Thursday, October 09, 2008

2008 Earth Camp

2008 Earth Camp

URGENT GREEN BARRAGE! A global crisis calls for ACTION!


The yearly Earth Camp is a progressive set of workshops that sustains or maintains the momentum of the environmental education for the students and teachers. This two-day activity is an intensive workshop for a specific output based process as the final product of GAME for Children Project.

The conception of the "children's biodiversity pictionary in Kinamiguin" is an ambitious project to showcase the art works of the children put together into a functional resource book.

The Earth Camp is a hands-on experiential workshop on eco-campaign book production as final preparation for the book design with direct production participation of the local students and teachers.

The workshop in itself is the process of the grassroots participatory of environmental accountability. This is a tangible exercise with functional result as a dynamic output of ideas put together as a collective vision.

A deep awakening needs to happen to our communities for us to be able to sustain our lives. It may start with the young minds who still have the purity and their voices are valuable for this is about them and their future.


  1. To produce eco campaign art books as the voice of the children and youth for international exhibitions.
  2. To finalize book design and content of the "biodiversity children's pictionary"
  3. To train facilitators for "green barrage" pep talk in schools
  4. To explore creative recycling and design for functional art

Venue: Enigmata Treehouse

Date: September 13-14, 2008


Participants on the first day is composed of seven science advisers and seven elementary students from seven chosen schools from four municipalities such as:

  1. Hubangon Elementary School
  2. Catarman Central School
  3. Mambajao Central School
  4. Yumbing Elementary School
  5. Bonbon Elementary School
  6. Sagay Cental School
  7. Tangaro Elementary School

Participants on the second day is composed of eleven teachers and eight students from ten schools from all five municipalities in the island.

  1. Tupsan National High School
  2. Lawigan-Bura National High School
  3. Mahinog National High School
  4. Yumbing National High School
  5. Sagay National High School
  6. Camiguin National High School
  7. Guinsiliban National High School
  8. Mambajao National High School
  9. Fatima College of Camiguin
  10. Bonbon National High School


Cristopher N. Salem – recycling and music

Owen S. Jaen – theater and production design

Jims Jozar Vericio Abanero – theater and production design

Ramon Jorge Sarabosing – writing short story and making a statement

Oliver Paderanga – marine biodiversity and coral reefs in Camiguin

Roberto S. Rufino – turtle and bird conservation

Rosalie Zerrudo – overall coordinator and facilitator

Roselyn Jurial – co-organizer

Schedule of Activities:

Day 1


· The opening ritual was a participatory performance with Enigmata and Actor's Quarter artists and the participants

· Words of Welcome – Mrs. Roselyn Jurial, Education Supervisor - Science

· Inspirational Remarks – Maam Elena Borcillo, Schools Division Superintendent

· A prayer in a spiral walk with grains of rice

· Story telling in participatory theater form about Dodong Pawikan and Daday Pawikan

· Presentation of the "Pawikan" video and biodiversity update by Mr. Roberto Rufino, Department of Natural Resources Protected Area Superintendent

· Trivia game on biodiveresity

· Biodiversity new media film presentation

Story telling with the teachers by Ramon Jorge Sarabosing

Outline of Story-Telling Workshop

  1. Drawing out of participants writing experiences
  2. Inputs on story telling
    1. Parts of a story
    2. Characteristics / elements
    3. Do's and don'ts guidelines
    4. Question and answer
  3. Writing the story
    1. Collective "germination" / discussion of story
  4. Critiquing the story
    1. The facilitator checking the draft story
    2. Re-writing the draft
    3. Finalizing the draft

Bird Call Story telling and Mantigue Island: a biodiversity model (DENR)

A DVD video documentary on birds and "pawikan" was shown to give a backgrounder on the habitat of birds and sea turtles needed for the production design.

A simultaneous workshop followed with teacher's on the story telling workshop and short story writing on marine biodiversity. The teachers came up with about a turtle in an island.

The students engaged in line drawing for familiarization of animal parts and line curves. Then later using water colors and brushes they painted colorful sea turtles in the thicker papers. The mounting of characters was done individually then after they made a two dimensional model of their character in clay for the animated pictorials. The students used the story made by the teachers and played with their characters for the animation and photography during the mounting.

The students had fun and shared their experiences by the end of the day in a symbolic web making to represent the connectedness of biodiversity. We played with yarns while dancing to the music signifying our oneness.

A short sharing of experience by each participant has very positive outcome and new discoveries and learnings about recycling and the importance of the environment.

Day 2


The opening salvo was done in the manner of gathering the indigenous community where everyone sits together facing each other in a circle. With a musical instrument in hand, each participant played a beat that complimented the person next to each other. A unifying beat was created as each one experimented with an indigenous instruments such as kubing, kulintang, agong, dabakan, chango, marimba etc.

A symbolic prayer lead the participants to a sacred walk where they planted the seeds in the labyrinth sculpture as their connection with the earth.

A story telling started the first workshop with participants playing spontaneous characterization. The story showed the importance of the sea and the creatures that lived in it. It also emphasize on the protection of the natural habitat. A fun and participative atmosphere got the participants ready for the next workshops.

The coral sea and the local fishes was the next discovery. Each participant was challenged to give a voice to one local Camiguin sea creature by giving life to lines and colors. Pens and water colors were used to paint the identified species of Camiguin.

A special lecture on the coral reef environment in the island was given by Oliver Paderanga, marine biologist.

Green Pep Talks facilitator's workshop

The facilitators presented ideas and how to get the message across through a short action performance plug using minimal props and short statements about environmental slogans. The importance of telling your own story is when it comes from a personal experience. It was stressed by the facilitator that it is important that the person must first believe in oneself and the values that goes with it.


The book content translation was not yet necessary since the story line still needs to be finalized.

Printed Voices workshop (art book making)

In the afternoon, all the participants looked for materials they like to be able to express their stories and ideas. The art book making vary in size, shapes and colors. Each participant has the freedom to explore all creative possibilities. The materials used were recycled materials and some glitters. After the workshop was a showcase of all the art book and awarding of special tokens.

Book Art Awardee

Best art book

Hyazil Tagupa (Camiguin National High School)

Special Awards

Apple Ty Silda (Mahinog National High School))

Roemme Maria O. Dulhao (Tupsan National High School)

Verlyn T. Genoso (Sagay National High School)

Bazil T. Sabacajan (Yumbing National High School)

Fabio A. Capito Jr. (Camiguin National High School)

The chosen art books will be exhibited during the 5th YES (Youth Environmental Science Camp) with Regional participation of Department of Education Schools from all over Region 10. Some of the best works will be brought to Korea for the Asian Eco Camp on October 16-19, 2008 sponsored by Korean Federation for Environmental Movement. The creative outputs were rewarded with simple tokens and certificates of attendance for the participants.

