PanCAH-Iwan | Vol 2 Issue 2 | Aug to Dec 2022

PanCAH-Iwan

CAH Faculty shines in Variety Show ‘22

In line with the 106th Foundation Anniversary Celebration of Benguet State University (BSU), the College of Arts and Humanities (CAH) faculty participated in the University Variety Show in the afternoon of September 30, 2022 at the BSU Gym La Trinidad, Benguet.

President Comila Hosts “Kapihan Sa BSU”

President Felipe Salaing Comila of Benguet State University (BSU) hosted the “Kapihan Sa BSU” last September 23, 2022 10-12 AM at College of Human Kinetics (CHK) Function Hall BSU, La Trinidad, Benguet that was attended by media partners from Philippine Information Agency (PIA), guests, visitors and BSU officials and faculty. The said activity is in relation to the 106th Foundation Anniversary of BSU with the theme, “Championing advocacy on responsive services towards National College of Highland Agriculture and Environment.”

The CAH faculty performance anchored on the theme and storyline, “Farmer Ako : Success Story of a BSU Educated Farmer.” Also, the focus of the performance is to trace the humble beginnings on the success of the student farmer through 3 featured presentations of CAH’s 3 Departments: First, the Department of Filipino performed an indigenous Mountain Province chant and dance number “Daing” that highlighted the struggles and hardships that the young student former has been though. Second, the Department of English performed a Choral

Reading with interpretation of the young farmer’s student and social life while third, the Department of Arts and Communication faculty presented the challenges of his life at work on the ricefields to the tune of “Magtanim Ay Di Biro” until he gained success and graduated as a University Student. Moreover, the CAH faculty performance ended with a “Bendian Dance” by all the faculty of the 3 Departments of CAH to celebrate good harvest and success as a result of the BSU educated farmer’s hardwork and patience at work and in school.

Among the topics discussed by President Comila during the “Kapihan” are the present status of BSU and the soon to be offering of the degree Medicine in the University. Also, the University’s Vice Presidents and/or representative in order of appearance and present-ation, Dr. Samuel S. Poliden, Vice President for Academic Affairs (VPAA) and College of Arts and Humanities (CAH) faculty

Transitioning from Online to F2F Classes this Pandemic

“Ang Gangsa” | 1965 | “Charlie”

“Every body’s Function” “...”

On “Research Matters”

Photograph | The Mountain Collegian

Jennie M. Bito

Joseph Quinto

Jennie M. Bito

CAH Bags Silver in HEI Got Talent

JENNILYN S. LUMANG-AY

TheCollege of Arts and Humanities bagged second place in the recently conducted HEI Got Talent held at the BSU- DSG Hall on October 28, 2022.

The group that represented the BSU Main Campus is composed of selected faculty members from the College of Arts and Humanities. They showed talent as they

Cont. from P1

Among the topics discussed by President Comila during the “Kapihan” are the present status of BSU and the soon to be offering of the course Medicine in the University. Also, the University’s Vice Presidents and/or rep-resentative in order of appearance and presentation, Dr. Samuel S. Poliden, Vice President for Academic Affairs (VPAA) and College of Arts and Humanities (CAH) faculty gave updates on the 8th Cycle of the National Budget Circular (NBC) 461, the University faculty promotion system wherein 273 faculty were evaluated and 253 were promoted to higher academic rank and 30 not promoted but retained their academic rank. Moreover, the present 13,000+ student population

performed an oral chant at the BSUDSG Hall on October 28, 2022.

BSU-CAH performed a cultural oral chant known as the “Ba’diw” (a high form of poetic expression that only the artists and sages of the Cordilleran community can perform) for a Wedding, Batbat and for death of a loved one. The CAH Faculties together with the Dean Dr. Myrna Sison-Kuiper, chose to perform Ba’diw, which is

now a dying tradition of Cordillera. According to Dr. Sison,she aims to revive the culture of ba’diw, and reintroduce it to the public.

Judges Ms. Rosaria M. Pesoyen (President of Benguet Private Schools Association), Ms. Angeline T. Bugtong (President of TechVoc Institutions in Benguet), and Dr. Alfred A. Dizon (Editor and publisher of the Northern Philippine Times) had a difficult time selecting

the winner, but in the end, they agreed on the list of winners: Kings College of the Philippines placed first, followed by BSU Main Campus in second place, and BSU Buguias Campus garnered third place. The winning groups received their Certificates and cash prizes and were recognized during the Benguet Teacher’s Day Culminating activity held at the BSU Gym on November 18, 2022.

CAH faculty members with Dean Dr. Myrna Sison-Kuiper pose at the newly decorated BSU facade. They performed oral chant “Ba’diw” during the HEI got talent last October 28 at BSU-DSG Hall.

President Comila Hosts “Kapihan sa BSU”

BSU President Felipe Comila Salaing together with Philippines Information (PIA) guests during the “Kapihan sa BSU” last Sept. 23 at the College Human Kinetics Function Hall. Photo courtesy of UPAO

CAH Receives Books from NCCA College turn over books to Klondykes

Three Hundred Sixty Thousand worth of books was donated to College of Arts and Humanities (CAH) from the National Commission for Culture and the Arts (NCCA) through the partnership with the Rotary Club of La Trinidad (RCLT) on October 7, 2022.

The simple turnover ceremony of 406 new books was conducted at the CAS Building along with BSU President Dr. Felipe Salaing Comila who welcomed them in his office and gave his remarks during the program. The ceremony was also graced by Mr. Jayson Conda, director of NCCA Culture and the Arts, and Mrs. Evangeline Arseniuk, president of the RCLT accompanied by Mr. Jeremiah Malari from the NCCA Legal Office and Mr. Rodelio Candor, the NCCA accreditation and grants processing officer.

This donation was an initiative of the college dean and

former president of the Rotary Club of La Trinidad, Dr. Myrna SisonKuiper. According to her, NCCA announced of donating books to non-government organizations during a seminar in Marawi City. Through Rotary Club of La Trinidad, Mrs. Kuiper submitted a request proposal and was granted.

On the other hand, President Comila, Mr. Conda, Mrs. Arseniuk, and Mr. Malari also discussed the possibility of Benguet State University (BSU) as a UNESCO Heritage Center for Indigenous Languages and recognized

internationally for culture in the Cordillera.

The 406 new publications are context books in the humanities, arts, and languages. Since CAH provides university-level courses in the arts and humanities, these books will be helpful. Ms. Arseniuk added that the authors of these publications, who were also recipients of publication funding from NCCA, have graciously donated their work to the college. All donated books will be kept in the college library.

of BSU qualifies it as a medium level and the enhancement of the undergraduate degree programs with the “Cordillera Heritage 101” project to promote the Cordilleran indigenous culture was achieved last year.

The Vice Pre-sident for Research and Extension, (VPRE) Dr. Johnny G. Dati, Sr. reported on the past year’s research projects sold in the market, seminars and trainings conducted and linkages made with local and international partners like Department of Education (DepEd) Baguio and Apayao.

On the other hand, the VP for

Administration and Finance, Atty. Sacpa represented by Atty. Lampacan updated everyone in attendance of the College of Medicine’s offering next School Year, SY 2023 – 2024 in the University and also targeted the conduct of a Feasibility study before the said course’s official start.

The “Kapihan Sa BSU” was co-emceed by Dr. Adamson N. Labi, a faculty member of CAH and Director of the University Public Affairs Office (UPAO) and it ended with giving of tokens to the BSU media partners; thereafter lunch for everybody who attended was served.

Intending

to extend support for quality education to schools in need of books, the College of Arts and Humanities (CAH) favorably held a turn-over ceremony of books and scrabble boards to Klondykes Elementary School on November 14, 2022, at the College of Arts and Sciences building, Benguet State University – main campus.

A book drive was successfully organized through the joint effort of the college extension coordinators, faculty members, and students of the College Arts and Humanities, comprising the department of Arts and Communication, Arts and English, and Arts and Filipino.

Children’s book and scrabble boards were rendered to Mrs. Erlinda Cosil of Klondykes Elementary school, led by Mrs. Myrna Sison-Kuiper, college dean, and assisted by Mrs. Rhonda B. Tullay, college extension coordinator, and the students from the different student organizations.

Mrs. Cosil expressed her gratitude and stated that the books they received suit the learners in their school.

Revin Xavier L. Ignacio CAH Photo Archive -

BSU President Felipe Salaing Comila together with CAH faculties ,NCCA representative and Rotary Club of La Trinidad during the book turnover ceremony last October 7 at CAS building.

College Dean, Myrna SisonKuiper together with the CAH student organization officers handing over the book to Mrs. Erlinda Cosil of Klondykes Elementary School.

Mrs. Erlinda Cosil of Klondykes Elementary School thanking the College for the books and learning materials donated.

IP Month, Unang pangkalahatang pagtitipon Isinagawa ng CAH

Bilang pagtugon sa Proklamasyon Blg. 1906 na parangalan ang mga kontribusyon ng mga katutubo sa bansa. Ipinagdiwang ng Kolehiyo ng Sining at Humanidades ang Indigenous People’s month kasabay ng kanilang unang pangkalahatang pagtitipon na ginanap noong ika-20 ng Oktubre.

Ang nasabing programa ay sinalihan ng mga administrator, guro at mga mag-aaral mula sa iba’t ibang degree program ng CAH.

Masiglang binuksan ni Dr. Myrna B. Sison-Kuiper, Dekana ang nasabing programa.

Agad namang isinunod ni

CAH Inset 2022

The College of Arts and Humanities In-SeT 2022 served to upskill and retool the CAH Faculty Members.

The aligning of instruction to the ISO processes and mechanism was discussed by Dr. Julie A. Buasen and Ms. Julienne C. Cariño.

Jessa S. Paleyan, CAH-SG Governor ang presentasyon ng kanilang CBL at mga isasagawang gawain.

Ilan sa mga naging gawain ng pagdiriwang ay ang paligsahan ng Ginoo at Binibining Katutubo ng BAFIL, traditional photo Competition at pagsulat ng mga

sanaysay na dinaluhan ng mga magaaral.

Nagkaroon din ng symposium tungkol sa Indigenous Knowledge System na ibinahagi ni Dr. Marilyn W. Macwes, CAH Socio-Cultural Coordinator. Nabanggit niya na ang salitang indigenous ay mula sa salitang-ugat na indigen na nangangahulugang orihinal, katutubo at lokal.

Tinalakay rin niya ang IPRA Law at CMO No. 2, Series of 2019 – Integration of Indigenous Peoples Studies into the Relevant Higher Education Curricula. Diniinan niya na “Ang edukasyon ay dapat magpalawak ng kamalayan sa pagpapahalaga at pagtataguyod

ng kultura at mga wika ng mga katutubo”.

