muscle activities involving sports, games, gymnastic, dance and exercise.
2. According to Webster’s Dictionary Physical education is a part of education which gives instructions in the development and care of the body randing from simple callisthenic exercises to a course of study providing training in hygiene, gymnastics and the performance and management of athletics games.
3. Jackson R. Sharman points out that physical education is that part of education which takes place through activities, which involves the motor mechanism of human body which results in an individual’s formulating behaviour patterns.
4. Charles A. Bucher defines physical education, an integral part of total education process, is a field of endeavour which has as its aim the development of physically, mentally, emotionally and socially fit citizens through the medium of physical activities which have been selected with a view to realizing these outcomes.”
5. Central Advisory Board of physical Education and Recreation defines Physical education as an education through physical activities for the development of total personality of the child to its fullness and perfection in body, mind and spirit.

MAPE Area Goal

Fully develop their total well being through various skill enhancing programs that will help them acquire a strong and sound body and stir up the appreciation and interest in music, arts and physical education and cultural heritage. the program aims to provide the Ignacian-Marian learners with meaningful educational experiences that will enable them to become active agents of change in our society.

GRADING SYSTEM in MAPE

• Short Quizzes - 15%
• Long Test - 15%
• Assignment - 10%
• Projects - 15%
• Class Participation - 20%
• Performance Assessment - 25%

Subject Description

The Music, Arts and Physical Education program in the Grade School Department is based on the Basic Elementary Curriculum (BEC) as prescribed by the Department of Education to develop a well-rounded individual physically, emotionally, mentally socially and culturally. Lessons are carefully selected and are based on the varied content areas that serve as a guide in developing the learners in line with the provisions on their needs and interests in honing basic skills in Music, Arts and Physical Education. The area uses Performance Assessment Standard. It caters to the development of the Multiple Intelligence of the pupils and encourages interaction and cooperative learning.