Wednesday, October 08, 2008


This is the consumerist trend of travel which destroyed environments, displaced indigenous communities and sold bodies. how much more price we have to pay for uneducated tourists and for money devils in the tourism industry. the old money-making tricks has created a devastating lifestyle trend which has caused a planet to overheat. an average tourist would use up at least 12 kilos of waste a day and 5 gallons of water on the average... this is how much stress we cause to any place a tourist would visit... do we really think about the ill effects of carbon footprints we leave behind when we ride airplanes, buses, taxis, and jeepneys and stay in airconditioned rooms? how much energy do we have to waste just to get a sugar boost of an ice cold coke. these are serious considerations which may require serious change of lifestyles.

i learned from a research study that an alarming 3% original forest cover in the country has deminished even more. i am worried and cried for many nights when i see the forests in my island being bulldozed and dinosaur-age-old giant ferns being slashed and mountains cut like bread leaving behind a loose volcanic soil of vandalized forest floor. A danger zone at the neck of a volcano is a hazard area that is not safe for homestead would have been sacred if left untouched not to mention the natural beauty tarnished for a lifetime. the road has yet to find its end, while the side of the mountain is loosing its grip, so maybe nature has a way to show resistance from humanity's misgivings. maybe the waterfalls has to maintain its isolation away from cars parked next to it as envisioned as a future development project. Maybe its better when tourists make a strong statement not to support any establishment violating natural ands enviromental laws. Can we leave nature as prestine and untouched as possible. Another hundreds of years is needed to recreate such a paradise, and once lost, then we have nothing to look forward to in the future.

it is like a death sentence when over development has engulfed us with monster buildings in the name of leisure and holiday and giant seawalls to protect properties from raving waves. Maybe we have to listen more deeply to the oceans pushing anything on its way away for man has yet to learn to respect the tempest of nature and its sacredness. maybe we have to read again the constitution and the environmental laws of high tide lines and its restrictions. In this post modern age in this part of the world, we still seems to be alien to the the word ecotourism. It is rather an afterthought or we are not sure or in doubt if we have to be serious about environmental protection and biodiversity conservation. BIG words and motherhood statements that maybe does not really mean anything to coca cola trained tastebuds. A monoculture has ruled the world just like an idiot box as a supernatural description of Kidlat Tahimik for a television rogramming the psyche of a nation to keep on buying anything especially cheaper products made in China. shall we wait for a volcanic eruption to clean up the mess. maybe the mountains will rage its fury one day to bring us back to our senses. Maybe one day when one become an archeological site and become fertilizer of the earth, shall one truly know our relationship with the mother earth. How much time there is before greed and the never ending excessive lifestyle defeats this planet. How much roads in the forest has yet to be built to give way to cars and people.

As tourists you can make choices as to what to support and promote. A critical mass is needed to make tourism estbalishment respect the environmental laws. Then maybe we can all create together a stronger position as we slowly change consciousness from within. As one of my favorite statements of Mahatma Gandhi "Be the change you want to see happen in the universe."

Tourism is a big force in the changing lifetyles and world views. Each tourist can help serve as sounding board, walking travel guide book and personalized information bureau to spread a strong consciousness in the travellers community. We a hundred people in one journey or maybe more, and maybe it can be a chance of a lifetime to open their hearts to the ways of the sacred tourism, where respect for people, culture and nature comes first and treated the greatest resource for a sustainable co-existence.

Maybe next time you buy, throw and leave a place, you can also make sure the you give something in return as an exchange of the experience. I thought travel is about meeting interesting people and finding the beautiful corners of nature.

when i grow up, i want to be a child...

When i first started riding motorcycles farther away from home and stood in places higher than my roof, i realized there is so much to explore and discover in the world. The monocrop plantations of sugarcanes is all i know as a playground growing up in the sugarlandia of this country. But when i started to discover mountain trails that lead me to the peaks of hills and forests, i slowly felt the passion for adventure and walking an extra mile. Mountaineering brought me the the outskirts and hinterlands, made my feet stronger, and trained my lungs to breathe and sustained my interest for the outdoors. Later I realized I was in an attempt to climb higher mountains inside me. Hopping from one island, mountain, volcano, lakes, rivers and seas to the next, has made my dancing feet furious to see the wild unbeaten path and exhaust my resources to see a wider vista and expansive panorama in between wild flowers and firelies.

The first independent travel that i deliberately planned was to discover my roots away from the big cities and back to the indigenous communities. Then i met the people that change my life forever. i felt i made a complete loop this lifetime being born a Filipino. Growing up in the heart of this country, made me hear the softest and sweetest intonations that is best used in the art of persuasions. I became curious about other comunities when i heard a different language than mine. When i discovered that a bus ride can take me to the world heritage sites and caves and burial grounds, i hurriedly made commitments to my weekends only spent in sacred places.

I baptized myself in the world of mountaineering in the highest hill near my hometown in negros. then later an unforgetable climb in the highest moutain Mt. Kanlaon, an active volcano gave me a sunrise experience on top of the saddle campsite with three volcanic crater cavities and spewing sulfuric gas around me is an experience i can never forget. i never stopped chasing sunrises again until sunsets and moonrises. The dark nigts is left with the stargazer's wishes aboard yacths, on top of jetties, by the seashores and outside the tents.

An opportunity to cross the island gave me a glimpse of the the endless horizon and the seas. I thought Manila and Mindanao was so far and my Moro brothers are aliens. Then later my destiny brought me to this land of promise and my life was never the same again, it was also hard to leave. Visayas has given birth to my body. Manila and Luzon has given me mental nourishment and opened my life. But Mindnao gave me back my soul. It was i think the flute of Waway Saway that called me back to my ancestors. Then the journey started to lead me to more mindscapes when the handiwork of Kublai Millan brought me back to my creativity as the language of my spirituality.

The story just began. My development work and outdoor adventures brought me to almost all the major moutnains, cities and highways all over this country. After having seen 90% of the archipelago, i can only breathe out a few words, "I am happy i am born in this paradise country" where the people are warm, the weather is gentle and the sea is a great bounty. The textures and diversity in this country is a life changing puzzle worth all the terrors of volcanic eruptiops, the scare of typhoons and the cruelty of natural catastrophies. This country is a tapestry of eventful learning experiences and anything-goes surprises. The resilience of the people is somehow an asset to withstand any tropical depressions.

Tuesday, August 12, 2008

Game for Children

Arts Network Asia
72-13, Mohd Sultan RoadSingapore 239007

Co-sponsored by
National Commission for Culture and the Arts

“Islakwatsa New Media Playground “
(Grassroots Advancing Multi-media Eco-education for Children)
GAME for Children
Sculpting Island Community and Protecting our Natural Legacy
Enigmata Biodiversity and Art Education through Popular Multi-Media
May 2007 – July 2008

Enigmata Creative Circle, Inc.
Camiguin Island, Philippines

In partnership with
Department of Education
Province of Camiguin, Philippines

Report Summary

Another milestone in the pioneering work of Enigmata in this island has involved thousands of children as part of the GAME for Children new media multi-media story telling which was an effective tool in audience development in the grassroots community. The most important part of the project is the exhibition of the works of the children and youth such as animation films, environmental plugs, creative recycling products for enterprise development, poetry and original music compositions of the theater production. It is also an interesting collaboration of the Department of Education, Camiguin Polytechnic State College Ecotour Students (CPSC), Yumbing National High School festival drummers, local community musicians and out of school youth and Enigmata artists.