Hinikayat din ni Dr. Faustina T. Dio-as, Koordineytor ng Sentro ng Wika at Kultura ang lahat ng kabilang sa Kolehiyo ng CAH na makipagtulungan upang mapaunlad at mapanatili ang Wikang Filipino. Isinabay rin niyang tinalakay ang mga tungkulin ng SWK upang ipabatid ang kahalagahan ng pagkakaroon ng opisina ng SWK.

Upang wakasan, nagpasalamat si Dr. Mildred L. Takinan, CAH secretary at CAH adviser sa lahat ng nakibahagi at tumulong upang maging matagumpay ang nasabing palatuntunan.

Dr. Kara S. Panolong facilitated the finalization of the College Thesis Form and Style.

The assessment principles alignment in the table of specifications and mechanism was elaborated by Dr. Janet Lynn M. Balagtey. Assoc. Dean Mildred Takinan and Dr. Evangeline Leaño handed the certificate to Dr. Balagtey.

on Organizational

Ni: Joshua Payangdo Larawan: May Castillo

Dr. Jude Tayaben discussed gender and development integration in the syllabus design. Dr. Tica-a handed the certificate to Dr. Tayaben.

The topic

Protocol and Professional Ethics was presented by Mr. Raymundo H. Pawid, Jr. Dr. Cynthia Lubiton graces the giving the certificate to Mr. Pawid.

Photos: PanCAH-Iwan Archive

CAH welcomes New Faculty

The College of Arts and Humanities (CAH) welcomes ten (10) new faculty members in addition to the English, Filipino, and Arts and Communication Departments on August 22, 2022.

The College of Arts and Humanities (CAH) welcomes ten (10) new faculty members in addition to the English, Filipino, and Arts and Communication Departments on August 22, 2022.

The ten (10) newly hired instructors namely; Mr. Richard Giye, Mrs. Gwyneth Sildon, Ms. May Castillo, Mr. Joshua Payangdo, Mr. James Aquino, Mrs. Deborah Taquio-Aquino, Mr. Revin Xavier Ignacio, Mrs. Jennilyn Lumang-ay, Ms. Lory Rose Supsupin, and Mr. Daniel Payangdo who will aid the previous faculty of CAH. Due to the increased number of enrolled students, and newly opened programs for the first semester of the 2022-2023 academic year.

Mrs. Mildred Takinan, College Secretary, said that there are more enrolled students due to added new programs of the university, specifically Criminology, Electrical, and Civil Engineering programs.

Moreover, BSU-Nursing expanded and catered to more nursing students this semester. With the increase of students more instructors are needed. CAH is a service college that offers general education courses to the university. Mrs. Takinan also explained that previous CAH faculty were promoted and designated to different offices.

On the other hand, Dr. Mryna Sison-Kuiper, dean of the College of Arts and Humanities, welcomed and congratulated the new addition to

the CAH family during their brief orientation. She also reaffirmed her expectations and her wish to let them enjoy their time at the college.

The new instructors will join three (3) departments. Joining the English Department will be Mr. Richard Giye, Mrs. Gwyneth Sildon, and Ms. May Castillo while Mr. Joshua Payangdo will join the Department of

Filipino. Furthermore, adding to the Department of Arts and Communication includes Mr. James Aquino, Mrs. Deborah TaquioAquino, Mr. Revin Xavier Ignacio, Mrs. Jennilyn Lumang-ay, Ms. Lory Rose Supsupin, and Mr. Daniel Payangdo.

The presence of the new faculty would significantly help with the college’s workload and responsibilities. They also vowed to work hard during college initiatives and engagements and extend whatever help they could give.

It is without a doubt that through these actions, CAH continues to think of its students and give a better quality of education for all.

By Candice Grale K. Belgica

Formerly known as the “Saringit”, which was the official publication of the faculty members of the defunct College of Arts and Sciences, the publication chronicles the many years of contributions and achievements of the College. To unceasingly display its functions, PanCAH-iwan’s first maiden issue was released on May 2022. While CAH in the name ‘PanCAH-iwan stands for College of Arts and Humanities

“Pankaiwan” is a Kankanaey term from the root word, “kaiw”, which

means ‘tree’. “Pankaiwan” then refers to a place where trees can be found or taken as woods or logs for cooking and providing heat at homes…

According to Dr. Leo L. Samonte, the Director of BSU Center of Culture and the Arts and a faculty of the College of Social Sciences, “kaiw” (as a general term used by the Kankanaeys of Bauko and other areas of Cordillera) refers to a pine tree and not referring to other kinds of trees which are called locally as, “kallas” or “kallasan”. Dr. Samonte further explained that the pine wood has been widely preferred by the people even before and at present for building houses and for making it part or design of house furnish because of its better quality compared to “kallasan”.

Revin Xavier L. Ignacio

RichaRd Giye

daniel PayanGdo

James aquino

may castillo

Joshua PayanGdo

Jennilyn Lumang-ay & Deborah Taquio-Aquino

Revin XavieR iGnacio

Gwyneth sildon

Lory rose supsupin

Raw and ready, the newly instituted College of Arts and Humanities (CAH) continues to serve Benguet State University through its official faculty publication- PanCAH-iwan.

CAH, ISRD & GAD spearhead ‘ThinkTalk3: Lang, Lit and Comm Web Series

TheCollege of Arts and Humanities (CAH) in partnership with the Institute of Social Research and Development (ISRD) and Gender and Development (GAD) office conducts the staging of the third installment of ThinkTalk3: Of Shapes, Hues, and Notes: Bringing the Arts in the Classroom at the Everlasting Hall, ISRD on November 14 and 15, 2022.

Reading Through Arts by Dr. Elaine

Grace J. Dizon

The first speaker is Dr. Elaine Grace J. Dizon started with the question, “What is Reading?” One of the onsite participants answered, “Ang pangbasa ay interaction ng mambabasa at author.” Then she asked a follow-up question, “What is Art?”. Numerous answers were elicited from the audience such as, “Art is everywhere”, “Art is exteriorized emotions”, and “Art is a mirror you hold on to your society.” Artworks accordingly communicate certain movements, society, experiences, culture, emotions, or anything to us. She explained that when we read art, we ask, “What is this trying to communicate?”

There is a need to understand art and support those who produce them. According to Dizon, we are living in the 21st Century where “Creativity is the most needed currency.” Creative in almost everything we do and that is the challenge to all Art teachers to help their students find their creative niche. She further emphasized the importance of Visual Literacy which is the ability to evaluate, judge, and communicate. She said, “We need VL and the root word is literacy. Being able to read and write visually and visually demands

education.”

The central question of Dr. Dizon’s talk gears towards providing a framework to the question, “How to teach the Arts?” To provide an answer to this, she conducted research using the Delphi Method and interviewed experts in the visual arts. She formulated and then came up with the Dizon Dice Strategy – a pyramid structure having 4 sides to the 4 strategies namely: Discovery, Interrogation, Conservation, and Expression.

To expound further, Discovery Strategy is where the teacher teaches the students to think outside the box. For instance, if a student color the mountain yellow. Allow them to discover themselves by accepting this unconventional style. And also letting them learn through their mistakes.

The Interrogation Strategy is defined by Dr. Dizon as the ability to formulate and raise questions to interrogate further existing theories and rethink these principles. Teachers dominate questioning in class but it shouldn’t be that way according to Dizon. The Socratic Method could be used it’s the dialogue between the teacher and students. The students this time will ask a question. For example, the teacher will show students painting and the students will formulate five questions. This would develop their

critical questions and think-aboutthinking questions approach and the teacher will realize that they have sense in their questions.

At this point of discussion, Dr. Dizon shared that Art criticism could be drawn out from the Author’s Meaning and the Audience’s Meaning. An example would be the interchangeable art forms they created or brought.

The author’s meaning could have different from the interpretation of the audience. Dr. Dizon noted that there is a possibility in reading art multiplies differently depending on our background, culture, and experience. Audience meaning, on the other hand, they can read depending on what he sees and on the levels of meaning he/ she is prepared to take.

To implement this, schools could veer away from the conservative approach of spoon-feeding the students. Instead, they could organize art talks. This is simply inviting local artists and letting them talk inside the classroom or they can visit creative spaces like Tamawan, Ili-likha, museums, galleries, etc.

The Conservation Strategy recognizes the traditional teaching or lecture method. Since this is a strategy, Dr. Dizon noted that the Di-strategy is a useful mobilization of the four strategies. The class should use the 4 strategies or DICE. She said, “Teachers are the facilitator and not the manipulator.”

Finally, the Expression Strategy is captured in one word “production”. Teachers should encourage the students to learn, students should express their creativity. It is summed up into the following, a.) Show and tell, b.) Imitation- mirror not copy, c.) incorporation (tech and art), and d.) production.

In the next part of Dr. Dizon’s talk, she cited the work of Rose, 2011- the Five Levels of Visual Analysis. She started with 1.) Literal Description- This is what students see, the 2.) Comprehensive Feeling is what the person feels when he/she sees the artwork. This is based on the knowledge and experience of the students, the 3.) Formal Analysis- is a mixture of levels 1 and 2. The central question is “What do you see and feel and principles of organizations, image development, materials, symbols, and representations?” the second to the last, is 4.) Interpretation of Meaning- this allows the students to formulate an interpretation of meanings and connect these principles of arts to arrive at a certain pattern, intensity, and meaningmaking of students. Finally, the 5.) Value Judgement- this is the highest level, whereby, students and art teachers alike would dig deeper, and from what they have seen, and felt, what could now be their judgment on the artwork?

To demonstrate this, Dr. Dizon used Pablo Picasso’s painting “The Old Guitarist” and allow the participants to go through the five levels of visual analysis as part to end her discussion.

Cordillera Women in the Canvas by James M. Gabito

The second speaker, Sir James M. Gabito finished his bachelor of Fine Arts at the University of the PhilippinesBaguio. Gabito started his talk with the challenge of bringing the subject Cordilleran women in Manila’s painting landscape. He said, “Its always farm, portrait and harvest, this is the common subjects of arts in Manila.” He then noted, that this could be an opportunity to showcase the different subject of arts

Dr. Elaine Grace J. Dizon

James M. Gabito

Kim “Kubong” Laranjo

Liezl B. Villagracia

Wreigh Jann C. Tamayo

Richard A. Giye

Photos: Onofre G. Dacocot Jr. & Mikhail H. Del Rosario

coming from the Cordillera. Gabito admitted that its not easy to find a niche so he started his painting endeavor using, acrylic, then he tried also oil and watercolor. Particularly, his painting materials included, Oil in Canvas, Acrylic on canvas, fantasy realism as style, utilizes other materials he used before like crayons, watercolor, and pastel.

