PYP VISUAL ARTS (Zeynep Kavas)

Grade 1 students are learning how to use shadow puppet making as a tool to tell stories. The process involves creating shadow puppets using cardstock and wooden skewers, and then using a light source to project the shadows onto a white screen or wall.

Grade 2 students are responding to the book "Matisse's Garden" by engaging in various art-making activities. They are learning about the artist Henri Matisse and his use of shapes, colours, and space in his artwork.

Grade 3 students continue to respond to the book "The Lost Thing" by Shaun Tan by engaging in art-making activities that involve modelling and construction techniques. The students used recycled packaging materials such as cardboard, paper, and plastic to create their own creatures inspired by the story.

Grade 4s students concluded their stop motion animation project this week.During the pre-production phase, the students were encouraged to explore different surrealist art techniques such as juxtaposition, distortion, and transformation. They also developed their story-telling skills by creating a storyboard that included their characters, plot, and setting.

Grade 5 students continued to respond to the artwork of Amadeo Modigliani by creating self-portraits using oil pastels and soft pastels. They learned about Modigliani's unique style of portraiture, which involves elongated faces, slim necks, and almond-shaped eyes.

MYP VISUAL ARTS (Roxane Joubert)

This week our Grade 6 Visual Arts students continued exploring the art of artfully composing images. With arrangements emphasizing the use of elements such as like shapes, colors, and textures to create visually captivating artworks, they are sure to develop their creativity and learn how to communicate powerful messages visually.

Our Grade 7 students continue their exciting journey into the world of Op Art. This week worked on developing captivating techniques that allow mesmerizing visual experiences for the viewer. Grade 7 are steadily developing a keen understanding of how perception and movement intertwine in this dynamic art form.

This week our Grade 8 Visual Arts students persist in their investigation into the vibrant world of street art. Exploring the fusion of creativity and urban landscapes, they discovered the expressive power of graffiti.

Grade 9 embarked on an exciting journey exploring the captivating world of stop motion animation. Armed with creativity and patience, they delved into this revolutionary art form, learning to bring inanimate objects to life through meticulous frame-by-frame manipulation.

MYP DP VISUAL ARTS (Lucian Stefanescu)

Grade 10-12 students finalised their artworks in time for the 2023 Annual CISH Visual Arts Exhibition that opened on Friday May 26.

EY MUSIC (Darren Bayotlang)

Prek- The activity was based on the popular children's song "When cats get up in the morning", which features different animal sounds and movements. We then placed different animal pictures in front of them and asked them to point to the animal picture when they heard the corresponding animal sound in the song.

K1-Music and Rhythm: they demonstrated how to clap a simple rhythm on each animal name. We clapped the syllables of the animal name in a particular rhythm, such as “long clap” followed by “short claps”. 

K2-"Watch the Garden Grow" is a movement song that provides students with an opportunity to learn about the growth process through action.

K3-The learning purpose of learning the song "Listen to the Water" through imaginative play is to develop students' musical skills and creativity by encouraging them to use arm motions to show how the notes go higher and lower, and create their own movements to go with the verses.

PYP MUSIC (Michelle Zhang)

This week for Grade 1. Students look the video,”Finale” from Carnival of the Animals,then move to the music,do the worksheet.Then link to full performance of “Carnival of the Animals”,guide students to make a mind map to deepen their understanding of the performance of musical instruments to animals.

This week for Grade 2. Students reviewed song “Japanese Frog Song”. Students learned the song “The Chinese Fan” ,we sing songs and look for information to deepen our underetanding of the content.

This week for Grade 3. Students reviewed the song “Action Leader” and echo body percussion. And deepen the use of rhythm through the game. Students learned the songs “La Pulga” and “The Provinces”,we are read ,sing,play game.

This week for Grade 4. The students learned in detail the types of rhythm included in the 2/4 beat,practiced the rhythm by playing drums,and performed drumming according to the rhythm of the music. Students listen to Jamaica songs “Biddy Biddy” ,look the video learn about Jamaica.

This week for Grade 5. Students look the video,learn about the song “Midnight Special”,sing the song. Learn about Lead Belly,compare performances by Lead Belly, Clearwater Revival and Paul McCartney.

MYP/DP MUSIC (Jose Correia)

On Friday afternoon May 19th, the CISH Middle & High School Spring Concert kicked off the Holiday Season. The middle years and high school programs held their annual concert in front of their teachers, parents and friends. Students from Grades 6, 7, 10, 11 and 12 performed songs from a variety of genres that brought the audience to their feet as they danced and sang along with the bands. Everyone thoroughly enjoyed the strong musical performances by our talented CISH music students.

MYP DRAMA (Jonny Turvey)

This week in Grade 8 Drama, students have been working hard on their movement pieces using emotions. They have been exploring different emotions such as anger, fear, happiness, and sadness, and using movement to express these emotions.

In Grade 9 Drama, students have been reflecting on the greatest performance they have ever seen on stage or screen. The students have been writing detailed reports on the performances that have had the biggest impact on them, and have been discussing what made these performances so memorable.