The main component of the project were the following: (BACK-UP) Biodiversity Art Childrens’ Kinamiguin User-friendly Pictionary and Mounting of the animated Kinamiguin Biodiversity slides; product development for Creative Homemade Indigenized Local Designs (CHILD) enterprise; setting up of Island Showroom/ museum.

The four-day Earth Camp 2007 Islakwatsa New Media Playground (co-cponsored by National Commission for Culture and the Arts) was the highlight of the GAME for Children project which produced eight short films on environmental plugs and were showcased during the February Arts festival in different venues around the island which was part of the Children’s Art film Festivals for Environment (CAFFE). The films produced were also showcased in international presentations such as in Environmental Education in Asia Seminar/ Workshop with the Korean Federation on Environmental Movement. The book art and eco-campaign books and films were part of the International Children’s Picture Book Exhibition in Nami Island, Seoul, South Korea with Korean Board on Books for Young People. The wetlympics was the final activity of the Earth Camp 2007 as a community day out and science project showcase in collaboration with the Department of Education

The mounting of the Biodiversity Art Childrens’ Kinamiguin User-friendly Pictionary included the previous works of the children as designs and the additional inputs of the teachers. This is still an on going project which needs proper consultation with Kinamiguin native speaker and possible printing for the Department of Education.

The product development workshop has been started prior to the implementation of the project, but new designs and products were also produced during the Earth Camp 2007. Some of the experimental designs were tested in the market among friends and family members at first. Then later the products were also included in local and international exhibitions.

The Enigmata as a cultural destination and recycling center ecolodge has been host to the Balay Kinabuhi. Its receiving area serves as gallery with newly designed bottle walls. Products made during the Earth Camp and other workshops are now on display.
As part of the creative enterprise, a special workshop on making bird houses as a campaign to “bring back the birds, bring back the forest” was also to explore the creativity of the children. The products needs to be tested in the market and there is a need to explore more designs.

The month long Philippine Arts Festival showcased the films produced by the children and the newly mounted multi-media theater production as an off shoot to “Dula sa Gabon”. The new media story telling concert showcased Birdl Call production “Hilak sa Agila” (Cry of the Eagle) musical concert with original compositions. The production team was composed of the Dep Ed high school festival drummers, ecotourguiding practicum ecotourism students, local community musicians, out of school youth, and Enigmata artists. The multi-level collaboration was a rewarding experience which involved all processes in the grassroots level.

As part of the cultural and environmental education, the young future eco-cultural tour guide were given first hand experience with close encounters with cultural workers, professional eco-tour guides, cultural workers and development artists, cultural bearers and real people through a hands-on training in organizing and advocacy work.

As part of the cultural regeneration with the aid of a digital camera and minimum editing equipments and softwares, Enigmata was able to assist indigenous communities in the documentation of their living cultures and cultural bearers.

A promotional ecotourism educational video about Camiguin is launched as an experimental project of the ecotourism students in their ecotourguiding practicum and as their hands on training highlighting the eco-cultural biodiversity assets of the island

The benefits of the project can be summarized in the following points;

1. This pioneering new media work is a powerful tool to reach the hearts and minds of the children
2. The participants experienced to walk an extra mile with hightened self-esteem as they explored a new level of competency in the new media project
3. The teachers and participants were so proud to showcase the output of their workshops which was shown to bigger audience during the story telling concert tour and film festival
4. A great number of students as audience benefited from the story telling festival as the off shoot of the new media GAME for children project
5. A good number of workshop participants learned new skills and ideas in the development of ideas into a multi-media production
6. A very innovative sense of implementation brought a new perspective in grassroots advancing new media eco-education in the local and international audience
7. The environmental plugs are now available on-line as the voices of the children of Camiguin for biodiversity conservation


Friday, August 08, 2008

International Nami Picture Book and Ethnic Art Music Festival

Creative Homemade Indigenous Local Designs (CHILD) Enterprise

Mindanao Music Kulintangan Festival

2008 Basic Video and Film Making workshop

2008 Valetines Special: Camiguin in Love with Barasoain Kalinangan

2007 Bird Call Project

GAME for Children

2007 Earth Camp (GAME for Children)

2006 Tell Me a Story Mr. Cloud Project

2006 Tell Me a Story Mr. Cloud Project

2006 Eco Peace Camp with Gandhi Peace School Korea

2006 ICARE Project with International School Manila

2006 Ecotourism Cultural Adventure Challenge

2006 Enigmata art attacks

Tuesday, January 23, 2007

Tell Me a Story Mr. Cloud Project

Thursday, December 21, 2006

Mandy’s World and Beyond: A Pilot Study

Mandy’s World and Beyond
A Pilot Study

A cooperative project of:

Biology Department of Xavier University
SEA for Mindanao
Department of Education, Division of Camiguin
ENIGMATA, Camiguin Island

Xavier University
May 2006


The Philippine Islands is considered as a seat of biodiversity but is unfortunately also one of the countries topping the biodiversity hot spot list. Various international organizations with local counterparts are engaged in research and conservation activities to serve scientific and/or industrial ends either to collect database or take conservation steps. There are past and current studies and inventories conducted by the scientific community resulting in the collection of invaluable scientific data directly and immediately benefiting academic ends.
Meanwhile, the public is mostly unaware of efforts like these and even of the existence of the great variety of species in their locality. In homes and schools, children are introduced to species that may not even be present in their area. Worse, many of our children are first taught identities of organisms that, except for zoos, are not even present in the country! Many children therefore know more about lions, tigers, great white sharks, etc. than about organisms that may just be within the confines of their “home ranges”. This lack of knowledge of the country’s biological wealth and condition is probably the main reason of the public’s apathy regarding the current status and problems of our environment.
Mandie’s World and Beyond©, which was developed by SEA for Mindanao and SS1 Productions in 2003, is a short documentary series that show footage of marine faunal species in their native habitats and is intended for nationwide popular information and education campaign through film showing in classrooms. Each species is presented in two-minute video clips presented in a popularized style by an animated mascot, a mandarin fish. A music theme was also created for the series, which was originally intended for prime time nationwide telecast featuring one marine species daily.

The series is an output of an experimental video inventory in the waters off Balingoan, Misamis Oriental and Mantigue Island in Camiguin that was mainly funded by an FPE Action Grant and SS1 Audio-Video Recording Studio. The video inventory conducted in northeastern Mindanao captured twelve interesting species to include the mandarinfish (Synchiropus splendidus) and pygmy seahorse (Hippocampus bargibanti). Additional footage of a frogfish (Antennarius maculatus) was added from SS1 stock footage previously shot in the same area.
A short test exposure was done in Camiguin and the response was deemed very promising. The project to pilot the series in schools was then conceptualized to determine its impact on audiences in the elementary, secondary and tertiary levels, to provide empirical data as to the effect of the developed educational materials on public and private schoolchildren and to assess how the series could still be improved for adaptation in schools.
The development of Mandie’s World and Beyond© is part of a much bigger and long-range plan to document the marine organisms along the Sea of Mindanao in the midst of nautical traffic and pollution due to development and industrialization in the area. A digital archive of the scientific database, which shall be made available to academic institutions and other educational/ promotional multimedia productions and publications, shall be deposited and maintained at Xavier University. The overall goal is to popularize scientific data by bringing the marine environment to the public at large and out of the academic institutions and scientific archives while at the same time providing a broader and deeper look at the species. It proposes not only to advance public awareness but also to provide two versions of data on audio and video, one for scientific and another for popular viewing. A third version shall be tailored in the form of a documentary to suit the localized needs of a community based NGO Information Education Campaign and conservation activities in support to the environmental conservation interventions e.g. solid waste management, zero-fertilizer agricultural systems, water treatment ordinances, etc, and provision for alternative livelihood.