He shared to the audience that he developed his style by centering his subjects to Cordilleran myth, legends with whimsical characters. He also inquired, “Why Cordi women?” He admitted that Cordilleran women become a favorite among Manila Art collectors because not only that it shows a unique subject, the culture that they represent is valuable. Gabito emphasized the identity of these women by making sure that, the wearing of beads and tapis are authentic and historical valuable representation of our culture.

To demonstrate this, he presented sets of paintings, he finished to stir different discussion of art demonstration, praxis and treatment. In his first example, called “Fading Culture”- the painting went to Singapore on one of his exhibits there. The uniqueness and its vivid use of warm and green colors elevates the subject. The second painting, is called “Tiku” which is now being exhibited in the University of Arkansas. The value of these paintings being appreciated in other countries gives pride to our region and our people as well. The third painting called “Afternoon Break” reminds him an important occasion that inspired him to draw this painting. It was his marriage- the happiest moment of his life. According to Gabito, in this particular painting, he uses a style where the bottom part of the painting fades in color to accentuate memory, happiness and allusivity of time. The fourth painting is called “Sleeping Beauty” derived from the famous Kalinga Legend. But in a different perspective, Gabito veers away from the popular depiction of the ‘sleeping beauty’ painted in jeepneys, family displays or tokens. He said, “The literal sleeping beauty that we come to know of is from a commercialized depiction.” In his version, he uses flesh-toned colors and uses different materials to blend in to the nature. The fifth painting, is a “Manghuhula”. He explained in this particular example that in painting, “Habang humahaba ang panahon, tumataas ang value. Like mangkukulam, manghuhula, manghihilot as subjects in my painting, in the future students would appreciate this vanishing culture of ours. Through theme, we have developed our first medicine. It’s a remembrance from those yesteryears.” He also noted that the Manghuhula in a more culturally informed perspective may not be all

totally wrong, they too have truth on it such as the power of suggestions for instance, Gabito enthused to the participants.

On this part of his talk, the audience begin now to immerse in the various wonderful works of Sir Gabito, as they show elation to every painting laid on to them. The sixth painting presented to the participants is an example of Sir Gabito’s earlier works. This is part of his sharing of his journey in this field. This is called “Legend of the Bridal Falls.” The story behind recalls a distant past when the Kenon road was constructed, the falls was famous for tourists and travelers for picture and for relaxing. Sir Gabito made a cordilleran research- based on the legend story from Sam-it and his painting captures the sweetness of Sam-it. Juxtaposed with another painting, is called “legal Hair”that depicts the nature of Cordilleran’s culture of inheritance. He recalls the practice that inspire the paintinggenerally the practice is- the house and beads are inherited by the girls, while the land will be given to the boys. However, according to Gabito, problems arise when in a particular situation, he come to know about these two boys who are drunkard and who sold all their lands. The boys wanted to get the inheritance of the girls- the house and the beads. In this cause that Gabito decided to use this as inspiration and portray this changing cultural system at least preserved it through paintings.

The seventh painting, called “Caregiver” from atok. The subject presented is an old woman who adopted the small kid but only have a very small house but can’t bring the child to college. The boy went to UK after. The painting, is an inspiration. Gabito said “The woman in the painting don’t expect anything from the boy she adopted but she just did the right thing.” At this point, Sir Gabito is emphatic to emphasize to the teachers that the appreciation of paintings should be accompanied with stories and the context that inspires the students.

The eight painting is the Lady of Mt Makiling. Sir Gabito depicts the Goddess of animals- that protects and a reminiscence of an ancient hunting regulation. The story behind is about the hunters who frequents the forest for food, in one occasion a mystical woman suddenly appeared and the hunters ran away and didn’t resume their hunting. Gabito emphasized the value of the story, “Imagine if without the Goddess of animals - then all animals will be killed.” This is how Gabito thinks the value of the painting lies on how it captures how the hunting of all animals delayed in the Cordillera. “The painting becomes a reference of this tradition” he added. Gabito pointed out that in this generation, many are not reading anymore and through painting, he

hopes to carve out deeper meaning and essence to the culture and identity of the Cordillera.

On his, concluding point, Sir Gabito gave remarks on how his journey as an artist made it possible to raise his family contrary to misconceptions that the art career is not meant for a living. He advised the teachers and the participants to continue supporting the artists in many possible ways they can in order for our society to prosper.

Reading Alembong: Putting the Picture into Words by Karen Laking

said “Surrealist artists sought to channel the unconscious as a means to unlock the power of the imagination.”

In the discussion of her reading, she noted that

“Alembong” shows two female figures facing each other, as if they were in the act of dancing. The dominant colors are brown, blue, green, black and gray rendered into the canvass with smooth and fine brush strokes. The black lines resembling twigs or roots are dominant in the painting; these gave the painting a somewhat “mysterious” aura because the viewer would really wonder what they are and what they represent. They could be veins perhaps to represent the physical bodies of the figures and the “fish-like” shapes which are dominant could also represent the muscles/ flesh of the figures to underscore their “human-ness”.

The third speaker is Maam Karen O. Laking- a faculty of the College of Arts and Sciences. She gave a full-length critique and a demonstration of art criticism of a painting of Alembong. She started by first asking the audience five questions they could draw out from the painting projected in her presentation.

On the surface, the painting have various hues of blue, orange and green veiny lines emerges irregularly. Its fluid with strong and light strokes drawing out and near. Four rounded circles elevated holds the gaze on them, two black, two smaller white pointy materials in place. On the second look, two images immerge probably a man and a woman, their face drawn near each other and their body melted. One participant commented that she didn’t notice these two figures, she thought that its abstract- lines and colors. Other participants were quick to point out the intimacy between them. Others asked the objects as point breasts and why the color black and white? These were initial thoughts of the participants, Maam Karen was able to elicit from them before she read her paper on Reading “Alembong” Putting the Picture into Words.

She started, “Painting is the art that has most to do with revealing the visual senss and the visual appearance of objects and events. This is a sort of a critique of the painting “Alembong” of the local artist Tara Lalaine Natividad using the theories of Clive Bell on The Aesthetic Hypothesis and Eugene Veron on Aesthetics.”

Maam Karen first explained the framework of the reading she is doing then cited literary theories to support her claims. “Alembong” according to her is an example of surrealism. Whereby, she

She clarified that the materials seen in the paintings are made of rubber and place therein to ‘emphasize’ the breasts of the figures. We then learned that these are two women. There were earth colours, faceless subjects, discrete but suggestive. Laking assumed that the title ‘alembong’ is consistent with its meaning ‘flirting’ as it would be on the two women attracted to each other in the painting. Most importantly, it veers away from the heteronormative relationships as supported to how subdued the colours were used. Laking interrogates the shadowed situations of homosexual relationships in the society, to quote:

“The color of the breasts is also significant, the contrast of black and white. Perhaps the figure with the black breasts is symbolic of a glamorous, graceful, efficient and secured woman, a woman who knows what she wants, besides, women wear black to attract and black is also a color of sophistication. The figure with the white breasts on the other hand symbolizes a pure, innocent, virginal and simple woman. With these given characteristics we can say that these two women of opposite characters were attracted with each other.”

The proceeding discussion, worked its way on the importance of art as ‘eteriorized emotion’ and cited Eugene Veron. She suggested, “I think the “Alembong” will be evaluated as a “work of art” using these criteria of Veron.” This set-up is used to bdeepen the reading as it ties-up that art as a ‘signifiacnt form’ to cite Clive Bell’s. To quote, “For me personally, the fact that I have chosen it from all the other works exhibited is an indication that I “felt” something when I saw it,” Laking contemplates the power of the art to communicate to its viewers in different layers and meanings.

In closing, she said, “indeed, the work has qualified on the standards set both by Eugene Veron and Clive Bell thus, we can rightfully say that it is a beautiful piece of art.” Laking also included an ekphrastic poem inspired by “Alembong” called “Fancy Flight” (See Literary Ventures section for the full poem).

PanCAH-Iwan

JENNIE M. BITO Editor-In-Chief

Editorial Editor / College Info Officer

RICHARD A. GIYE

News Editor

/ Lay-out & Design

REVIN XAVIER L. IGNACIO

Feature & Literary Editor

JOSHUA D. PAYANGDO

Sports, Health & Wellness Editor

ARTICLE & PHOTO CONTRIBUTORS

Karen O. Laking

Mae Castillo

Janet B. Mede

Vanderlee M. Batalier

Joseph B. Quinto

Frances Mae G. Diase

Noriebelle O. Jimenez

Candice Grale K. Belgica

James Aquino

Deborah Taquio-Aquino

Jennilyn Lumang-ay

Lory Rose Supsupin

Penelope Tica-a

Pryce Environ Quintos

Dominga Tomas

Joseph Quinto

The Mountain Collegian

UPAO

Onofre G. Dacocot, Jr.

Mikhail H. Del Rosario

Elsie M. Bayawan

Cherry Ann B. Napiloy

Prince Jheruel Gadang

CONSULTANTS

DR. MILDRED L. TAKINAN

Assoc. Dean, CAH

DR. MYRNA S. SISON-KUIPER

Dean, College of Arts and Humanities

DR. SAMUEL S. POLIDEN

VP for Academic Affairs

Transitioning from Online to F2F Classes this Pandemic

The move of the Commission on Higher Education (CHED) in coordination with the different Colleges and State Universities in the Philippines like Benguet State University (BSU) to transition from online to face to face classes in tertiary education this pandemic is prevalent. With the higher population of the country being now fully vaccinated against COVID-19, the opening of the economy, tourism, classes particularly tertiary education is very evident. It is hoped that face to face classes this pandemic will merit more gains than pains.

Transitioning from online to face to face classes amidst this pandemic has differences - positive and negative. Hopefully, the former outweighs the latter. For one, online classes need strong/good internet connectivity while face to face classes entail adherence to COVID-19 protocols of wearing face masks, social distancing, disinfecting with alcohol every now and then or washing of hands and temperature reading.

As to online classes, they could be at home, anywhere or any open space with strong internet connectivity but face to face (limited or full) classes should be inside the classrooms in school. Since the home or any open space/place with internet connectivity is the medium for online platform classes, there will be lesser COVID-19 exposure thus, decreases the COVID-19

cases while on the other hand since the school is the setting for face to face classes, this leads to more increased COVID-19 exposure of students and teachers that consequently results into more cases of COVID-19.

