Arts Highlights
【资料图】
CISH
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PYP VISUAL ARTS (Zeynep Kavas)
This week, Grade 1 students engaged with a painting activity to prepare for a whole class collaborative cylinder structure. In line with their mathematics unit, this week Grade 2 students engaged with tasks that explore horizontal and vertical symmetry.This week Grade 3 students revisited The Lost Thing story by Shaun Tan in preparation of a unit about modelling and construction.This week Grade 4s revised their stop motion animation project checklist, which consisted of pre-production, production and post-production phases of practice. Grade 5 students continue to work on their Pop Art inspired self portraits. We revised colour relationships and identified monochromatic, warm, cool and complementary colours.
MYP Arts
MYPVisual Arts
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MYP VISUAL ARTS (Roxane Joubert)
After a few weeks of exploring several different ways of composing an image, our Grade 6 group began their Summative Assessment investigation for Criterion A and B. The classes were introduced to freely available AI art generators to help bring their conceptual ideas to life.
Taking a break from our summative assessment, Grade 7 unwound with a popular Op Art drawing technique. This step-by-step guided presentation instructed our students on how to draw a vortex without having to resort to tracing, using a grid or templating.
This week Grade 8 continued their exploration of Street Art. With the first round of proof testing underway, Grade 8 made observations about the outcome of their first stencil artworks; especially in terms of what needed to be improved, their use and choice of materials and colour combinations.
Grade 9’s continue to forge ahead with their stop motion animations this week. With most of our stop motion characters developed and ready for action, some students actively began filming their animations. This week, we need to establish the best video frame-rate for our productions.
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MYP DP VISUAL ARTS (Lucian Stefanescu)
Giorgio de Chirico, the founder of the Metaphysical painting movement, was one of the most influential artists of all times. Never achieving the fame of a Leonardo da Vinci, Pablo Picasso or Salvador Dali, he nevertheless had an immense influence on the later and the art movement he brought to fame, Surrealism. Although distinctive in style, both movements share a dreamlike and often vaguely threatening, mysterious quality of a “painting that which cannot be seen” as coined by Roderick Conway Morris. During this unit students will solicit and expand their ability to represent their dreams and conceptual thought through visual analogies and metaphors.
This week Grade 10 students continued working on their final painting based on their sketches.
Diploma Programme 1 student continued working on a series of paintings using ideas based on her Comparative Study research.
New Brunswick 120 student finalized all her artworks for her final personal exhibition that opened on Thursday May 4th. She is working on a few pieces for the May 25th Annual CISH Visual Arts Exhibition.
CISH
Early Years Music (Darren Bayotlang)
K1- Learning new classic nursery song and explore movements of “I’m a Little Teapot”. The learning purpose is for students to learn the actions that will go along with the lyrics.
K2-Started to connect with the homeroom units. This week we are learning about the animals and their sound. What it’s sounds like? Can you create your own way making this sound?
K3- Timing and concentration “Poison Rhythm”, goal is for students develop their listening and concentration skills, as they need to listen carefully to the rhythm and maintain their focus in order to keep in time.
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PYPMusic
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PYP MUSIC (Michelle Zhang)
This week for Grade 1. We are learned the song “Oats and beans and barler” ,we are sing,adapt movement,beat/rhythm. Students listened to the music “Tortoises”, from Carnival of the animals ,move to show high/low with dance and game.Listen to how the instrument imitates the sound of the Tortoises.They are doing a great job.
This week for Grade 2. We are learned the songs “Who’s that?” ,we are sing ,read rhythms, play game,solfa/note challenge.They are doing a great job.
This week for Grade 3.Students learned the song “Closet key”,we are learned the rhythm and read the lyrics,sing,move ,solfa,note.And deepen the understanding of music through rhythm games.
This week for Grade 4. We are learned the Cristian Body percussion.students express the rhythm through all parts of the body. Students learned the “Los Machetes” for Cinco de Mayo,Watch the video to understand the style of music and dance.
This week for Grade 5. Students learned about Cinco de Mayo. Students listen to the music “La Bamba”,and learned and sang the songs.Understand the rhythm and melody of the song.