The primary goal of this pilot study is to determine the acceptability and the effect of the developed educational series, Mandie’s World and Beyond©. The secondary goals are to:
1.) show at least four of the series to selected schoolchildren from grades 3 to fourth year high school; and Ecotourism and Education college students;
2.) document the feedback of the students through the use of an instrument;
3.) document the feedback of the teachers; and
4.) determine the areas for improvement.

A. Development of the Evaluation Instrument
Criteria utilized by the DevCom classes of the XU College of Agriculture for judging videos was loosely used as springboard for the construction of the items included in a Likert Scale type of evaluation instrument that was used to gauge students’ and teachers’ reactions to 4-5 video clips. The evaluation, which is written in English, was reviewed by colleagues and was finalized after a consensus was reached. The instrument includes open-ended questions for comments and suggestions for improvement. A copy of the instrument appears in Appendix 1.

B. The Respondents
With the permission and help of the Department of Education Division of Camiguin and school officials, four or five Mandie’s World and Beyond© film clips of 2 minutes each were shown to selected school children in private and public schools from Grades 3-6, first and second year HS classes and a tertiary Ecotourism class in January 2006 in the Division of Camiguin. The same was done to Xavier University BS Education and Grades 1-6 and first and second year HS Abba’s Orchard students in February 2006. Teachers of the selected elementary and high school classes were also requested to accomplish the evaluation instrument. Selection of schools was done to make sure that both public and private schools were represented per grade level, and urban and relatively rural areas were included. A few respondents of various educational attainments were also recruited while the survey teams had a breather in the Marine Sanctuary area of Cantaan, Camiguin. Table 1 shows the of list schools that were included in this study. A total of 903 respondents participated.

C. Conduct of the Survey Proper
After the brief introductions the purpose of the video showing to the students and teachers was explained. Assurances about confidentiality and that all their answers are correct were made to put the respondents at ease. Introductions and instructions were done using a mix of English and the vernacular whenever necessary. The video clips were shown one after the other in the school’s viewing room. The evaluation questionnaire was then administered to the school children and the teachers. For the elementary level, the survey administrator guided the students by reading each item in the questionnaire and translating it into the vernacular, making sure that the item is understood. The students were made to answer each item at the same time. Graders were told not to answer any item if they did not understand it.
Towards the end, Mr. Johnny Cabreira of SEA Mindanao and his daughter, the voice behind the mascot (the narrator) then gave brief talks and Reine Cabreira, the narrator in the series, gave brief messages to the students.

B. Data Treatment and Analysis
Answers of respondents were encoded and analyzed using a PC. Responses to the quantitative ratings were collapsed into only two categories (agree and disagree) for simplification and so that the cells will have a better frequency distribution for statistical analyses. Responses of “undecided” were not included in the analysis.

A. Quantitative Responses
In general, most of the ratings were favorable (positive), with most items getting percent frequencies of favorable responses above 90%. The values ranged from 59% to 98%. The highest % frequencies of favorable ratings were observed in visual composition (98%) and story (97%). The lowest were in sound (59%), speed (65%) and language used (69%) Overall, an average of 88% rated the video positively. The figure below summarizes the frequencies obtained per item.

Item 1. The stories are well written.
Almost 95% of the total respondents and 100% of the HS teachers agreed to this statement. The responses did not significantly vary according to type of respondent.

Item 2. I like the way the story is told.
More than 95% of the total respondents and 100% of the HS teachers agreed to this statement. Again, responses did not significantly vary according to type of respondent.

Item 3. The video draws my attention.
This time the grade schoolers’ ratings significantly varied from that of the older respondents. Only 88.4% answered positively to this item, compared to almost 100% for the rest.

Item 4. The videos have good visual composition.
Respondents also generally responded positively to this statement. Graders were told not to answer the item if they did not understand it.

Item 5. The videos are too fast.
The spread of answers is interesting. Significantly more high school students (50%) think that the video is too fast compared with only 38% of the grade school students. The same trend is true among their teachers.

Item 6. The videos are well edited.
Majority of the respondents answered this item positively (88%). Among the students, there seems to be a greater appreciation of the amount of editing put into the production with increased educational attainment. The number who agreed to this item increased with increased educational level. Among the teachers, the HS teachers also have a greater positive count than the GS teachers.

Item 7. The videos’ length or duration is just right.
86% of the respondents considered the length or duration of the video just right. All the respondent types basically gave the same response pattern.

Item 8. The sound in the video is hardly audible.
This item elicited different responses among the various types of respondents, perhaps due to some misunderstanding of “hardly audible”. Furthermore, there really was no background sound and the speakers were set at different volumes in the different schools. Still, 58.5% considered the sound to be audible, with greater numbers among the teachers and GS students. Furthermore, some of the respondents commented on the loudness of the narrator’s voice (See section on what respondents did not like about the videos below).

Item 9. The speaker’s voice is clear.
Most of the respondents a found the speaker’s voice clear (90%). However, a significantly greater number of Grade school students (18%) answered this item in the negative.

Item 10. The speaker’s voice is loud enough.
88% of respondents found the voice loud enough. Again however, a significantly greater percentage of grade school students did not agree to this item.

Item 11. The videos are interesting.
The higher the educational level, the higher the rating given. Only 92% of GS found the videos interesting compared to 96% of HS students and 100% the rest.

Item 12. The images in the videos are blurred.
Differences in perception can be gleaned from the differences in the answers. A significantly greater proportion of teachers responded to this item positively compared to students. Overall, however, most of the responded did not agree with this statement.

Item 13. Colors in the movie are vivid.
A significantly greater proportion of college students did not find the video colors vivid, while all of the teachers thought otherwise. On the whole, 85% of the respondents were in favor.

Item 14. The animation (the fish) used is great.
The animation also got the nod of 92% of the respondents.

Item 15. It is difficult to understand the language used.
Surprisingly, a much greater proportion of HS students (46%) found the language used difficult to understand compared to the GS students (26%). Predictably, the college students and teachers were of different opinion. 31% of total respondents found the language used difficult.

Item 16. I understood what the stories were all about.
Despite the language difficulty claimed by a great proportion of respondents, a very high 92% understood the stories. The proportion that understood increased with increased educational level.

Item 17. The lessons presented were clear.
Clarity of the lessons presented also increased with grade level. 94% agreed with this statement.