Further, the COVID-19 pandemic, brought about Blended Learning wherein uploading of Modular Tasks/ Activities is done for students’’ tasks/activities/outputs and submission is also done online like Google Classroom, email or other online platforms. Moreover, the online platform for the conduct of collegiate classes is applied during the height of the pandemic- Enhanced Community Quarantine (ECQ) with no developed vaccines yet as antidote to the pandemic. However, with the advent of the COVID-19 massive vaccination for all ages, the full time online

platform for basic and tertiary education eventually transitioned from limited (August, 2022) then from limited to full face to face classes (November, 2022) to complement the opening of the economy, business, tourism, sports, entertainment/ amusement and other endeavors in order to learn to live and cope with the pandemic.

Truly and truth- fully, the transition from online to face to face classes drew varied reactions from different walks of life, raised many eyebrows, proved a force to wreckon with and a reality all educators have to face and accept most specially as present day tertiary educators. Indeed, face to face classes is a part of moving forward-in the new normal in the academic sphere amidst this pandemic.

Jenny M. Bito

Janelle Villagracia

Ignatius

Revin Xavier L. Ignacio

“No Building Yet”

I’ve often wondered what it’s like sharing the same faculty, working closely with members of the college, attending classes without difficulties, and having an organized facility for students and teachers— a building which unfortunately, we do not have.

As the first semester of this academic year comes to a close, I find it challenging to envision how the instructors of the College of Arts and Humanities (CAH) survived because it is apparent that CAH can be regarded as NPA, or No Permanent Address, as none of the three departments share a building, especially in light of the requirement that higher education institutions conduct their in-person classes in the middle of the semester. The changes in teaching mode from online to in-person classes have aroused several challenges and adjustments.

One is the lack of classrooms for students. The three (3) departments share few available classrooms from other colleges, and each faculty member must schedule and utilize the rooms every hour of every day.

Another is the relocation of the faculty office to another building in the middle of a semester. The English and Filipino department’s faculty members were relocated outside their customary faculty building to a farfunction hall with all their tables, chairs, filing cabinets, and other equipment. The former faculty space was turned into a teaching ground for face-to-face classes, and with this, we had to endure a lengthy commute between buildings to attend our classes.

The last significant issue is the absence of a facility for performing arts and more extensive presentation as a

requirement for their course, which was embedded in the curriculum.

As I reflect on these challenges, I’m still in awe of how resourceful all the departments were despite everything. This struggle was surpassed through strict schedules that were closely adhered to and considered. Each faculty member had to communicate the precise time and hour they would meet with their students in person to maximize learning.

A few of our instructors have had their students perform theatrical plays, dances, and art sessions in Shimamura Park to mimic a stage fit for the performance. Also, courses with multiple students had their instructors consult various degree deans and faculty to ask permission to use available rooms in their buildings.

The faculty of the College of Arts and Humanities (CAH) has demonstrated its zeal and dedication to provide students with an excellent education and displayed strength, adaptability, and resourcefulness.

Although we surmounted these impediments, CAH can exceed more expectations and boost excellence with a building to its name.

The dream of the college facility with its classrooms, faculty room, laboratories, and theater will never die. But still, CAH will continue to give topnotch university service with or without that building…yet.

It takes ten thousand footsteps to know my university campus in La Trinidad valley. Its hundredyear-old memory of farmers, teachers, scientists, builders, and many more remains to be the inspiration our youth today.

Nostalgia

Richard Giye

Campus Memory

The land bears the heavy toils while the river meanders the borders to sustain the gardens, the flowers, the trees all life forms there at my campus. The wide roofs like mountains in the backdrop, the cornerstones of the buildings underlie thousands of bedrocks hauled by the students from the river. Yet beginning now the landscape begins to alter as numerous structures have been built. The surroundings of the school are tightening up and my campus begins to become smaller and smaller in view.

At the very heart of where it began, the few students who first toil the land in 1916 wouldn’t imagine this present developemt. More than 13,000 enrolled students and thousands more of alumni who already have served the province and abroad.

At the very same campuscut across the heart of valley bore memory of the first builders of the campus. Look around the campus, their names inscribed at the columns of the gates.

From the meandering Balili River, the rocks hauled by the first students still hold the walls of the buildings including the canopy poles where the abundant kayabang filled with the first harvest sits. The recent earthquake didn’t break them.

I should not forget also the children that run in the ground, swing in the branches of the trees, and shout with glee in the lazy afternoon after their classes. Yet, their confinement to small spaces begin as many buildings will be put up sorrounding the campus. A true educator should remember his childhood too, the space he needed to be creative, explorative and

commune with the nature. We should maintain and open up green spaces for us all to thrive.

Further, children shouldn’t be brought-up eating fast-food, as we food stalls mushrooming in the campus. From one hub to another students surrounded by the indifference of the crowd and dulled by popular gadgets and commodities sold around wouldn’t make our campus safe for everone.

I don’t want to disremember my campus where like in the cities, college students dine in cozy coffee shops inside their school, instead I want to sit in the ground under the shade of a tree. Trees should lined-up way to my next class and not stalls and stalls of merchandise, my school is a safe ground where I could learn not where I could do business.

The space and the air should where the students’ learnings and creativity be inspired. Their vision should be wide and far-reaching and not hindered by another building blinding their future. The wide panorama at the heart of the valley, the hundred milestones, the hundred acre of vast knowledge should guide them once they leave the campus.

Help us recall the story of our school, the beginning story, the hallmark of its classrooms, the first students, the first writers, first farmers, and scientists. The ground where our campus stood remains to be toiled for the purpose of the education of the next generation. The land should be tilled, the gardens should continue to nourish us with real food from the ground.

And if all these grand plans will fail and turn into dust - the legacy of the farmers and the children of the farmers should be rewarded only by the enduring power of memory.

College conducts extension activities to 4 schools

Team and the presentation of the CAH Research and Extension Program given by Dr. Domiga S. Tomas. Dr. Tomas highlighted the purpose of the extension activity, how the participants would be benifited, and the expected follow-up activities.

Klondykes Elementary School (Twin Peaks, Tuba, Benguet)

By Vanderlee M. Batalier

Atok National High School (Central Atok, Atok, Benguet)

By Candice Grale K. Belgica

As part of its extension activity, the College of Arts and Humanities conducted the Needs Assessment on Teachers’ Reading Instruction and Students’ Reading Skills last October 28, 2022 at Atok National High School, Central Atok, Atok, Benguet. The activity was prepared for the High School students (Grade 7) and English and Filipino Teachers and other subject teachers whose medium of instruction is English and/or Filipino. The activity was organized in cooperation of the ILI-Philippines (Indigenous Learning Initiatives) and Atok National High School (ANHS).

The whole day event was represented by selected faculty members of the College: 1) Dominga S. Tomas, as the Overall Overseer of the extension activity and leader of the leader of the Reading Needs Assessment of StudentsFilipino; 2) Yvonne P. Buasen-Balansi, leader of the Reading Needs Assessment

of Students-English; 3) Tyrene Joy B. Basal, facilitator; 4) Jennie M. Bito, leader of the leader of the Reading Instruction Needs Assessment of Teachers-English; 5) Samantha Caine I. Guinabang, leader of the leader of the Reading Instruction Needs Assessment of Teachers-Filipino; 6) Candice Grale B. Macli-ing, documenter of the activity; and 6) Hoover Agyao, member of the Board

Furthermore, Mrs. Mary-ann Santos, faculty of ANHS, presented the results of the Phil-Iri reading assessment. At 10:00 A.M., headed by Yvonne P. Buasen-Balansi, the reading assessmentEnglish for the 39 participating Grade 7 students was conducted while the reading assessment in Filipino followed, headed by Dominga S. Tomas. For the afternoon session, at 1:00, the needs assessment on the teachers’ reading instruction was conducted as spearheaded by Jennie M. Bito. The presentation of the current practices of the faculty members on instruction and on reading interventions were shared by the host. The said activity was conducted in a Focus Group Discussion with questions from the faculty members of CAH. The results of the Phil-Iri Reading Assessment and its implications, solutions, and future extension activities also highlighted the discussion. As part of the assessment, a checklist of the needs assessment on teachers’ reading instruction, which was introduced by Tyrene Joy Basal was administered to the participating teachers of ANHS. The retrieved needs assessment instruments were later clarified by the participants through question intervention by the team. The participants further identified areas of their instruction needing training and assessment.

The group, with six members and one driver, departed from the meeting area at about 7:45 am. and arrived in Klondykes Elementary School at about 9:00 am, with the school Principal Ms. Erlinda T. Cosil. Upon arrival, the pupils were still having their class. Thus, the Host and the BSU team had short introduction and initial discussion on the rationale of the activity.

Afterwards, Ms. Cosil shared some academic struggles experienced in school. She emphasized the problems on the reading and comprehension of the learners. The specific reading needs of students, current practices or interventions conducted by teachers, suggested interventions to address the needs of students, and future plans that can be conducted with the college .

After a productive discussion on the reading needs and interventions for future extension service, Ms. Cosil suggested if the school could possibly be adopted as a part of the extension program. This received positive response from the BSU team.

While in short break from the discussion, the group had interaction with the pupils. Ms. Laking and Ms. Tullay assessed the reading competence of some learners by having them read words/ sentences and recognize some sounds. It was observed that some of the learners have good recognition level but they need improvement for the inferential or comprehension level.

Moreover, at 9:30 A.M., the activity commenced with a prayer, led by Abril Tad-o and a welcome message by the Principal of ANHS, Mrs. Gregoria Lipa-od. Mrs. Lipa-od further introduced the participating teachers of ANHS. This was followed by the introduction of the Extension

The event concluded at 4:15 P.M. with the acknowledgment messages from the participants and the Principal emphasizing their expectation of future extension activities.

Based on the experiences during the extension activity, it is then recommended that the Reading Program of the host be analyzed by the team including the instructional materials of the English and Filipino teachers.

Also, Ms. Cosil mentioned that possible early donation of books would be of big help during the Brigada Pagbasa, which is conducted yearly. If there would be books to be given this November, both parties ( Host and BSU team) may opt to meet in a certain place and books be turned over or Ms. Cosil may come in BSU.

Grateful to the assistance brought by the team, Ms. Cosil invited the group to join a school program in December.

of Directors-ILI. The team arrived at the target school at 8:10 A.M., ferried by the Benguet State University official services through the BSU drivers, Abril Tad-o and Tony Danglay.

Dr. Tomas giving the token of appreciation to the ANHS Principal with the CAH faculty Extensionists looking on along with the ANHS faculty-respondents of reading needs assessment of students. The classroom setting is reading needs assessment of Grade 7 students with Prof. Yvonne P. Buasen- Balansi,Ms. Tyrene Basal and Ms. Candice Macli-ing conducting the activity at ANHS Atol,Benguet

Photos: CAH Archive

In addition, the group was led to the current reading area of the school where some books and other learning materials including some PCs were kept. It was observed that many of the books were intended for learners in a higher level, even college level Thus, reading materials for the target learners are really needed.

also a language teacher. The team was encouraged to rest for few minutes before the start of the program.

