G6 (Mr. Du)

In Language and Literature class, grade 6 students have been unit 2 Expressing Feeling and Ambitions. Students just learned the literary devices metonymy and metaphor. Through group discussion and analysis, students first learn to identify the two rhetorical devices, and then use these two rhetorical devices to create and share on their own. Through group discussions, students have honed their communication and analytical skills, and through creativity, they have deepened their understanding and use of rhetorical devices.

G6 (Ms. Echo)

In Ms. Echo’s class, grade 6 language acquisition phase 4 students have been learning the lesson of learning Chinese. We sparked among the students by watching a hilarious video of learning Chinese, and together we discussed the difficulties encountered in the process of learning Mandarin and ways to improve. After studying new vocabulary and grammar in texts, we reinforced our learning through translation exercises. The topics are closely related to daily life, and the students enjoy learning!

G7 (Ms. Summer & Ms.Miko)

In Ms. Summer & Ms. Miko’s G7 Language & Literature class, this week we studied Robert Frost's "The Road Not Taken," an American poet. We learned about the literary technique of "symbolism." Afterwards, we organized a discussion and sharing activity where everyone collected other poems about "roads'' and poems that employed the technique of symbolism.Through this activity, the students gained a deeper understanding of the literary technique of symbolism.

G7 (Ms. Lisa)

In Ms. Lisa’s G.7 Mandarin Language Acquisition class, students have been learning our second inquiry unit ‘Community Life’ in the global context of Identities and Relationships. We focused on the key concept of Culture and related concepts of Message & Point of view. We had a lot of activities to practice students’ Chinese listening, speaking, reading and writing. And students enjoyed their learning in these activities.

G8 (Ms.Lisa & Ms.Tina)

In Ms. Lisa & Ms. Tina G.8 Chinese language and literature class, we learned the famous Chinese prose Back Shadow about Father’s love written by Zhu Ziqing this week. First, students had more knowledge of Zhu Ziqing who is one of the famous Chinese writers through research and sharing. Then students explored the content and identified literary devices of the prose Back Shadow in detail. At the end of the week, students wrote a prose about Father’s love too which helped them to understand their fathers’ love to them. 

G8 (Ms.Summer)

In Ms. Summer’s G8 Mandarin Language Acquisition class, through engaging activities and interactive discussions, the student explored the vocabulary, expressions, and cultural aspects related to the four seasons. Students had the opportunity to describe the weather, temperature, and what people wear that occur during each season, enhancing their language skills and cultural understanding.

G9 (Ms. Tina)

In Ms.Tina's grade 9 Language Literature class,  students continued to study Unit 2 “Oratory”. This week, they learned a classical Chinese article “邹忌讽齐王纳谏”. By understanding the story and analyzing the text, they learned some debating terms and skills. Later, they were divided into four groups to have a class debate competition. The students are very engaged in preparing questions and searching for information, actively discussing and collaborating in groups. I believe that their debate match next week will be very anticipated.

G10 (Ms. Echo & Ms. Miko)

In Ms. Echo and Miko's grade 10 language literature has been learning the unit of the proses. Feng Zikai's approach to writing is rooted in premeditation and careful planning before start. This is true for both his artwork and his prose. Reading his prose is akin to viewing a painting. We appreciate Feng Zikai's prose from four perspectives: the beauty of music, the beauty of painting and calligraphy, the beauty of simplicity, and the beauty of structure. Students share and discuss their reflections on their independent reading under the corresponding categories, deepening their understanding.

G10 (Ms. Michelle)

In Ms. Michelle’s G10 Language acquisition. We were learning the unit 2 Multi - culture experiences. Students learnt the topic season. Students made a powerpoint to share the four seasons in their hometown and what special experience they have during different seasons. After that, they wrote an essay about it. They also watched videos of some traditions in Northern China during winter. Students showed great enthusiasm about the content, and their output skills got enhanced.

G11 & G12  Chinese A (Ms. Miko)

This week, Ms Miko's Year 11 Chinese A class is encouraged to compare the texts of Lu Xun's "A Call to Arms" and "The Hesitant" from different angles. Students have chosen the appropriate perspectives, characterisation, and language skills for a successful sharing. This process hones their comparative reading abilities, ensuring they are better prepared for Paper 2.

G11 & G12  Chinese B / ab initio

In Ms.Fiona’s G12 MandarinB class, students are preparing for the upcoming oral mock. We determined the order of the tests by drawing lots. Students are actively organizing the topics discussed during the  class time and summarizing their own answering strategies and key points based on the given questions. They also practiced fluency in oral expression through mutual questioning and answering.