Item 18. I did not get what the videos were about.
About 80% of the GS and HS students claim they did not get what the videos were about compared to less than 5% of the college students and teachers.

Item 19. I cannot remember the lessons presented.
Retention of the lessons presented in the videos increased with educational level. More than 20% of the GS and HS students declared inability to remember.

Item 20. I agree with the lessons presented in the videos.
Only 7.4% of the GS students did not agree with lessons presented. The proportion decreased with educational level.

Item 21. The videos are very entertaining.
Entertainment value also increased with educational level. About 10% of GS students disagreed with this statement, compared to the 6.5% total overall.
Item 22. I like the videos.
A whooping 96% liked the videos. “Likeability” of the videos increased with educational level.

Item 23. Watching the videos is a waste of time.
Only less than 10% agreed with this statement overall. About 11% of GS and HS students agreed.

Item 24. The videos are boring.
On the whole, only about 11% agreed with this statement. 86-99% did not agree.
Item 25. I would like to watch more of the videos.
Although in the previous item 11% found the videos boring, 96% % claim they like to watch more of the videos.

Item 26. More people should watch the videos.
Most of the respondents (91-100%) believe that more people should watch the videos. The college students and teachers all agreed with this statement.

B. What respondents like most about the videos
A variety of answers were elicited from the open-ended question asking respondents what they liked most about the videos. Many respondents gave more than one answers. A little more than half (50.5%) declared they liked the videos because they featured organisms that they loved or are interested in watching. 17% said they liked the length or duration of the video; 16% the color rendition; 11% because of the lessons learned or their educational value; 7% said the videos were fun to watch or entertaining. A small proportion said they liked the story, the animation and the fact that local species were featured, and about 2% answered they liked everything.

C. What respondents don’t like most about the video
More than half (56%) of the respondents either declared that they liked everything about the videos or did not find anything about the video that they did not like. Aspects that fell within the not liked category include the difficulty of understanding the language used (5%); that the videos are too short (5%) or too fast (3.1%); the lack of graphics and poor animation (4.5%); that the narrator spoke too fast (4%) or was too loud or shrill (3.4%). A few of the respondents (1.9%) commented on the poor visibility or “lack of clearness” in some scenes.

D. Suggestions for Improvement

Generally, the video series in its original form is already highly acceptable. It was rated highly, with 90% of respondents giving favorable answers to most of the criteria used in the evaluation. The great bulk (96%) of the respondents wanted to watch more and think that more people should watch the videos. An average of 88% ratings in favor of the video was computed for all the items. About half of the respondents wrote that they could not find anything not to like about the videos and therefore have no suggestions for improvement. These ratings indicate the high overall effectivity of the videos.
The areas that needed improvement and the recommendations for improvement are summarized below.
Significant points raised and recommendations for improvement
1. Video is too fast, too short.
The duration of the video can be lengthened. Narrator can then slow down so that she her voice can be paced and controlled more effectively. More footage can be added to highlight points mentioned in the story. Other “add-ons” to emphasize points can be used.

2. Clarity of voice. Language is difficult to understand.
Translations or definitions of technical terms can be added, and probably also subtitles. Hopefully, once the level of understanding is increased, so would interest.

3. Animation /Graphics
End of video messages made by Mandie can be varied to include other pro-conservation concerns or issues. The animation itself can also be varied to sustain the interest of the viewers.

4. Memory Retention
More graphics and captions can be included in the videos to emphasize points raised. To improve retention, a summary of the lessons that need to be learned can also be shown at the beginning and the end of each segment (To make use of the primary-recency effect).

Our thanks to
• Xavier University, for funding the research;
• The respondents, their teachers and the school principals for giving the survey team their cooperation and very warm hospitality.

Saturday, December 16, 2006

2006 Poems on Ecology by Camiguin Children


The beauty of nature
So clean and colorful
The earth, the water, plants and air
Were the people needs to be alive.
In the mountainsides
Shores, falls and springs
So fresh and cold.

But what happened
To the nature
It was polluted
Because of what we are doing
Like using chemicals and fertilizers
And many others
We have no RESPECT to our nature.

That is the work of the people
Who destroy nature
So we should love and
Have respect to our nature.

Reizle Jane R. Borres
Grade VI
11 yrs. Old
Catarman Central School

Sources of Life

There are many sources of life
First is the water
Water is important, it gives life to us
Next is the soil
If there is no soil, the plants will not grow
The air is colorless
If there is no air, we cannot breath
The last is the plants
Plants gives us food to eat
We need to protect the sources of life!

Abegail K. Ugat
Grade IV
10 yrs. Old
Catarman Central School

The Natural Resources

Soil, water, plants, sun and air
Are the natural resources
Soil is very important to us
If there is no soil, plants will not grow
Water is very important to us
Without water, plants will die

Plant is very important to us
If there is no plants, we cannot find food
Sun is very important to us
Without sun, there is no source of energy and light
Without air, we cannot breath.

Lervim Lee B. Calawan
Grade IV-Earth
10 yrs. Old
Catarman Central School


In our environment we can see
different component of nature
Air, plants, animals, water and soil
All of these are the source of life.

Different human activities destroy these vital source of life
Cutting of logs legally or illegally
Dynamite fishing, fishing using chemicals
Destroy the fish habitat and the fish itself

Mining destroy the mountain,
Habitat of diverse form of life
Siltation of rivers kills different biodiversity

Stop the human activities that destroy nature
So that the children of our children
Will not suffer the consequences of nature.

Jan T. Bingat
Grade V
11 yrs. Old
Catarman Central School


Soil, you are the source of life!
All people, farmers
Depend only in you

To me all things are done
Because of you
Plants are worthwhile to grow and bear
They make us healthy as we should be

As I walk alone
I feel and know
That nature in life
Is because of you

Soil, if nature enabled you
To be the greatest source of life
I will make you rich
I will protect you
And I will salute you.

Gheen Leigh Dadang
Grade VI
11 yrs old
Catarman Central School

The Air

Do you see the air?
No, but you can feel!
air is so very useful
Without air we cannot breath
The air is like children
When they are playing with the wind
So do not use pesticides and other
And other that can destroy the air
So the air will not be polluted.

Rey Valenz M. Sagocsoc
Grade VI-Gold
12 yrs.old
Catarman Central School

Nature as God’s Creature

How nice to see nature
And experience to use its different creatures
How lovely to see big trees, wide ocean
And different natural resources
Its very wonderful to breath fresh air
And to feel the hotness and coldness of nature
To hear the sound of rushing water in river
The sound of different animals
And specially the sound of whispering nature…
Thank GOD, He created nature!

Wendysyl R. Mabale
Grade VI
11 yrs. Old
Catarman Central School


Nature is my friend and yours,
So do not harm them all
And someday we will realize
That nature is useful

They make the air clean
And make the surroundings green
Nature give us food and wood
And shelter to animals and for all

So let us care for our Mother Nature dear
For they are God’s wonderful creature
How good the Nature to give us the wonderful
Gift for all!