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MYP DP MUSIC (Jose Correia)
Grade 6 started studying the Formal Elements of Music (Dynamics, Pitch, Duration, Tempo), they also starting to work on ensemble to play a 4/4 rhythm using djembe, clapping, legs and feet, with Binary form (A/B) and two dynamics (from Piano to Forte).
GRADE 7 Students are working on the World Drumming traditional Percussion task where they need to choose a country, research what kind of traditional percussion characteristic that country has and describe the style of drumming using the four topics from the musical elements.
GRADE 10 - This unit students will explore cultures around the world and recognize cultural genres. They have been working on World Music Styles.
Grade 11 - This unit student is working on IB Exploring Music in Context – Area of Inquiry 2 - music for listening and performance • Music traditionally found in the concert hall or other areas dedicated to music listening.
GRADE 12 - This unit the student has been working the piano solo pieces for drum set: Noisy Neighbour, Sweet Home Alabama, Lost Ones, Attitude, Let it Be, Lean on Me, Wonderful World, Super Style.
MYPDrama
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EAL Highlights
CISH
G1 Beginner EAL (Whitney Hartford)
This week in EAL, we practiced the sound oi with vowel families oy and oi, we practiced the sight words; other, friend, but, and say, and we practiced writing simple sentences.
G1 Intermediate EAL (Hercus Theron)
We reviewed the long vowel sound ‘U’, practiced our comprehension with reading and listening activities, and acquired some additional vocabulary along the way.
G2 Beginner EAL (Whitney Hartford)
This week in EAL, students took a MAP test, we learned the sound ‘oa’ with words like ‘goat’ and ‘soap’, and we read the story “Goats and Crows”. Students finished writing their paragraphs about the places they love.
G2 Intermediate EAL (Hercus Theron)
In addition to completing their first MAP test this week, the grade 2 students also learned about the different long vowel “U” sounds. The students also completed some listening and reading comprehension tasks.
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G3 Beginner EAL (Whitney Hartford)
This week in EAL, we practiced prepositional phrases and read the This week in EAL, students took a MAP test, we read the story “Anna and the Missing Puzzle Piece”, we practiced vocabulary words from the story, and the students did some writing.
G3 Intermediate EAL (Hercus Theron)
This week, we continued to review long vowel sounds. The students learned many new words in the process. I hope to see some of these words used in their upcoming writing assignments. This week was also the start of their MAP testing.
G3 Intermediate EAL (Chris Marionni)
In Mr. Marionni’s G3 Intermediate EAL, students read the short story “The Camping Trip”, discussed the story in detail, answered story questions (both verbally and in writing), and focused on story vocabulary using visuals.
G4 Intermediate EAL (Hercus Theron)
The students continued to learn more about different long vowel types. They also completed some comprehension tasks that focused on their knowledge of the long vowel words that they have learned.
EAL Class
G4 & G5 Beginner EAL (Whitney Hartford)
This week in EAL, we studied vocabulary words about our emotions and feelings and we practiced the questions “How do you feel?” and “How are they felling?”. Students practiced matching the words with the pictures.
G5 Intermediate EAL (Chris Marionni)
In Mr. Marionni’s G5 Intermediate EAL, students read the short story “Out of Time”, discussed the story in detail, answered story questions (both verbally and in writing), and focused on story vocabulary using visuals.
G6 EAL (Stanley Kirilenko)
Grade 6 began this week by discussing their extended weekend with our go-to verbal exercise “Oh, really?...” and their new favorite vocabulary game. This time, the categories were limited to parts of speech.After that, students were given a simple text to read as a group.
G7 EAL (Matthew Mackey)
This week in EAL, we worked on sequencing writing to make it easier to understand for readers. We learned about different words such as first, then, and next, as well as where to put them into your writing. In I&S this week they started their summative, each student picked a city to do their case study on.
G8 EAL (Richard McNamara)
This week, students completed their science showcase presentations and materials on time to help them meet deadlines. Those who needed extra time in class for English editing or writing assistance received editorial feedback on how to improve.
G9 EAL (Ayana Najuma)
This week, grade 9 EAL previewed the Industrial Revolution (IR), which is the upcoming unit in I & S. They learned relevant vocabulary, watched a couple of videos, did some individual and collective brainstorming, and had two homework assignments about IR.