The program started with a prayer led by the School Head. Then, she followed it with her welcoming message for the Welcome Remarks and the introduction of the language teachers in the school. The host consisted of four language teachers and the school head. Afterwards, Ms. Cynthia T. Lubiton, the overseer of the team and English Department Chairperson, introduced the team to the host. Ms. Noriebelle O. Jimenez then presented the College of Arts and Humanities Research and Extension Program to the host as well as the rationale of the activity. The program was facilitated by Ms. Mildred L. Takinan.

November and December of 2022. The communication papers are to be communicated through Ms. Susan C. Pio who is also an Advanced Studies student of the university. Also, the communicators of the host and the team are Ms. Janice S. Dionisio and Ms. Mildred L. Takinan. Aside from the reading program, the school head requested for a Memorandum of Agreement for the implementation of other programs between the school and the university.

Marcelo Marquez National High School (Ansagan, Tuba, Benguet)

By Noriebelle O. Jimenez

The BSU team met in front of the Administration Building of the university and the travel started at around six in the morning. The travel time was more than the duration of the expected travel time due to the unforeseen road condition and capability of the vehicle provided for the trip. The road has uncemented parts with the tire path lower than the middle part of the road making it hard for the vehicle to travel smoothly. Moreover, the vehicle had to make a few stops to avoid overheating due to the steepness of the road.

On the way to the site, one of the residents voluntarily guided the team the way. Since he was on his way to the junction where the road to the site and road to where he is bound to meet, he suggested that he should join the team in the vehicle to guide the way and for the reason that it is seldom for cars to travel in their place.

The team was welcomed by one of the teachers who led the team to the office of the School Head, Ms. Janice S. Dionisio. The team was welcomed with snack personally prepared by the Home Economics teacher who was

After the introduction of the host and team, the host presented the results of the reading assessment they have conducted using Philippine Informal Reading Inventory Assessment Tool and Cordillera Administrative Region-Reading Interventions to Uplift and Accelerate Learning materials. The team and host then started the discussion on the results, present interventions, and future plans for the improvement of the reading capability of the Grade 7 students. During the discussion, the team also asked if they could see the materials used during the assessment and the host presented these materials. The discussion was led by Mr. Joseph B. Quinto, Ms. Cynthia T. Lubiton, Ms. Mitche A. Aglasi, and Ms. Lyn-lyn B. Alodos.

The results of the needs assessment using Phil IRI and CARRITUALS present that the reading level of the students is in the Frustration level in English which is the lowest level. In Filipino, the students also have low level of reading comprehension as presented in their scores ranging from three to nine points only out of a total of twenty points.

According to the discussion, the present interventions of the teachers include reading activities after class but it was seen unworkable. This is because the students have to go home early for their houses are far from the school and it takes a lot of time for them to reach their houses. The school also conducts peer reading but the students with low reading comprehension lack the motivation to read with their peers. They even run away from them. According to the Filipino teacher, she lets the students read first for them to improve their reading ability and to know the appropriate reading material to be used.

The team and host concluded the discussion with coming up of a 5-Day Creative Reading Program to be conducted on Saturdays. The plan is to start the program around January of 2023 and the planning stage is

Piminggan Elementary School (Ansagan, Tuba, Benguet)

By Frances Mae Diase

On October 28, 2022 (Friday), the members of the Piminggan Elementary School extension team traveled to Ansagan, Tuba, Benguet to conduct the Needs Assessment on Teachers’ Reading Instruction and Students’ Reading Skills.

Packed with the determination to help the respondents, the team set out from Benguet State University at 6:30 in the morning. The journey to the destination took more than 3 hours due to its distance and most especially the very challenging rough road that the team had to endure. Alas, at 10:00am, Piminggan Elementary School warmly welcomed the team.

The delightful and fresh atmosphere greeted the extension team led by the Teacher-in-charge Ms. Aileen D. Adones. She gracefully accommodated everyone and offered refreshments before the program proper. At 10:25, the program started with the preliminaries followed by the presentation of Ms. Adones on the results of the Phil IRI (Philippine Informal Reading Inventory) study at Piminggan Elementary School from Grades 3 to 6. She discussed the process of Phil IRI in conducting the reading assessment which started from the Group Screening

Test, analysis, intervention, and the post test. The results show that among the students that participated in the pretest, Frustration is the highest recorded level. Ms. Adones also cited the common observations among the learners. These are the following:

• The learners can answer literal questions.

• The learners are struggling in answering inferential and critical questions.

• Most of the recorded miscues in oral reading are omission, substitution, and mispronunciation (English).

• Most of the learners have slow reading speed especially those who are under frustration level.

Also discussed were the other observations which included learners complaining about reading long passages and the Grades 5 and 6 learners still enjoy reading stories aloud.

The focus group discussion facilitated by Dr. Jhordan T. Cuilan, Dr. Penelope F. Tica-a, Ms. Lory Rose B. Supsupin was joined by the teachers of PES: Sherill D. Bestre, Delia G. Marquez, Lyn A. Baclili, Aileen D. Adones, and Aureline D. Marquez. The needs that came out include Teacher Development (teaching and reading strategies), Story books development, Reading comprehension modules, games to assist in reading and in reading comprehension.

Joseph Quinto Research Matters

Most people might say research is a dreadful task since it entails so much effort in reading and in transforming thoughts into words that address a gap in the world of knowledge. This may be a common concept for individuals who are new in the field of research, but one colleague proves it otherwise. Meet Dr. Joseph B. Quinto from the Department of Arts and Communication.

Sir Joseph, as most colleagues fondly call him, started with a vision of “excellence in the teaching profession.” It has then propelled him to move further not just as a teacher but as a researcher as well because he believes in the mantra “Always a teacher, forever a learner.”

For him, doing research is not only to comply with the demands of being a tertiary level educator or of being in the graduate school, but more of having a legacy in sharing knowledge or adding to the body of knowledge. Since he started in this field, he has already published 3 articles namely: Corrective Feedback in Oral

Communication (2020), COVIDifying Education through the Lens of AwardWinning Educators in a State University in the Philippines (2021), and Albubo festival as a tool to enhance community engagement of Buguias, Benguet residents (2022). As of writing, he has 2 pending studies which are also going to be published in the coming months.

Despite these notable achievements, Sir Joseph admits that like any other researcher, there are various challenges that he encounters in his quest. First on his list is the lack of time. Since he wants to pursue doing researches together with colleagues,

there is often a conflict of schedule with the people he wants to work with. Second is the overflow of research interests. There are a lot of research ideas that he wants to pursue on top of his teaching duties.

Although he considers himself as still a budding researcher, his tip to aspiring researchers is to find a mentor or somebody who can be a guide in the research process. He shares that he didn’t have a mentor on his previous endeavors but he recently met a professor who exerted effort in giving feedbacks and suggestions.

Busy in his career as he may seem, Sir Joseph still takes time to breathe by engaging in extra-curricular activities such as playing volleyball and badminton, going on travels, and playing with kids.

Dr. Joseph B. Quinto took his Bachelor in Secondary Education Major in English at Saint Louis University. He took his Master of Arts in English as a Second Language and Doctor of Philosophy in Language Education at the University of the Cordilleras. Currently, he is taking his Doctor of Philosophy in Development Education at Central Luzon State University – Distance Open and Transnational University.

CAH Faculty

Frances Mae Diase

Dalagang Pilipina *

Joseph Quinto

Sa wangis ng kanyang mukha, masasabi mong mas marikit ito kay Mona Lisa.

Sa pagkapinta ng kanyang kilay, walang sinabi si Cleopatra. Ang kanyang kasuotan, konting laman ang sumisilip. Mga kalalakihan sa gilid-gilid, malamang nais manilip.

Dalagang Pilipina ka nga ba?

Sa pagtitig ko sa iyo, ikaw ay marikit, ngunit ang kariktan ba ang makasusukat ng pagka – dalagang Pilipina?

Sa pagtitig ko sa iyo, mukha kang mahinhin, Ngunit ang pagiging mahinhin nga ba ang sukatan ng pagka –dalagang Pilipina?

Ano nga kaya ang sukatan sa pagka – dalagang Pilipina?

Ano nga kaya ang sukatan ng isang dalagang Pilipina? Meron nga ba, o ‘di kaya isa lamang itong imahe na ating ginawa?

Ginawa upang magkaroon ng bansag ang isang dalagang Pilipina.

Ginawa upang maikulong ang tunay na dalagang Pilipina.

Sa aking pagtatanung-tanong sa madla, ang dalagang Pilipina ay mahinhin, marespeto at ‘di makabasag pinggan gaya ni Maria Clara. Siya ay family – oriented, empowered, at may malasakit sa pamilya.

Ang sabi pa ng isa, Aba dapat virgin ang dalagang Pilipina.

Nakatutuwa at nakatatawa ang mga sinambit nila, ngunit sa aking pagbabalik tanaw sa iyo, ‘di ko pa rin maipinta.

Sa pagkakaalam ko, tunaw na ang dalagang Pilipina. Wala na dapat label at depinisyon ang isang dalagang Pilipina.

*An Ekphrastic Poem inspired from Fernando Amorsolo’s 1954 Painting titled “Filipina Woman in

Fancy Flight *

K.O. Laking

You came to me in the twilight wearing your twig-like hair We looked at each other and the world started to spin in brown, green, blue, gray and black.

Your breasts, gleaming in the dim twilight calling, inviting, challenging to join you in the fancy fight of wild, wondering bliss.

You capture me in wings of musical flight and tangle me with your warmth of words, their fibers, incandescent light; a night of fancied ecstasy begun.

How lyrical your voice, how bright the tone to contrast the gloomy world where we collide.

Your woven words of nectar they lay like gentle dew upon my breasts. Can something so profoundly impassioned last for long? Or will these blissful flights of fancy will just become a song?

*An Ekphrastic poem inspired by “Alembong”

Mestiza Dress”

2nd place / Poetry

Ni Janet Badongen-Mede

3RD PLACE / ESSAY

106th BSU Founding Anniversary Celebration CREATIVE WORKS OF BSU EMPLOYEES EXHIBIT

September 26-30, 2022

Habang naglalakad, biglang napako ang kaniyang mga mata sa isang bilog na bakal na kawangis ng isang plato na nakasabit sa dingding. Habang nakatingin sa bilog na bakal, biglang nag-iba ang templa ng kaniyang mundo at may dumagundong sa kaniyang dibdib na hindi niya mawari kung ano.