Zoida Clara Yamba
Sagay Central School
11 yrs old

The Clouds

Clouds is the most beautiful in the sky
Clouds is colored in white and sky is colored in blue
Most of the clouds are form in any shapes
God gives clouds to help protect our ozone layer
Many of the clouds are black and white

Cloud is important of the sky
God gives cloud is because the people will like it
God know that
We know the God is powerful than us
We will respect God decision
To do our duty on earth!

Mayumi Aiko B. Uayan
Sagay Central School
11 yrs old

Journey of Life

The journey of life is important of us
It is beautiful and colorful
The tree is strong and healthy
The sky have different colors
We success that the seeds of how to begin
To big and we see how the ant get food
We see the children play in the grass
The flowers are destroyed
The sea is beautiful but not so clean
There are many leaves to flow down the grass

Raisa Noron C. Campong
Sagay Central School
12 yrs old


Water is like a moving car
It never goes up, always down
One of the most beautiful gift of nature is water
Which is one of the things we need

Fishes, crabs, snails are some of the food we can find
On which some people depend

Love and respect we need to conserve water
So let us thank to God’s creation, specially nature
From their glorious gift like water
For they are good to all

Pebe Mae U. Abao
Sagay Central School
11 yrs old


Seeds begin with a small thing
Just a little seed is planted
And then it started growing

Seed is like a beginning
Wonderful grow
From the starting
Like a morning sun rising

You can’t believe
For just a little
But it is a God creation

Rolen Zaballero
Sagay Central School
11 yrs old


What a colorful, right!
Pink, yellow, red and blue
Making the surrounding glow

The fragrance of this scent
Attract people, animals and some birds
They bring life to everything else

Flowers are some gifts of nature
Loveliness are God’s reflection

Ma. Naome E. Fuentes
Sagay Central School
11 yrs old

The Nature

The nature is very important to us
It is our source of food and drinks
It helps us prevent flood and other calamities
It helps us live wonderfully

The flowers and plants that grow anywhere on land
Protect them all for they help us grow
Because without nature
Life is impossible

Rauline R. Kiunisala
Sagay Central School
11 yrs old

The Beautiful Nature

The beautiful nature is found in Camiguin
If Camiguin is no the tourist is not around
The Camiguin is no live and not very beautiful
If they say that Camiguin is not beautiful
But one says that Camiguin is very beautiful
And I found that they are right
Camiguin is beautiful
And many rivers, seas, falls and everything

Irene V. Pajaro
11 yrs old


There are many kinds of clouds
Cumulus, Cirrus, Stratus and Nimbus clouds
The Cumulus clouds are like big pile of cotton
The Cirrus is curl up clouds
The Stratus is made a particles of eye
The Nimbus is a dark cloud

Sherlan A. Sarigumba
Sagay Central School
10 yrs old


What a beautiful nature!
For they give a beautiful gift to all

The trees is a wonderful
Creature of nature

For they are useful
We are so thankful

To have a beautiful and
Wonderful trees given to us from Nature

Josemie C. Nahid
Sagay Central School
11 yrs. Old

Mother Earth and the Child

How are you Mother Earth?
I’m so happy my child.
Yesterday all things are green and beautiful
All things are bright and wonderful
God made perfect for all

Today I’m so lonely my child
My green trees are burning and failing
My fertile soil are disappearing
Water is polluting

Fish are dying
People are starving and dying
Tomorrow, my dear child
Its up to you my dear

Hannah S. Acero
Grade IV
Anito Elem. School

The Things I Love

These are the things
I love to see
The morning sun
The pretty flowers that opens one by one
The green grasses are growing
The rivers running by
The bees, the butterflies
Flying low and high

Diana S. Igot
Grade V
10 yrs old
Anito Elem. School

Our Nature

Our nature is beautiful and bright
The flowers have different colors and different size
There are so many trees that have different names
Like narra, ipip-ipil, Lanzones and santol.
The water in Camiguin is natural and the air is fresh and cool

Miraflor M. Opema
Grade VI
11 yrs old
Anito Elem. School

God’s Creation

God’s creation is useful to every living things in the world
You can see everything that surrounds you
You can touch the beautiful flowers
You can climb any mountain in the world
You can feel the earth in any senses you have
The senses are very useful and important thing
Because we can see everything, we can say anything
We tastes anything and feel anything with your senses
The living things like plants, animals and the most
Of all human beings
Without human beings, no animal and plants
Without plants and animals, no human beings
The most important things that we need are air
Soil and sunlight
Without them, no living things were alive
Remember, do not destroy your nature and the
Creature of this beautiful thing is God

Jenith S. Luntian
11 yrs old
Balbagon Elem. School

Our Big Earth

The earth is very big
It looks like a very wide ball
It is very big and wide
Plants live on earth
Animals live on earth
You and I live on earth
It is our home!

Sheenah H. Abbu
Grade VI
11 yrs old
Balbagon Elem. School

The Flower

Flower is beautiful to see
It has many different colors, shape, etc.
To help other people
Also it is decorate, if there is a fiesta
Graduation, etc
If there a vase in your house
It can be put the flowers on it.

Sandra C. Resma
12 yrs. old
Balbagon Elem. School

Rise and Shine

I thought to do my work today
But a brown bird sang in a narra tree
A butterfly fitted across the garden leaves
Of all sizes were falling free

As a wind were shining over the land
Tossing and grassing to and pro
As a rainbow flash like a shining hand
So what could I do
But rise and shine

April Rose C. Cadorna
Grade V
Balbagon Elem. School

The Ricefields

I did my work today about ricefields
Today I ever seen that many people sickness in ricefields
Because of the insecticides
I concern that many people
Sickness in the ricefields so
We be careful in doing anything so

Rhea Mae A. Ladesma
Grade V
Balbagon Elem. School

The Sun and the Plants

The sun gives us food
The sun help people to grow plants
The sun is big
The plants give us the food to eat
The plants gives us strong body

Mae Doryl A. Bucad
Grade VI
11 yrs old
Anito Elem. School


Plants are very useful to people and animals
They need loam soil
Without soil, the plants didn’t grow
Without water, the plants will not grow, too
Plants are very useful to us
They soil, water and sunlight
If you take good care of the plants
The plants grow big, wider and beautiful
Let’s take good care of our plants!
Raya Grace B. Agol
Grade IV-Jupiter
10 yrs old
Catarman Central School

Save Water

Water gives life to us
Without water, we become thirsty
The plants and animals will be thirsty and will dies, too

How beautiful to save water from harmful chemicals and
To have clean water!