G10 EAL (Steven Schwab)
Over the past week, grade 10 EAL students continued their research for their I&S essay. They fine-tuned their research question in order to make it more specific and debatable.
Design Tech Highlights
CISH
Design Class
I am pleased to report on the progress of our sixth-grade students in Criteria B: Strand 4 this past week. Our students have been working hard to create detailed sketches and diagrams that illustrate their final product designs, using either ICOGRAMS.COM or drawing on paper.
I am thrilled to report on the progress of our seventh-grade students in Unit 3. Over the past week, they have been reviewing all the strands they have covered thus far, and utilizing their past work and knowledge on the unit 3 projects, they selected and justified their preferred design for the final product.
Grade eights continued building upon their prior work, they incorporated additional details to their sketches, effectively conveying the rationale behind their design choices.
The grade 9.1s finished work on their learning goal and their product goal for their mock personal project (PP).As they move forward, our 9.2 students will continue to develop their products by conducting research, creating plans, and implementing their ideas.
Design Class
This week in grade 10, students completed work on criterion B, Developing ideas, for an interdisciplinary unit (IDU) that we are sharing with Mathematics.
Grade 11, we introduced ArrayList as a tool to use that can replace standard arrays. The size of a standard array is fixed once defined and cannot be changed while the program is running. The fact that ArrayList is dynamic in size is one of its main advantages.
In grade 12, two of the students are writing IB exams. NB students are still attending classes and are continuing to review material for the upcoming New Brunswick.
PYP Highlights
Early Years
ClassPhotos
K1 Ms. Erin Wang and Ms. Sati Tadevosyan
Last week, K1 students were very busy with the Spring concert and rehearsals! The concert was a great success, and we thank all the parents who attended.
In our Inquiry classes, we kicked off our new unit on Living & Non-Living with a sorting activity that revealed the students" prior knowledge.In Language Arts, we started learning the letter sound /d/. We made playdough doughnuts and paper dinosaurs. Students were introduced to the concept of Day and Night.In Math, K1 was introduced to the number concept of one less and one more.
K3
Ms. Emily Coffey and Mr. Dean Fletes
In K3, we have started our Imagination unit of Inquiry! We are very excited to get into this unit and all of the possibilities that come with it! We have already started to explore our imaginations through fun activities such as using our imaginations to visualize things in our minds, creating something new out of a simple shape, and reading books that allow our imaginations to go wild!In Math, we have been exploring Data Handling. In Language Arts, we are focusing on writing and listening skills.
Grade 2
Ms. Camila Kemeny Larrondo and Mr. Duane Miller
These last weeks in Math have been all about multiplication and division. Students practised different strategies to find products and quotients and explored different manipulatives to solve equations. Language Arts class this week focused on creating final drafts of our persuasive writing as well as practising alphabetical order.In our unit of inquiry “How the World Works”, students have been studying climate zones, various types of scientists, the water and air cycles, and pollution.
Grade 4
Mr. Adam Fell and Ms. Carla Du Toit
During our Language Arts class, we tackled the Last week PYP hosted the Student Lead Conference where parents were welcomed to the classroom to learn more about what their child is doing in each subject. The grade 4 students had a wonderful time showcasing their work and abilities across the different subjects. Language Arts has been focused on reading and writing instructional texts and reading for meaning. In Math, we have moved on to word problems using Algebraic methodologies.
MYP Highlights
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DP Highlights
CISH
Creativity, Activity, and Service (CAS)
The DP1’s are busy with a set of informal one on one meetings this week which will lead to the 2ndformal CAS interview. In short, this relates to regularly engaging in their experiences and reflecting on what they have done. Some of the students continue to be actively engaged in weekly projects which is contributing positively to the CISH community.
Theory of Knowledge (TOK)
DP 1 class prepared for their upcoming mock essay by doing a proper assessment of their sources. They checked the origins, limitations, purpose, and value of each source to ensure that they were credible and relevant to their topic. Additionally, they conducted language analysis of the essay prompts to identify any possible multiple interpretations and unclear vocabulary words.
Extended Essay (EE)
DP1 students continue to work on developing their outlines in preparation for building their drafts over the summer. Before we leave for the summer break students will have started their drafts and be expected to finish them over the summer break. The students are also in the process of meeting with their supervisors as well to ensure they are on the right path to success for the EE.
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