                          Pre-K (Evan Kirby)

This week we are talking about Christmas! The students have begun creating ornaments for our tree! We are having so much fun making our own little winter wonderlands together. The students are also getting to engage in drawing activities to improve their fine motor skills as well as practice solving shape puzzles to help with their hand-eye coordination. It's so wonderful to see how the students are truly blossoming in their creative expressions.

K1 (Evan Kirby)

This week in K1 we are continuing our explorations of primary colors! We are also working with stencils to improve our fine motor skills, sorting colors to activate our visual perceptual thinking processes and solving geometric puzzles to develop our problem solving abilities. The students have done great work this week. I am so impressed with how far they have come with their artistic skills! We have also begun the creation of our Christmas ornaments to help decorate the EY tree! Great work team!

K2 (Evan Kirby)

This week we are creating Christmas decorations for our beautiful tree! We talked about how each of us celebrate Christmas and all the different traditions that happen during this holiday. Each student was so excited to begin creating their ornament and giving it their personal artistic voice. After seeing their enthusiasm I am confident each student will be proud to place their ornament on the tree!

K3 (Evan Kirby)

This week we are learning about Pablo Picasso and creating portraits based on his style. We are learning about lines and different qualities that lines can have. Picasso is a great resource for observing line qualities and use of color. I am so proud of each student and their ability to observe the different qualities in artwork and express how the work makes them feel! I am looking forward to finishing these amazing works! We have also begun creating our ornaments for the Christmas tree. Great job team!

Grade 1 (Katija Bogdanic)

This week we made holiday ornaments for the big CISH Christmas tree using paper collage. Students worked on their paper cutting skills, focusing on their hand-eye coordination to cut circles for snowmen and triangles for Christmas trees. Students did a fantastic job this week collaborating on clean-up routine and responsibilities.

Grade 2 (Katija Bogdanic)

In addition to continuing our loom weaving project for our Culture in Art unit, this week we also made holiday ornaments for the big CISH Christmas tree using paper collage. We learned more about the traditions and cultural significance of weaving by responding to images and videos of weaving around the world. Students worked on their teamwork and collaboration skills while pairing up into groups of two for their loom weavings.

Grade 3 (Katija Bogdanic)

Students finished their joint unit of inquiry poem projects in time for the Poetry Café event this week. We learned how to center written text and paper collage images for the borders of our poems. We also made ornaments for the big CISH Christmas tree as a part of a PYP-wide visual arts project for the holiday season.

Grade 4 (Katija Bogdanic)

Fourth grade artists continued their set designs for their big stop-motion animation projects. We focused this week on craftsmanship and teamwork, taking our time with the details and making sure we collaborate in our groups so that everyone has a task. Next week we will be ready to sculpt our characters and finalize our set designs.

Grade 5 (Katija Bogdanic)

In addition to working on their ancient civilization quilted landscapes, fifth grade students made ornaments for the big CISH Christmas tree as a part of a PYP-wide holiday project. The challenge this week was working on improving our time-management skills for our landscapes by creating self-motivated deadlines and goals. 

Grade 6 (Roxane Joubert)

In this week's Grade 6 MYP Visual Arts class, our students continued their exploration of UNIT 2's theme, "From Micro to Macro." We focused on refining our rendering techniques, with emphasis on opacity, reflective surfaces, and various visual effects inspired by our micro- and macroscopic reference images. Through hands-on formative experimentation using colour markers, gel pens, chalk pencils, charcoal pencils, layering, and digital photo-manipulation techniques, students polished their observational drawing skills in preparation for their upcoming Summative Assessment.

Grade 7 (Roxane Joubert)

Grade 7 students forged ahead with their UNIT 2 mask-making projects, creating artworks based on their research of traditional mask-making traditions. We are gaining impressive confidence working with a variety of materials such as air-dry clay and using sculpting tools in a productive and meaningful way. As they continue to develop their creative skill-set, we can begin to look forward to some creative and surprising outcomes for this challenging unit.

Grade 8 (Roxane Joubert)

A distinct focus on vanishing points, perspective views, and the configuration of basic geometric shapes on a one-point perspective plane was made this week. With precision in mind, we refined our skills in using various line types to render sensible and carefully considered drawings. Special attention was given to determine apertures like windows and doors for visually accurate 3D representations. As we continue to develop our technical drawing ability, Grade 8 can transfer this valuable new skill to any engineering and design-related project.