Bianca Marielle A. Malones
Grade IV-Earth
10 yrs old
Catarman Central School

2006 Ecopeace Camp - International Peace Exchange

Gandhi School, South Korea
Enigmata Creative Circle, Inc.
in collaboration with
Department of Education, Division of Camiguin Island, Philippines

Pathways to Peace
“Sharing Peace and Building Relationship Between Mindanao and Korean Youth”
International peace Exchange “Ecological Inner Peace Camp”
Camiguin Island , Cagayan de Oro, Bukidnon, Davao City
November 6-24, 2006



In Korea, there is a special education movement that is an alternative school movement. When the generation that started the democracy movement became parents, they are confronted with the kind of commercial education which is focused on making commercial human being in capital society in 1990s. Having realized the irony, a group of individuals started an alternative way of education movement for changing society from the bottom. As a result, now there are 70 alternative schools from elementary school to high school. Particularly the Gandhi school is a one of leading school in that movement. Gandhi schools are starting to develop wholelistic peace curriculum in high school course which started this year. The youth have peace classes, NGO studies, field exposures in Korea NGO society in spring semester. After that course, they will be in the Philippines for three months for learning by travel in other society while they are staying with Korea NGO Center in Manila. On the last month they will go to Mindanao where they will be meeting with people who are working for peace with youth who believe in peace. The journey can help build peace by ourselves not as victims but also as peace builders in peer relationship.

Enigmata initiates to integrate the local values in ecological peace as one of the foundation in community peace building. Camiguin as a naturally peaceful community shall be an ideal host for this ecological inner peace camp.

Purpose of program :

 To learn how to build peace in conflict area such as in Mindanao in formal and informal education
 To build peer relationship between Mindanao and Korean Youth through Peace camp
 To develop peace -expression skills and to create peace action between Mindanao and Korean students with peace activists and artists
 To strengthen personal values as foundation for inner peace
 To integrate ecological concepts in peace building through biodiversity education
 To enhance exposure for local and foreign youth for a deeper multiple cultural diversity integration
The Peace Journey…

Welcome to Mindanao
November 6, 2006
• A welcome visit to the museum in Xavier University was a good overview of the history of Mindanao and Camiguin

Opening Ritual, Journey to the Heart of the Earth, Labyrinth, Inner peace Journey
November 7, 2006
• Water-soaked students and teachers are welcomed by fire upon a rainy arrival, a candlelight ritual of thanksgiving prayer and a Filipino-style breakfast. Students settle into their respective rooms after a tour of the grounds and a short orientation on the schedules they might expect for the next few days in Enigmata treehouse.
• The first stop on the island tour is to pay a courtesy call to the governor of Camiguin who welcome the students to the island by swapping history stories and is treated to a song performed by the group.
• The Korean students pile into (and on top of) the Filipino jeep that would take them to breath-taking Katibawasan waterfall for lunch. The facilitators and the Korean counterpart teachers and organizers have their first meeting to discuss expectations and possible concerns regarding the peace camp as a whole.
• Rosalie Zerrudo leads the students on a Journey to the Heart of the Earth, a short workshop on finding one’s center to act as an anchor for the many diverse experiences the students are to experience during the peace camp.
• In the evening the welcome prayer ritual of light brought the participants together in a sacred circle where they learned to dance the language of stars
• The Filipino gracious hospitality were also shown in dances like the “pandango sa ilaw” dance of lights and “tinikling” bamboo dance
• Candels were lit with prayers and peace wishes that now joined the stars as we send them off to the heavens to bless this earth
• A biodiversity slides of Camiguin and the Philippines was served as a closure in the evening to give the participants an overview of the island’s natural heritage and the relationship of the concept of peace and nature

Creative eco teambuilding challenge around the island
November 8, 2006
• The peace campers arise to an early wake-up call for a morning trip to White Island, a picturesque sand bar off Agoho Beach. After a hearty breakfast, students and teachers are gathered in a circle for a declaration of expectations. A few more hours are spent swimming and replenishing spent energy from traveling the previous day.
• To act as a synergizing tool, the participants take a trail to a mountain forest. Tourism volunteers from Camiguin Polytechnic State College give the group an orientation on the natural wonders of the island. Afterwards, the group is paired off in buddies, where a blind-folded participant is led by another who has to describe the sights on the trail, hug trees, switching roles on the way down.
• The participants pay a visit to the Philippine Vulcanology Institute for a tour of the museum of the volcanoes of Camiguin and an inspection of the instruments used to measure volcanic activity on the island.
• The group proceeds to Macao Cold Spring, a natural pool of mineral water, to have lunch and a good swim in the fresh mountain spring blue waters.
• Back in Enigmata, the participants experience storytelling with Waway Saway, who talks about the ways of his tribe using The River of Life as metaphor and music as his medium. After, the group undergoes The Web of Life, their first activity focusing on community. A rope is passed on and intertwined to crisscross members in a way that creates a web that acts as metaphor of the oneness in nature and of the community where the actions of one affect the other. Participants take turns being swayed to sleep by laying on the web, aimed at building trust and communal responsibility.
• Three workshops are held simultaneously for the rest of the afternoon. Using peace symbolism as a medium for empowering self-affirmation, Rosalie Zerrudo facilitates a workshop on soil painting while Waway Saway facilitates a clay sculpture workshop. Pompet Villaraza gives a workshop on creative healing to give the participants an introduction on tangible inner energy as a means to finding inner peace.
• After dinner, the group decides to have a warm evening swim at Ardent Hot Spring to complete the day’s tour of the island.

Indigenous Filipino Living Traditions
November 9, 2006
• Rosalie Zerrudo speaks to the group about Kapwa, or the self in the other. She introduced tribal story in a slide show; Cross and Sacrifice, of Datu Vic Saway illustrated by Waway Saway. The story speaks of the tribal community accountability for each other and how to lead by example.
• A peace game was introduced for the second half of the workshop. It was to level off with participants definitions and ideas on peace that can serve as a starting point for the resource person for the afternoon, Datu Vic Saway, spiritual leader of Talaandig Tribe of Bukidnon.
Sample Peace game questions:
1. Can you imagine the possibility of a world without violence?
2. Is it possible to create peace if there was no violence to create peace from?
• Datu Vic Saway, the chieftain of indigenous peoples of Mindanao, gives an interactive talk on social and inner peace. The talk is followed by a question and answer symposium on finding daily inner peace where students find personal answers in the context of ancient tribal wisdom.

• We are being attacked by the western system everyday
• Duality, when good comes without bad is not whole, mouth and anus are one.
• The proper place and timing of duality is essential
• Do you know who is the greatest enemy in the context of peace…?
• As peace warriors we cannot give up… if peace is life… we cannot give up life…
• The body is the most perfect model or an organization.. each part has sovereign authority… each has its own space… the anus as sovereign as the eyes… peace is sovereignty… under each power is responsibility… we need cooperation… coordination.. collaboration…
• Structure of the body is perfectly correlated to the structure of the world and the universe… eyes is the sun… the stomach is the economy...
• If we want to understand the world, how I am related to the world… then it takes certain understanding of other parts of the body and how they are related… just like the human body has north and south… if we understand to understand the body to the world… we will understand peace… the community has a body like the physical composition just like the body...
• Common sense… is what is lacking today that we do not learn in school… western society makes robots… but the problem many people are loosing their senses…
• If we are peace makers we must govern the world… peace must reign the world… How? The very simple formula… we have been victims of western colonization… the Filipinos have western economic system, education system etc… we are trying to recapture our cultural self… because we have been dominated by the western system… many of us are western advocates… this is a serious issue on peace.. because by the end of the day we are not helping our own power…
• In order to recapture our culture.. rebuild.. recapture… we need to recapture five important laws for the self , for the nation, for the world.. the laws on kinship or brotherhood… if these laws are achieved then it enables peace governance..
1. the law on mutual recognition and respect … nobody is above or powerful than the other..
2. the law on sharing information…
3. cooperation… if you are happy and nobody will not join you it is useless…
4. mutual protection of life…
5. helping the disadvantage….

