Storytelling caravan of Benguet folktales launched
>> Wednesday, April 11, 2012
COMMUNITY BILLBOARD
Jennyline S. Tabangcura
(Second of two parts)
ITOGON, Benguet -- Denneng is still worried that the stories, even if recorded and processed into different forms are not just the absolute solution for the protection of the folk stories. “What we also need is to continue them in our language. While we try to save the existing folktales, we shall also strive to maintain the integrity of our mother tongue.”
Domolpos is one, if not the only remaining intact Iowak community today. The threat of extinction is not only true to their folktales but also to the whole indigenous culture of the tribe. This is manifested in their present use of Ibaloi, a language which they have now embraced.
Republic Act 8371 otherwise known as the Indigenous Peoples Rights Act of 1997 mandates all government agencies to recognize and promote the rights of indigenous cultural communities and indigenous peoples within the framework of national unity and development.
Along this provision, the Department of Education (DepEd) issuedDepEd Order No. 62 in 2011 entitled National Indigenous Peoples Education Policy Framework to serve as an instrument for promoting shared accountability, continuous dialogue, engagement and partnership. It will likewise serve as the clearinghouse for all education-related transactions including the production of learning modules and the issuance of indigenized curriculum, among others.
Stanley Anongos of the Social Sciences Department of Benguet State University believes that a tribe’s mother tongue is a language of intellect itself.
He agrees that the use of mother tongue in education could enhance student’s capability of logical reasoning.
Agnes Manzano, Teacher II in Domolpos Community School, said that the indigenization of the curriculum is helpful in teaching her pupils. After witnessing the team’s performance, she realized that teaching should not be limited in the use of indigenous language but also its application in retelling stories in selected subjects like Values Education.
“What is great here is that values education will be localized such that I am encouraged to use the communities’ own stories as one of mechanisms in instilling values,” she stressed.
The teacher availed one of the ten story collection book provided as a gift of the team to the community and also took the props that has been used by the team during the stage performance. “I have to understand this script so that I could employ the strategy for future educational purposes,” she said.
Moreover, Mayette Leon, a fourth- year student of Tinongdan Memorial National High School who hails from Lusod recognizes that popular culture is a contributing factor in the youth’s depreciation of their indigenous culture especially folk stories.
“What I have known in school is actually the story of Thumbelina during my elementary days. As I grow older, I am interested more on western stories. I am actually reading to my siblings a story titled the Princess and the Pauper,” she said.
But she and her friend GirelAbansi got interested on community folk stories after witnessing the campaign. “We should protect our own culture first before assimilating to another. We should care for our folk stories because they share values,” Abansi said.
James Kidange, a staff from Itogon-LGU who joined the team in the pilot campaign said that the LGU will continue its support in these kind of activities.
He encouraged the communities to continue sharing their stories and even challenged them to include other aspect of their culture like that of music, chants and songs. “We shall, within ourselves push through with the documentation of these elements of our culture as these are important not just in instilling individual and community values but also in encouraging and guarding our self- determination.”
This is in line with the LGU program in reconstructing their political history through Municipal Ordinance/Order No. 008, S. 2002.
The Department of Development Communication and its students will continue to manifest its commitment in empowering communities through storytelling. By now, it will propagate a storytelling caravan of the Stories of AlapuBenguet edition, utilizing different media form.
They are now looking forward for a Province-wide story telling camp wherein participants will be equipped with documentation skills while story tellers will be gathered for their stories to be collected.
Through its students, it will continue to develop instructional materials form the folk stories.
The following BSDC students participated in the pilot campaign: Mindy Tawali, Danica Tomin, Ruth Dale Returban, LailaSison, RejinaVinat-an, Rejie Ann Supsupin, and Kier Daring. They pledged participating in further activities of the campaign.// Joefrence S. Yangyang
Domolpos is one, if not the only remaining intact Iowak community today. The threat of extinction is not only true to their folktales but also to the whole indigenous culture of the tribe. This is manifested in their present use of Ibaloi, a language which they have now embraced.
Republic Act 8371 otherwise known as the Indigenous Peoples Rights Act of 1997 mandates all government agencies to recognize and promote the rights of indigenous cultural communities and indigenous peoples within the framework of national unity and development.
Along this provision, the Department of Education (DepEd) issuedDepEd Order No. 62 in 2011 entitled National Indigenous Peoples Education Policy Framework to serve as an instrument for promoting shared accountability, continuous dialogue, engagement and partnership. It will likewise serve as the clearinghouse for all education-related transactions including the production of learning modules and the issuance of indigenized curriculum, among others.
Stanley Anongos of the Social Sciences Department of Benguet State University believes that a tribe’s mother tongue is a language of intellect itself.
He agrees that the use of mother tongue in education could enhance student’s capability of logical reasoning.
Agnes Manzano, Teacher II in Domolpos Community School, said that the indigenization of the curriculum is helpful in teaching her pupils. After witnessing the team’s performance, she realized that teaching should not be limited in the use of indigenous language but also its application in retelling stories in selected subjects like Values Education.
“What is great here is that values education will be localized such that I am encouraged to use the communities’ own stories as one of mechanisms in instilling values,” she stressed.
The teacher availed one of the ten story collection book provided as a gift of the team to the community and also took the props that has been used by the team during the stage performance. “I have to understand this script so that I could employ the strategy for future educational purposes,” she said.
Moreover, Mayette Leon, a fourth- year student of Tinongdan Memorial National High School who hails from Lusod recognizes that popular culture is a contributing factor in the youth’s depreciation of their indigenous culture especially folk stories.
“What I have known in school is actually the story of Thumbelina during my elementary days. As I grow older, I am interested more on western stories. I am actually reading to my siblings a story titled the Princess and the Pauper,” she said.
But she and her friend GirelAbansi got interested on community folk stories after witnessing the campaign. “We should protect our own culture first before assimilating to another. We should care for our folk stories because they share values,” Abansi said.
James Kidange, a staff from Itogon-LGU who joined the team in the pilot campaign said that the LGU will continue its support in these kind of activities.
He encouraged the communities to continue sharing their stories and even challenged them to include other aspect of their culture like that of music, chants and songs. “We shall, within ourselves push through with the documentation of these elements of our culture as these are important not just in instilling individual and community values but also in encouraging and guarding our self- determination.”
This is in line with the LGU program in reconstructing their political history through Municipal Ordinance/Order No. 008, S. 2002.
The Department of Development Communication and its students will continue to manifest its commitment in empowering communities through storytelling. By now, it will propagate a storytelling caravan of the Stories of AlapuBenguet edition, utilizing different media form.
They are now looking forward for a Province-wide story telling camp wherein participants will be equipped with documentation skills while story tellers will be gathered for their stories to be collected.
Through its students, it will continue to develop instructional materials form the folk stories.
The following BSDC students participated in the pilot campaign: Mindy Tawali, Danica Tomin, Ruth Dale Returban, LailaSison, RejinaVinat-an, Rejie Ann Supsupin, and Kier Daring. They pledged participating in further activities of the campaign.// Joefrence S. Yangyang
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