Grade 9 (Lucian Stefanescu)

A relatively new medium similar with woodblock printing technique, linocut appeared in the contemporary art world as an established professional print medium at the beginning of twentieth century, promoted by artists like Pablo Picasso and Henri Matisse. Linocut is a type of relief printing technique in which an image is carved into a block of linoleum, then ink is rolled onto the uncut surface, paper is placed on top of the block and, finally, pressure is applied to produce the print. During this unit, students will be guided through historical, cultural and conceptual aspects of printmaking with a focus on linocut printing technique.

This week, most Grade 9 students continued working on their sketches of ideas for their linocut print while a few of them started carving their plates.

Grade 10 (Lucian Stefanescu)

Drypoint is an engraving method in which the design to be printed is scratched directly into a copperplate with a sharply pointed instrument. Lines in a drypoint print are characterized by a soft fuzziness caused by ink printed from a burr, a rough ridge of metal thrown up on each side of the furrow of the drypoint line. Drypoint is most often used together with other printmaking techniques like monoprint or monotype in which the image created can only made once. This allows for more unique creations, but with more flexibility, as a combination of monoprinting techniques including printing, drawing, and painting can be used. During this unit, class activities will give students an opportunity to practice art fundamentals while learning technical skills in printmaking.

This week, Grade 10 students continued working on their drypoint plates while a few a them produced their first prints in their series.

Grade 12 (Lucian Stefanescu)

In New Brunswick Programme, our student continued continued working on her portfolio and started adding her first artworks in her exhibition file.

Grade 1 (Snow Boudreau)

In Grade 1, students delved into "I'm the Happiest Christmas Tree," which not only introduced them to a seasonal classic but also honed their understanding of melody and rhythm. This song is an integral part of our early instrucon, introducing young learners to the joy of music.

Grade 2 (Snow Boudreau)

Grade 2 students embarked on an exploration of "The Fa La La Song," which allowed them to practice both melody and rhythm. This song has been a valuable addition to our curriculum, nurturing the students' vocal skills while enhancing their sense of musical timing.

Grade 3 (Snow Boudreau)

Grade 3 students were actively engaged in a dynamic component of our program by practicing a dance song. This activity aimed to foster coordination and rhythm, fundamental skills that form the core of our music education.

Grade 4 (Snow Boudreau)

In Grade 4, students showcased their musical growth with "Let It Be Christmas." This song is an example of the more advanced pieces incorporated into our program, offering opportunies for students to deepen their appreciaon for music and develop their vocal abilities.

Grade 5 (Snow Boudreau)

Grade 5 students diligently continued their preparation for the Winter Concert, a central aspect of our PYP program. They employed bucket drums to enhance their musical skills, providing a hands-on learning experience and preparing for their performance in the event.

Grade 6 (Jose Correia)

It's working the unit "An Introduction to Theatre," offers students an exciting exploration of the captivating world of theatre. Throughout the course, students will become familiar with essential theatre terminology, discover the diverse practices of theatre around the globe, and engage in a variety of stimulating activities such as script work and devising.

Grade 8 (Jose Correia)

The grade 8 worked on body percussion with harmony, in which they had to compose a harmonic sequence with melody, snapping fingers, clapping, chest, legs and vocal sounds, now starting to prepare the performance for the winter concert.

Grade 9 (Jose Correia)

In this unit students will explore the performance and analysis of a piece of music in which they have to choose a piece and analyze it in detail using four of the musical elements, now they started preparing the performance for the concert.

Grade 10 (Jose Correia)

They are working in the IB Areas of Inquiry (World Music for sociocultural and political expression, listening and performance, dramatic impact, movement and entertainment, technology in the electronic and digital age, At the moment they are working on musical pieces with drama for the performance.

Grade 7 (Jonny Turvey)

This week in Grade 7 Drama, the students made significant progress in their devised plays, drawing inspiration from various forms of theatre explored in our Theatre History unit. Emphasizing the depth of plot and character development, they engaged in self-focus sessions, dedicating time to independently refine and enhance their respective plays. This solitary work allowed each student to delve deeper into their creative process, fostering unique ideas and perspectives. The upcoming week promises to be exciting as they plan to share these developed concepts with their peers, fostering collaborative growth and learning in the realm of dramatic arts.

Grade 10 (Jonny Turvey)

In Grade 10 Drama, the students are in the final stages of preparation for the Winter Concert, with a particular focus on rehearsing their student-written, 10-minute play that is set to be the opening act. Over the past week, they have been diligently practicing on stage, honing their performances to ensure a seamless and engaging presentation. Alongside this, significant efforts have been directed towards perfecting the sound effects, a crucial element that will enhance the overall impact of their play. As they approach the last week of rehearsals, excitement and anticipation are building, promising a memorable and well-executed opening to the concert.