This week in Grade 10 Drama, students have been reflecting on their devised play, which they performed at the Spring Concert. They have been analyzing their performances and discussing what worked well and what could be improved upon.

G1 Beginner EAL (Whitney Hartford)

This week in EAL, we reviewed adjectives and sentence writing. Students guessed animals from their adjective descriptions and wrote their own descriptions. Students discussed a sequence story in pairs and practiced writing their own.

G1 Intermediate EAL (Hercus Theron)

As part of their preparations for next week's WIDA test, the grade 1 students did various activities. On Monday, we practiced speaking with various tasks which were designed to encourage students to speak and give as many details as possible.

G2 Beginner EAL (Whitney Hartford)

This week in EAL, we read the story “Anna’s Kite”, practiced spelling words like mold and most, and wrote a sequence story about kites. Students read the story aloud and completed comprehension questions.

G2 Intermediate EAL (Hercus Theron)

This week, the grade 2 students prepared for their upcoming WIDA tests. We started the week by practicing our speaking skills by using a variety of activities designed to encourage talking and identifying details. We then moved towards comprehension skills in both our listening and reading disciplines. 

G3 Beginner EAL (Whitney Hartford)

This week in EAL, we completed our stories about helping friends, discussed what it means to be a leader, and read the story “Grandpa’s Missing Socks”. Students wrote about a time when they helped a friend and what happened after.

G3 Intermediate EAL (Hercus Theron)

The grade 3 students used this week to prepare for next week’s WIDA tests. We started by practicing our speaking and ability to identify and describe details. Next, we further developed our listening skills; we looked at ways to identify key information while also staying focused and not answering too hastily.

G3 Intermediate EAL (Chris Marionni)

In Mr. Marionni’s G3 Intermediate EAL, students read the short story “The Washing Machine Box”, 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)

WIDA tests started this Friday, so we used this week to prepare. We spent time writing, reading, listening, and speaking. For their listening and reading part, we looked at ways to identify important information. We did a variety of comprehension activities.

G4 & G5 Beginner EAL (Whitney Hartford)

This week in EAL, we wrote a story about helping friends, discussed what it means to be a leader, and read the story “Grandpa’s Missing Socks”. Students wrote about a time when they helped a friend and what happened after.

G5 Intermediate EAL (Chris Marionni)

In Mr. Marionni’s G5 Intermediate EAL, students read the short story “The Most Wonderful Answer of All”, 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 activities during the past weekend and their homework assignments. The students shared their progress on the EAL weekend assignment and discussed it briefly as a group.

G7 EAL (Matthew Mackey)

This week in EAL, we worked on improving our reading comprehension to get ready for the upcoming WIDA tests in June. In ASA, we reviewed a recent news article about suborbital space flights and had a class discussion on if we were brave enough to try and fly like that in the future.

G8 EAL (Richard McNamara)

The entire week was devoted to teaching the students about the basic properties of metals, nonmetals, and metalloids in the periodic table, as well as the patterns and trends these properties produce. Additionally, they practiced recognizing mystery elements by utilizing the traits of elemental groups or historical eras.

G9 EAL (Ayana Najuma)

Grade 9 spent the week engaged in various writing activities, to include paraphrasing, summarizing, and rewriting previous writing samples. Students started the week with a mini lesson on paraphrasing and then used that learning, and last week’s learning on summarizing to summarize and paraphrase parts of an article that was being read in science.

G10 EAL (Steven Schwab)

In Grade 10 EAL this week, students focused on two main tasks. Firstly, they worked on writing a physics lab report, which involved following the correct structure of an IMRAD report (Introduction, Methodology, Results, Analysis, and Discussion).

Our Grade 6 students have been actively engaged in the production of their UN SDG-aligned sustainable cities. They have shown a deep understanding of the UN SDGs and have applied their design skills to create functional and visually appealing solutions to a global problem.

In Grade 7, students have showcased their creativity and technical abilities through the use of various tool and materials. They have been attentive to details, refining their designs, and ensuring they meet the aesthetic criteria discussed in class.

In Grade 8, students have incorporated their global awareness, imagination and production methods, showcasing their commitment to their global responsibility. Their designs exhibit a high level of focus and aesthetic appeal, reflecting their attention to detail and refinement.

This week grade 9.1s wrote a design brief in which they briefly described what they would create for the final product. The design brief sets the expectations for the project. Students also developed success criteria that they would use to guide their project.

In Grade 9.2, students have shown remarkable progress in the production of their UN SDG-aligned design personal project products. They have demonstrated a sophisticated understanding of the UN SDGs, ATL’s and have applied advanced design techniques and skills to create innovative solutions.

Grade 11 students are coming to the end of the course material for year 1. Students had a last assessment before the final exam. In HL, the test covered the first nine subtopics in Topic 5, Abstract Data Structures; in SL, subtopics in object-oriented programming (OOP) that covered unified modelling language (UML) diagrams and the relationship between objects; in the NB program, a range of coding techniques.