Lalong lumakas ang dagundong sa dibdib. Nakabibingi ang lakas. Palakas nang palakas. Sa isang saglit pa ay may nagaalimpuyong hangin ang humahatak sa kaniya para lumapit sa nakasabit na bilog na bakal. Paglapit dito, nakita niya ang isang pamalong biglang nagkapakpak at lumipad sa kanang kamay.

Hindi niya namalayan, dumapo sa sentro ng bakal na bilog ang pamalo at umalingawngaw ang tunog nito sa buong paligid. Ang alingawngaw ng tunog ay kiliting nagpapaindak sa kaniya. Habang umiindak, nag-uumapaw ang galak sa kaniyang puso. May nagdidikta sa kaniyang isipan. Isang tinig ang nagpahinto sa kaniyang pag-indak. Sa paglingon, isang nakangiting tindera ang nagtatanong, “Sir, bibilhin ba ninyo ang gangsa?”

Bigla siyang nagising sa waring mahabang pagkakatulog. Iginala niya ang paningin sa paligid. Siya pala ay nasa palengke. Nanlaki ang mga mata sapagkat hawakhawak niya ang ipinagbibiling gangsa. Sa pagkakahawak sa gangsa ay parang nakikita niya ang ama na buong pagmamahal na pinatutunog

ang gangsa habang buong galing naman ang pagsalibi ng mahal na ina. Muli niyang narinig ang tindera. “Bibigyan ko po kayo ng discount Sir. Maganda po ito. Kayo po ang unang nagpatunog nito.”

“Oo, maganda. Talagang maganda itong gangsa. Ngunit may gangsa na kami. Napakaganda ang gangsa ni ama,” ang sambit sa sarili at muli niyang isinabit ang gangsa.

Maluha-luha siyang lumayo sa tindahan. Naalala niya ang mga magulang na nagpalaki sa kaniya. Matagal siyang hindi umuwi. Matagal na hindi umuwi sa nayong pinananahanan ng pagdadamayan at simpleng pamumuhay ng mga tao. Payak ang pamumuhay ngunit doon niya naramdaman ang tunay na kapanatagan ng kalooban, at pakikipagkapwa-tao.

Bumilis ang paglakad. Parang hinihigop siya ng tunog ng gangsa ng ama. Iisa ang nasa puso, uuwi siya sa nayong sinilangan. Sabik siya sa ama at ina. Humihiyaw ang diwa at puso. Ibig niyang marinig ang tunog ng gangsa ng ama. Ibig niyang mayakap at makita ang salibi at salidsid ng inang nagsilang sa kaniya. Hindi pa huli ang lahat. Ibig niyang ibahagi sa mga magulang ang karangyaang nakamit sa tagal ng panahong inilagi sa lungsod.

“Totoong nakamit ko ang aking pangarap sa buhay at nabubuhay ako sa karangyaan. Napatunayan kong hindi hadlang ang kahirapan upang magtagumpay ang isang tao. Kung noon ay may hinahanap akong hindi ko alam kung ano. Ngayon, alam na alam ko na kung ano ang kulang.” Lalong bumilis ang paglakad upang makarating sa kaniyang sasakyan. Buo ang desisyon. Hindi mahihigtan ng malambot na kama ang dampa ng mga magulang sa bayang kaniyang sinilangan.

Richard Giye

How would I describe to you

The smoke rises

In the heart of the valley

Twigs, papers and books burn in memory

Of the first torch of illumination.

The first academic building

The old library

The four classrooms.

It fell in the mouth of fire. There was an explosion

There was anger

They have painted it black at night. Gaseous - perfumed poison

Premediated arson!

Who owns the land?

Who owns the heart of the valley?

The Epiphany church bell rang At the break of light in 1965

Once torched, always burned.

The ashes covered the memory of the First poem.

*On the eve of April 23, 1965 the Academic Building that housed the Àdmin Office, the Library, the School Clinic, and four classrooms of Mountain Agricultural College (MAC) was burned down. The front porch facing the flagpole in front of the now CTE served as stage for school programs during and after Monday flag ceremonies. - Memoirs of Chester Alipit

BAYANI KA

Penelope Fangwa- Tica-a

Bayani ka ngang itinuring ng lipunan

Modelo ka sa mga kabataan

Sa iyong mga kamay nakasalalay ang kanilang bukas

Kung wala ka, baka hindi nila mararating ang buhay na malarosas

Panalangin ko kay Kabunyan na ikaw ay babantayan

Para sa lahat mong kailangan lalo na ang kalusugan

Nang sa ganoon ay marami ka pang matutulungan

Na mga tagapagligtas sa umiiyak nating bayan

Every Body’s Function

James Patrick Aquino

My skin lies on sharp rubble

Yet, my feeling is subtle

Naked stones like leaves on roof

Roughness seemed smooth, but no proof

Took a breath, flying bubble

Flows with wind, spinning double

Raindrop falls like iron hoof

Never mind, my body’s roof

I hope thinking makes double

Need not to regret trouble

Sniff journey to make a woof

For that is life for a goof

Babae Ka

Dominga S. Tomas

Huwag kang mahiya

Kung luha mo’y mababaw

At puso mo’y malambot

Dahil babae ka

Huwag kang magtaka

Kung bakit ang desisyo’y nakakalito

At madaling magbago

Dahil babae ka.

Huwag kang mawalan ng pag-asa

Kapag may mga gawaing di mo kaya

At kailangan mo ang tulong nila

Dahil babae ka.

Huwag kang tumutol

Pag darating ang panahon

Minanang pangala’y mapalitan

Dahil bababe ka.

Huwag kang magreklamo

Pag ikaw’y nag-aalaga ng sanggol

Masuwerte ka

Dahil babae ka

Babae ka

Biniyayaan ng kakaibang lakas, Talino at tibay ng kalooban

Na di kayang talunin, anumang pasanin

Babae ka

Nagbibigay lakas sa bawat naghihinang kalooban Nagbibigay-ilaw sa mga nawawal sa tamang landas Nagsisislbing gabay sa mga batang walang kamalay-malay

Babae kang mahalagang tuldok sa lipunan Ilpinagmamalaki iginagalang Pasan mong mga responsibilidad Sa lakas mo’y maitatawid

Revin Xavier L. Ignacio

There has always been one in every place, This person that you may or may not hate. They go by many names; berk, git, nutcase, But really, they are just playthings of fate.

One Charlie made a mistake all can see, In a small room on school property, One plus one, and his answer became three, The laughs that soon followed were quite hearty.

Another Charlie made quite the blunder, With Cupid’s arrow, his heart was on fire, For a woman with another lover, Needless to say, he earned that person’s ire.

So you see, Charlie’s are quite aplenty, You might even be one among many.

“Owari”

Lory Rose B. Supsupin

If the road ends for me here

Please know that I loved you dear

The dark clouds are chasing me

The sad thoughts will set me free

I feel like falling from a building high

At least the last scene is sky

Please don’t ask yourself why I’d rather fly than cry

I didn’t want to end my life

I just didn’t want to continue the drive

If the road ends for me hear

Some may shed; and tear

But trust me, for me, it’s clear

The road ends for me here.

Benguet is the Heart

Richard Giye

PLACE / POETRY

Tonight, we ride

Far from the city stars

Across tarmac houses and town bars.

Up north the whirling Dagem

Fathering a tribe

Finding the gold

Trail into the valley heart

Littered with body parts.

Young men on their Levi’s jeans

Strong arms carry carrots and beans.

Loud the cheering laughs at night

Into alleys and streets

The embrace of a college mate- sweet.

Meandering the waterless river

Undone the low mountains

Unruly, wounded, falling Shontog

Torn bridges

Border stoning hard on us

Fall on rocks, on cars, on roofs.

Of paths imagined, of places dreamed

Both untamed and beauty

Trail into the Benguet heart.

“The Feeling”

I miss the feeling of being in love

How romantic movies come alive

These treasured moments I always have.

Each passing day is full of glee

In each moment, for happiness I strive

I miss the feeling of being in love.

I can’t ever imagine myself ought to flee

In the deep wells of sweet sorrows I dive

These treasured moments I always have.

The memories of you and me,

Has led the feeling not to perish, but to live

I miss the feeling of being in lov

How little things remind me of thee

As I count it all, it was more than five

These treasured moments I always have.

‘til then, I’ll let things go as they are meant to be

Like how bees would go to and from their hive

I miss the feeling of being in love

These treasured moments I always have.

CAH, ISRD & GAD spearhead ‘ThinkTalk3: Lang, Lit and Comm Web Series

Richard A. Giye

Teaching Visual Arts by Kim “Kubong” Laranjo

Sir Kim “Kubong” Laranjo is a resident artist of Tam-awan Artists Village. He started serious painting only in 2018 and teaches pastel arts in Tam-awan because of the demand of schools.

According to Sir Kim, what he would do is to get the main contents of the visual arts. He first defined Art – “as a highly diverse range of human activities which includes creating visual, auditory, etc.”

He said, “Art is everything including the lifestyle and way of life. We don’t enforce one art to someone because it is cultivated by the person, a gift he / she fosters.” He also pointed out that art is developed, like Pablo Picasso who discovered a new art movement called cubism he discovered this in the later part of his life.

He gave a backgrounder on art that becomes an expression now these days before it started as realism to reflect what people sees. However, Kim said, we needed to apply emotional value aside from creative aspect of the art in order to gain market.

He defined visual arts which refers to forms that expresses their message, meaning and emotion through visual means. In gallery, tangible arts can’t be touched.

He cited examples including BenCab, the bulol that recently famed because of its staggering price and of course Leonarda da Vinci’s Mona Lisa. On his part, Kim said that he uses line Arts in his most of his work. Example is his signature ‘sun’ that is patterned to snailsignature. He said, “Sun represents hope, fire means determination.” These labels or symbolism could have universality and used by artists.

At this point of his presentation Sir Kim provided a lecture on the basics of Arts.

1. Decorative Art- which is concerned with design and decoration for displays. This are chiefly prized for their utility, rather than for their purely aesthetic qualities. Ex: ceramics, glassware, metalware, jewelry, like: artisan’s fare (Madekito). This also included accessories as costume it aims to attract or present a visual palette.

2. Commercial Arts/ AdvertisingThis are for branding, logos, graphic design, and illustrations Ex: Shoppee, BSU logo and others

3. Fine Arts- this refers to an art form practiced mainly for its aesthetic value and its beauty rather than its functional value. This captures the mantra “Art for art’s sake”. He said both motivations apply in these contemporary times, “Arts is for

the soul, art is for the money (for profit)” – this includes celebrity.

