Month: April 2018

Celebrating International Mother Language Day

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 The person who knows only one language does not truly know that language”.  (Goethe)

The United Nations has declared February 21 as the Mother Language Day. It is the day that we celebrate our first language and culture. First language is considered the language that we are exposed to and speak since we were born.

We need to maintain and preserve our first language and culture as our cultural identity and to keep our emotional stability. Studies show that we will learn another language quickly if we maintain our proficiency in our first language. According to Jim Cummins (2001), children who continue to develop their abilities in two or more languages in their primary school years, will gain a deeper understanding of language and how to use it effectively. They have more practice in processing language and they are able to compare and contrast in the ways how their two languages work.

To celebrate the event, the PYP Indonesian Language Department at BINUS SCHOOL Simprug organized an assembly, titled “International Mother Language Assembly” last February 21. We had performances from a variety of languages and cultures. The performances included student presentations and performances in Bahasa Indonesia, Chinese, English, Hindi, Japanese and Korean.  There was also a national costume show representing different cultures. National costumes from Pakistan, Serbia, Kenya, Australia, India, Korean, China, Japan, Indonesia, France, and Singapore were shown during the assembly.

All PYP students were encouraged to speak in their mother tongue not only on that day but anytime they wish to.

 

By: Ratuu Harida

PYP Indonesian Department Head

BINUS SCHOOL Simprug

rfitria@binus.edu

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Enlargement Drawing

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Enlargement drawing is to change the size of a drawing or a picture. I like to give this activity to my grade 5 students. This activity was very challenging. You can see how serious the children were in doing this activity. Why? It is because the children needed to make sure that the details were in the correct position. We used scale to help enlarge the drawing.

I usually do the individual project as a formative task and group project as summative assessment. I made this activity for the third time but with a different theme.

First, I gave this activity to make an enlargement drawing of a famous painting. Second, the students made an enlargement drawing of famous political activists.  Third, the students made Punakawan.

Before starting the lesson, I explained the function of scale in drawings. Students were given a drawing worksheet with grids. In the worksheet, there was a small picture with grids and bigger blank grids for students to re-draw the picture. This activity made sure that students knew when they had to follow the details or lines in the picture. After the students completed the worksheet, they had to do a challenging activity wherein they had to create their own grids using a ruler.

The first challenge was that students had to make sure that the grids were straight and bigger than the worksheet given. Many of the students needed to re-do their measurement since they were not able to make their grids straight. After the students made straight grids, they re-drew the same picture on the bigger grids. The most important is that the ratio must be 1:1. otherwise the drawing will not be the same as the picture. Why must it be 1:1? It has to be the same number of lines on the paper and reference picture.

The reason students had to do it as an individual art project was that they needed to know and understand the basic knowledge of the function of grids. This understanding and knowledge will help them when they do the summative task.

The other challenge was that students needed to put together several pieces of pictures. After putting all the pictures together, students created grids to enlarge the picture on the paper size given. They chose the cut pieces and started creating the enlargement drawing individually. As soon as they were done with individual drawings, they had to connect each piece with another to make sure that the enlargement drawing is the same as the combined pieces. When they found any mistake, they fixed it and matched it again. This action continued until the picture was the same as the whole picture. In doing this learning engagement, the students became more open-minded, developed further their thinking skills, gained respect, showed tolerance to their group members, and demonstrated problem-solving skills.

The last challenge was that students had to make sure that they colored each part of the picture with the same color. Since students used different brands for their crayon, they need to decide which brand that they had to use for each part because if they used different brands of crayon, it will produce different colors even though the color has same name.

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By: Irma Dwi Savitri

Visual Art teacher

BINUS SCHOOL Simprug

irma@binus.edu

 

 

 

 

 

 

Koi in the Pond

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One of the famous fishes from Japan is koi. The koi has unique colours. It may have a single colour or two to three colours. The pattern on the koi fish itself makes it more beautiful. The beauty of koi fish provided me an idea to create a class project. I decided to make this project for grade 5 and it was a stand-alone unit of inquiry.

Since this is a class project, the pond had to be big enough to accommodate all the koi fishes. I used three pieces of white Manila paper. I divided the students into three groups. Each group needed to paint one Manila paper using water colour with blue colour. Students enjoyed this activity when they painted the Manila paper. When the paint already dried, we connected the three pieces of Manila paper together.

The next activity that the students had to do was to trace the koi templates which teacher already provided for them. Students need to trace two small and 1 big koi fish template. Students also had to create a lily pond and water lily. They colored and cut all of them. Students had to color back to back the koi tails and water lily.

Students felt excited when they saw the result of their fishes. They showed each other their koi final product to their friends. The most enjoyable part was when the students started to put their koi fishes on the Manila paper that they had painted. I saw how proud they were with their project.

From this learning engagement, the students learnt the following:
• The element of art: form
• The principle of art: pattern
• Problem-solving skills
• Being a thinker
• Collaboration skills

 

By: Irma Dwi Savitri
Visual Art teacher
BINUS SCHOOL Simprug
irma@binus.edu