According to Sir Kim, it is a challenge for artists to make their artwork authentic. On his own works, he goes with fine arts as rooted in drawing and designbased he do in his painting, printmaking, and sculpture. Sir Kim, showed sample his paintings.

Teaching Music: Beautiful Singing

by Prof Liezl B. Villagracia

Our fifth speaker is Professor Liezl Villagracia, a native from Siargao, Island, Surigao del Norte but she married and lived here in Benguet for many years. She finished Bachelor of Music Education at Colegio de la Inmaculada Conception, took her MA in Teaching Music at Don Mariano Marcos Memorial State University. She has a double MA in Education and a Doctorate Holder of Philosophy. Currently teaching at the BSU College of Teacher Education, and the Adviser now Director of the BSUGlee Club for 18 years. She brought singing and music into our ears and trained our youth into

Prof Villagracia is now an officer of the Association of Culture and Arts Educators of the Philippines, Member of Philippine Choral Directors Association, has Attended choral trainings under the baton of Maestro Mark Anthony Carpio of the Philippine Madrigal Singers (MADZ). She has a strong linkage with DR. BIENVENIDO CONSTANTINO Jr.former UB Voices Conductor and now, he’s a well-known choral arranger and conductor around the country and Asia and the president of ACAEP. She is also a composer and a singer by heart.

Maam Liezl started her topic with the proper demonstration of breathing in singing. She said, “Produce and sing a resonant and powerful voice comes from good breathing.” Maam Liezl gave a proper demonstration of breathing and what type of voice are produce in these different parts of the vocal apparatus. She said, “We need to produce and sing a resonant and powerful voice.”

The audience were engaged in simple breathing exercise. The onsite participants stood and follow after maam Leizl. Singing is engaging with the body exercises as an important tool to improve the voice.

The proper breathing exercises includes inhale, exhale and relaxing of shoulder and watching the movement of the stomach. “Your real power comes from below; don’t push or pull up” Maam Leizl quoted Cheryl Porter.

In singing, Maam Leizl pointed out that everyone should have a teachable heart and willingness to start from the comfortable voice before moving and

Revin Xavier L. Ignacio

2ND

Benguet BIYAG Creative Workshop

developing for high pitched voice. She said, the students she is coaching in the Glee Club undergoes warm up first before singing. Its important to identify the vocal levels of each singer and develop from therein. In coaching, Maam Leizl said, “the power of voice is controlled where the voice is on the person’s comfort zone.”

The voices could be located in the following vocal tract- a.) Chest voice- this comes from the proper utilization of sound and vibration in the chest- accordingly certain notes and pitch are dedicated on this voice to improve singing. The next is, b.) Head voice – this unique source of voice channel is felt through the vibration in skull. Then the c.) Head voice for ladies and d.) Falsetto for boys – a ‘fake’ voice, usually high pitched.

At this point of her lecture, Maam Leizl emphasized that the real power of voice comes from bewlow. She said, “Upuan mu yung mataas na nota. Otherwise, Ipit if you are titling but when you sit on it and pick up from below, you can reach the target and reach the high notes. Maam Leizl demonstrated this with her body, bowing low to reach power while lifting the body on the other hand is for low notes.

The 1B and 3Ps. Professor Leizl shared to the audience the three salient way to improve singing, as it commands healthy lifestyle, food intake and consciousness in body habits.

a.) Breathing is done through guided inhaling and exhaling. Breathe deeply and evenly when singing. It is advised to use your abdomen for breathing, not your chest. Practice breathing deeply and avoid common breathing mistakes.

b.) Posture is done by keeping your backbones straight. If you know the Diaphragmatic laughter it strengthens your stomach. The contraction of muscles, if you will feel pain, it’s a good sign that your abdomen is being exercised. The Laughter yoga is also suggested to strengthen the diaphragm.

c.) Practicing- Sing from your chest not from your throat. Sing from your heart not from your head. Express it and don’t think of exterior things. In singing, you can feel the emotion if you feel and relate to the good singer. Develop your chest voice first before head voice. Restrictions in food, sweets, spicy, ice cream, bagoong.

d.) Preparation- Warmup before singing. Stay hydrated. Through vocalization 90% voice development and 10 5 singing. Avoid smoking, try not to yell. Avoid large amount of alcohol, caffein.

At this point, the onsite participants were invited in the stage for a demonstration of singing in chorale. The choir practice started with /La/la/la/la/ la/la… The high pitched participants and low-pitched were grouped separately and they were asked to demonstrate the 1B and 3Ps. The participants were guided to sing and follow through maam Leizl’s example. They were challenged to listen carefully and do it being aware of the voice being produced and doing the proper breathing exercise.

The next exercise is for the participants to sing “May ipis sa ilalim ng pinto, Nakita ni Papa patay…” This exercise

allows the participants to follow their voice categories and consistently work this out. The participants had loads of laughter and lots of singing that filled the venue.

Finally, after many practices and voice takes, the participants were asked to listen carefully to the accompanying piano as Maam Leizl led them in the singing of Benguet State University hym. The lecture ended with a singing demonstration by Maam Leizl having her rendition of the song “From this moment.”

Teaching Performing Arts by Wreigh Jann C. Tamayo

The last speaker is Sir Wreigh Jann Tamayo- a visual and performing artists from Baguio City. He started with a warm-up exercise and asked the audience to follow after him. A couple of steps were taught as warm-up activity to the participants and a music played in for them to join in a Tiktok dance challenge.

Sir Tamayo lectured on the different categorization of Performing Arts. The first is – Theater- a full regalia of singing, acting, drama, costume, script and all. He also discussed the tableaux where he asked volunteers from the participants to come up front. He gave a ‘scenario’ for them to act and the rest of the audience will guess the scene they are portraying. The volunteers showed an example of a tableaux from a common scene in the city- “ jeepney rush” where five people are rushing to have a seat in the jeepney. He also noted that theater presentation in contemporary times usually have limited time, stage auditions and performances in television for instance are limited to 3 to five minutes only. Therefore, Sir Tamayo advised that the most important theatre performer should take carefully is to make the Intro and the Outro a showcase of high energy performance.

In this point, Sir Tamayo showed to the participants sample theatre presentation and performances he codirected. The samples included a Festival Performance of an Elementary School in Baguio City. Another example he presented is an official entry of the Cordillera Baguio J Crayonz during the Pilipinas Got Talent Competition. Sir Tamayo introduced their pioneer work on Modern Cultural Dances that they sought to popularize. This form of performance is a mixture of traditional dances with modern twists. He also shared their initiatives to support traditional to be known and generate audience from local and global scene.

In terms of his advocacy to revive appreciation to cultural dances, Sir Tamayo shared the rigorous process he and his team went through to gain support from the community. He said, they needed to secure proper documentation process and had joined dialogues with elders and community culture bearers just to inform them first of all the symbols and dance steps they are allowed to carry in their modern interpretation. He said, “they are the most important authority we need to seek.” As according to him, they are representing the Cordillera therefore, they

want it to be homegrown and culturally appropriate. To quote, “Our goal is to bridge the old performing acts to the new generation.”

Further, the discussion also included the element of Music. He asked the audience to be grouped in 5 members and showed the presentation of “Limang dipang taong nagtutulakan”. In this 5 -minute workshop, the participants were giving lines to interpret in the song. They were challenged to take roles and act on it with the accompanying music. The participants presented and tried out their characters, some were shy, some were gaining confidence and shared laughter’s while doing the presentation.

Sir Tamayo, gave further instructions to the group and had another take. This time, a full production, he taught them several steps for Intro and Outro. After few minutes of practice, the participants had the full production with their poses and characters.

The last point in Sir Tamayo’s talk dwelled on the importance of Dance which has these elements- BASTE/ BEAST. He shared the different Elements of Dance, including how to efficiently maximize all the parts of the Body (What we move), to communicate emotions and feelings. The next is the Action- this is conscious dramatization and role-play performers need to master. They work toward channeling their energy towards completing their act and complementing others. Then the Energy (How we move)this is a calculated and synchronize execution of when the energy is being distributed in the action. Another is Time, this is an important aspect for which, performances are curated depending on how to sustain the attention of the audience and capture their desire to continue watching. Finally, the Space is where the performer act into, accordingly, Tamayo shared that everyone has his imaginary rounded space, where hands, feet and head bounces to and maximizes to show full performance.

Further, Sir Tamayo said that in performance, action and rest time should be balanced. In Energy, he said, “May sariling bilog, ito and extension na ginagamit at useful ito para malimit ang energy.” Also called as ‘pitik’ energy should be sustained until the end.

He also shared about the importance of levels in visual performance. He said, “May nakaupo, at nakatayo. As a team, you can start from makapal and compress because it means strength for the group.”

Tamayo ended with emphasizing the goal which is to reach the gap between the modern and ethnic groups and essentially theatre has a big role to play to accommodate this.

To cap off, Sir Tamayo expressed his willingness to forge partnership for theatre workshop among the Faculty of CAH on January 2022. He said, that they are willing to share their knowledge and he could contact performers to also have a coaching on theatre.

The audience applauded Tamayo during his Awarding of Cert.

Program Synthesis by Pryce Environ Quintos

Over the past two days, the teachers, have become learners through Think Talk 3: Of Shapes, Hues, and Notes: Bringing the Arts in the Classroom. But isn’t that part of our job, to always be learning? Yesterday, we reiterated the importance of the arts in a learner’s academic journey, as well as the role that the arts play in gender and development. In Dr. Elaine Dizon’s talk, “Reading Through The Arts”, she reminded us that one does not need to be an artist per se in order to be an effective arts teacher; one just has to be creative because creativity is the currency of the 21st century.

During Mr. James Gabito’s, “Cordilleran Women in The Canvas,” we had a dynamic discussion of how Cordilleran women are represented in visual arts. Through Ms. Karen O. Laking’s talk, “Reading ‘Alembong’: Putting The Picture Into Words”, we saw an application of sorts of how one reads a piece of visual art, with a touch of feminist and queer reading.

Part of gender and development through the arts is letting artists from marginalized identities express themselves through the arts. Today, we broadened our knowledge when it comes to being teachers of the arts. We started with Mr. Kim Laranjo’s talk “Teaching Visual Arts”, where he presented different forms of visual arts. He likewise underscored the artist’s need to develop their own style, as well as to continue building their portfolio. Visual art, he said, is a fundamental component of the human experience reflecting the world and the time in which we live. And as teachers, we need to be creative in all facets of the instructional behavior.

We then transitioned from discussing visual arts to performing arts, first with Ms. Liezel Villagracia’s talk on “Teaching Music: Beautiful Singing.” The CAH Choir appears to be in the making. Our series of learning experiences ended with Mr. Wreigh Jann Tamayo’s talk on “Teaching Performing Arts.” He underscored the importance of evolving the way we represent images in theatre, to innovate and update what were once familiar.

There’s a way to bridge our heritage with our modern sensibilities without discarding the sanctity of tradition. We also put our bodies into motion with our little performance, so apart from the CAH Choir, is the CAH Dance Troupe also in the works? We found ourselves tip-toeing outside our comfort zones, and, in doing so, I’d like to believe that we had a better appreciation of what it takes to be an artist: that artistry is not innate, that it takes discipline and practice and dedication to hone one’s craft.

Most of us might not be artists per se, but hopefully these past two days taught us two pay forward the value, beauty, and humanity of the arts as we bring the arts in the classroom.

Sports, Health & Wellness

CAHLAKASAN 2, Isinagawa ng Kaguruan ng CAH

Kumakandili

Joshua D. Payangdo

Wikang Filipino ay nagsisilbing instrumento para sa pambansang pagkakaunawaan at tulay sa magandang ugnayan ng bawat mamayan. Ito ay dapat nating puspusang gamitin at linangin tungo sa isang wikang pangintelektwalisado nang sa gayo’y mabisang magamit sa mga sopistikadang lawak ng karunungan. Sa kasamaang palad ay may maraming hadlang na kinakaharap ang Wikang Filipino tungo sa pagiging intelektwal nito.

“Nasa pagkaka-isa ang tagumpay!” Ito ang ipinamalas ng kaguruan ng Kolehiyo ng Sining at Humanidades sa kanilang isinagawang CAHLAKASAN 2 na may temang “Building Workplace Resilience” bilang bahagi ng kanilang gawaing pangkalusugan.

Ang nasabing aktibidad ay inorganisa ni Vanderlee M. Batalier, ang College Sports Coordinator. Ginanap sa Horticulture Research and Training Institute sa Bektey, Longlong, La Trinidad Benguet noong ika-11 ng Nobyembre.

Dinaluhan ito ng mga kaguruan at mga staf ng nasabing kolehiyo.

Layunin ng programang ito na ibahagi ang iba’t ibang kaalaman tungkol sa usaping sikolohikal,katatagan at pakikitungo sa trabaho.

Isinagawa ang ibat’ibang aktibidades gaya ng pagsayaw ng zumba na pinamunuan ni. Joshua D. Payangdo, kasunod ang pag-awit at pagsamba sa Panginoon na pinagunahan ni Candice Grale Belgica.

Masiglang binuksan ni Dr. Myrna B. Sison Kuiper,Dekana ng kolehiyo ng Sining at Humanidades ang palatuntunan na agad sinundan ng pagpapakilala ni Mae Castilio ang panauhing tagapagsalita na si Sir Raymundo H. Pawid Jr.

Tinalakay ni Sir. Pawid Jr. ang usaping sikolohikal kung saan binigyang

diin niya na “Ang mga guro ay dapat na hindi balisa sa pagtuturo upang sila ay maging epektibo sa palinang ng kakayahan ng mga mag-aaral”.

Diniinan niya din ang tatloong R. Ang Repleksiyon, Relasyon at Resilience, ani niya na dapat magkaroon ang mga guro ng pagbabalik tanaw sa kanilang mga naging kilos at pag-uugali upang magkaroon ng maayos na pakikitungo sa mga kapwa guro at maging sa mga mag-aaral, at ipinaalala na magkaroon ng Resilience sa pamamagitan ng pagsama-sama ng lahat ng karanasan na pinagdaanan upang malampasan ang mga balakid na nagiging sanhi ng hindi pagkakaunawaan.

Upang higit pang maipaunawa ni G. Pawid Jr. ang kaniyang mga punto ay dinaan niya ito sa iba’t ibang laro kung saan ipinamalas ng mga kaguruan ang pagtutulungan at pagkakaisa na siyang gustong puntuhin ni G. Pawid Jr. Natapos ang gawain na may saya at ngiti sa labi ng mga kalahok.

Ayon kay Rolando S. Tinio sa kaniyang sanaysay na “Pilipino Para sa mga Intelektwal” kung saan tinalakay niya ang dalawa sa maraming hadlang na kinakaharap ng Wikang Filipino tungo sa intelektwalisasyon nito. Una ipinalalagay ng mga Pilipino na walang kakayahan ang kanilang wika bilang wikang intelektwal. Pangalawa, nangangamba ang mga Pilipino na maiwan sa kaunlarang pag-iisip kung tumiwalag tayo sa wikang Ingles.

Ang dalawang pangkalahatang balakid sa intelektwalisasyon ng wikang Filipino, ay sumasalamin na mababa ang pagtingin natin sa ating sariling wika at mas inuuna natin ang wika ng iba kaysa sa sariling atin dahil sa konotasyon na “maiiwanan tayo ng panahon kapag hindi tayo nakiuso”. Ang ganitong pagiisip ay hindi nakakatulong sa pagunlad ng ating wikang Filipino. Imbis na tangkilikin at payabungin ay tayo mismo ang humahatak sa patuloy ng pag-unlad nito.

Sa sanaysay naman ni Dr. Florentino H.Hornedo ay nagpahayag siya na makakamit ng Wikang Filipino ang intelektwalisasyon kung itataas natin ang antas ng Diwang malay hindi sa Diwang Buhay. Ito ay sa pamamagitan ng puspusang paggamit nito sa larangan

intelektwal tulad ng pagtuturo sa mga tersiyaryo at eskwelahang gradwado, sa pagsulat ng mga akda sa pilosipiya, agham at teknolohiya.

Naniniwala ako sa sinabi ni Hornedo, kung gusto nating maging intelektwal ang ating wika bakit hindi natin gamitin ang diwang malay, masasabing ang wika ay intelektwal kung ito ay ginagamit na sa larangan ng akademya at sa antas ng eskwelahan gradwado, bakit hindi nating hayaang mapagtagumpayan ng wika nating ito upang sa pagdating ng panahon ay higit na maraming aklat at mga kagamitan ang malilimbag sa Wikang Filipino at ang mga karunungan sa iba’t ibang disiplina ay naipahahatid na sa pamamagitan ng Wikang Filipino.

Tunay nga naman na napakahalaga ng intelektwalisasyon ng wikang Filipino, kaya kagaya ni Tinio at Hernades dapat tayo ay tuloytuloy sa paggamit at pagsasanay sa Wikang Filipino upang higit pang yumaman ang kalipunan ng salita at kakayahang pang-gramatika. Higit sa lahat mahalin at huwag ikahiya, gamitin sa lahat ng larangan ng kaalaman. Sa ganitong paraan ay nakakatulong tayo sa intelektwalisasyon ng ating Wikang Filipino.

Ni Joshua D. Payangdo Mga Larawan mula sa CAH Archive

“Wikang Filipino Tungo Sa Intelektwalisasyon”

College History

The College of Arts and Humanities started as the Department of Humanities in the College of Arts and Sciences. The BOR Approval took place on July 16, 2021, while it was operational on January 2, 2021. It is composed of Department of Arts and Communication, Department of English, and Department of Filipino.

About Us | 19

PanCAH-iwan

The Official Faculty Publication of College of Arts and Humanities (CAH)

Call for Contributions

Transcending human potentials through arts and letters.

College Philosophy College Goals

(approved on Jan.5, 2022 CAH Acad Council Mtg)

1. To provide relevant instruction in the languages, arts, and communication that would develop interculturally competent, value-driven, creative and critical-thinking lifelong learners. (revised and approved during the EXECOM mtg on Jan.24,2022)

2. To conduct research(es) and extension services on languages, arts, and communication responsive to the needs of the changing times towards sustainable development and knowledge building.

3. To establish and strengthen local and international linkages for the promotion of glocal culture, languages, and arts towards the creation of a community of practice.

Department Goals

Department of Arts and Communication

1. To provide exceptional learning environment in communication and arts in order to engage students in lifelong learning.

-To establish state of the art facilities that allow students to have holistic learning experience.

-To cultivate a classroom culture that encourages cooperative and inclusive learning.

2. To conduct research and extension in communication and arts which are consistent with the needs of the community.

-Conduct communication and media research and evaluation using appropriate approaches and methods

-Disseminate research outputs

3. To establish and strengthen partnerships with different industries to foster opportunities for student enrichment.

-To provide opportunities for students’ exposure in multidisciplinary and intercultural set-up

-To hone skills of the students to have a clear grasp of local, national, and global development issues and agenda

Department of English

1. To provide relevant instruction in general and major courses in English that would develop competent, creative and critical thinking learners on aspects and issues of the English language.

2. To conduct researches and provide extension services on English language content and pedagogy.

3.To forge and sustain research and extension linkages with local, national and international partners and institutions in the field of English.

Department of Filipino

1. Makapagbigay ng akma at napapanahong kaalaman sa Wikang Filipino at mga lokal na wika upang makalinang ng makabayan, malikhain at mapanuring mag-aaral na may lubos na pagpapahalaga sa kultura.

2. Makapagsagawa ng mga pananaliksik at gawaing pangekstensiyon na tumutugon sa pangangailangan ng pag-unlad at mabilis na pagbabago ng panahon.

3. Makapagtatag at mapalakas ang lokal at internasyonal na ugnayan para sa pagpapakilala ng mga wika at kulturang Pilipinas.

OPEN to all College Faculty members:

Protect Your right to Write!

1. Submit photographs or illustrated works related to the College of Arts and Humanities. Kindly, put caption to your photos.

2. Submit short stories, poems, essays, nonfiction works: Send in Microsoft Word, fontsize 12 with a short Bionote

UPLOAD CONTRIBUTIONS of Articles, News Coverage, Critical Essays to:

https://drive.google.com/drive/ folders/1NJJE1Ve8pBdXC3fqwkBLes_HqK4RKxXy?usp=sharing or email to r.giye@bsu.edu.ph or send message to our FB Account: Pancah-Iwan Publication

PanCAH-Iwan Information

Office located @ College of Arts and Humanities, BSU LTB Department Office @ Anthurium Hall, (near BSU Clinic)

News & Editorial: Jennie M. Bito | Email: jenniembito73@gmail.com

Lay-out & Design Richard A. Giye | Email: r.giye@bsu.edu.ph

Sports & News (Filipino): Joshua D. Payangdo Email: payangdojoshua@gmail.com | 09079091333

Literary Ventures & Features: Revin Xavier L. Ignacio Email: rx.ignacio@bsu.edu.ph | 09688517115

Cover: The CAH Faculty renders a heartfelt Christmas Song during the BSU-GEA Christmas party. Photo from UPAO