• As peace advocates… Cultural accountability as tool to teach peace… making an inventory of things… we can be accountable for peace…
• First step is understanding the self…
• You cannot command peace of power… peace is authority… the power to deliver the strength of responsibility, accountability, obligations… but the struggle does not mean war..
• If you have small dream… we have small blessing… if we have big dream, then we can get bigger blessing from the creator of humanity…
• What is your concept of peace?
• Change oftentimes bring conflict… what we need to do is to understand change… if do not, we cannot react appropriately… How? We need to understand the events involved in every change…

• Waway Saway gives a workshop on community drumming and percussion followed by a performance by the Korean drummers and other interactive dance presentations.
• A creative movement workshop with the same thread on community is held at the Enigmata gardens
• Creative Movement workshop (Big Circle, barefoot) Overview: Based on questions raised after Datu Vic’s session, they’re on the level of trying to find a common ground (peace in relationships) that’s why this workshop is “a way of opening up ourselves to one another.”
• LISTENING TO YOUR BODY- feel/acknowledge every pain in the body, mind, heart. Free every joint in your body (unblocking). The best way to do this? Be like children again. Enjoy the softness of the body. Anger and negative emotions stay in the body for 6 months, then becomes poison; emotions trapped in the body later manifests into sickness. Don’t throw your anger at other people for they will get sick, throw back to mother earth if necessary because it can accept the anger. But better to manage anger with creativity. Everything is energy e.g. Russian “Kirlian” photography (can capture images of the aura) (Brazilian Music) Instructions: “Concentrate where the pain is coming from, then let go through breathing (give it breath, give life) …”

Process: Movements by pair- Complement followed by Mirror movements. Ended with LIVING SCULPTURES “synergized whole group movement.”

• To cement the theme on Kapwa, the group is initiated into an Eye-to-Eye, I-to-I activity where they are asked to meditatively gaze deeply into the eyes of the participant in front of him or her, and to try to communicate all their feelings, thoughts, intentions to the other without the use of words. The group is rotated so that each participant is able to partner with all the other participants.
• In the evening, the group learns Filipino traditional dances in the faint glow of the full moon and torches at the Enigmata garden area.
• The group travels around Camiguin Island in their minds via a slide show presentation on its volcanic formations, its flora and fauna, and other details concerning the state of nature on the island.
• For the evening, an open-mike concert is held at the Enigmata stage grounds. Featuring Waway Saway, the camp facilitators, The Korean Drummers, and anyone else brave enough to step up to dance and perform in front of the crowd.

Healing Arts and Alternative Eco Friendly Lifestyle
November 10, 2006
• The group again takes up the thread on personal healing during the four simultaneous morning workshops. Tatting Soliva gives an interactive workshop on meditation and drumming, Waway Saway on the bamboo flute and the kubing, Rosalie Zerrudo on healing the inner core and lifestyle check, and Pompet Villaraza on experiential energy work and healing massage.

 Synthesis of Rosalie’s workshop: Think about what you put on your table… it affects the world. Simplify your lifestyle… free yourself from the demands of consumerism. What is your personal advocacy you are ready to stand for that brings peace to your personal life…
 Tay Tatting’s commentary: (Inhale/Exhale) “Relax… Close your eyes… Think of that bright light within yourself, try to locate where it is now… (instrumental-flute) …Have you located the light? Focus on that bright light … Capture the light… Take it in your hand as a guiding light towards your path… (flute) …Now bring that bright light with you… to the peaceful place that you know… forest, river or seaside, wherein you and that light are shining with a companion, go to the place that you like… (flute) …Now set that bright light ablaze like ether from your forehead moving down… …outwards where you are. Focus on the light… peaceful light… focus on yourself… (flute) …Bright light… bring down to your heart… surround yourself with the bright light now surrounding you… appreciate nature… appreciate the air… (flute)”

 PROCESSING for inner healing activities:
-“the one thing and the most important thing is nature” -“during the meditation, I felt good… I imagined going home beside the forest and at first I didn’t expect that I would be able to concentrate, but I was able to”
-“I didn’t know that the energy thing was real…”
-“I felt like I was flying to our house but I couldn’t get in…”
-“I was crying and I didn’t know why. Before I came I felt like I was flying (unstable) but now I feel like I’m standing (comfortable).”
-“I was surprised at the arrangement… the four groups has a connection… energy inside all of us, and nature. I’m comfortable with the place; what you’re doing now is what I’m interested in…”
-“It was just comfortable…the healing thing”

Rosalie’s Synthesis: “If all of these made sense to you, it means there is hope for the future. I hope that you will all share it to other youth back in Korea. It’s no accident that you are in Camiguin … and I am glad that this feels like home for you… The peace within us radiates outside so others can also feel”

• After a short forum where the students and teachers give comments on their experiences during the morning workshops, Tatting Soliva gives a talk on alternative holistic lifestyles and bio-dynamic planting.  included concepts by Rudolph Steiner and “Peace Education thru Agricultural and Cultural Enhancement and Homa Therapy and Agnihotra Processes.”

• After an afternoon break, Tatay Tatting leads the group in a prayer ritual circled around a sacred ziggurat fire. A demonstration on air purification through Agnihotra process was done at the exact hour of the sunset (based on Bohol time)

• Rosalie Zerrudo talks about the importance of harnessing cosmic energy and the life force in the context of plants followed by a workshop on healing the big tree inside the Enigmata treehouse using organic healing aids and mud pack.

• In the evening, the students gather around to sing songs, some of them spontaneously created once the students are inspired enough to harmoniously express their minds and soul through unprompted song.

Living Values peace activities
November 11, 2006
• Guest Filipino youth and teacher participants are invited to interact with the Korean group for an entire day’s workshop on invocations and visioning a better world, and creating inner peace using the arts facilitated by theatre practitioners from Cebu Province; Ellen V. Luna, Delia Villacastin and Telly Ampatin.

 Process:

a) Visioning Exercise (Vision for a Better World) (Write down words/phrases that would capture your idea of a better world…) Words that came out were: No war; No garbage; Equality; United People; No Corruption; and Peaceful. Input: Everything starts in the MIND.

b) Personal Privilege Inventory (Chart)
Input: Do all of these things/labels define who I REALLY AM? Human Being- Body-Spirit/ Mind-Heart.

c) Values Awareness by pair (Sending good wishes/positive thoughts to partner through thoughts/energy and by looking at the eyes/soul. Giving drishti to someone who’s far away)
Input: Having the experience of soul consciousness and a different way of communicating with and serving others.

d) Machine Exercise (One by one, the students would choose a sound and a shape they’d like to act out and then connect to the one that came before him/her. It would go on until there are a sufficient number of people. The end result would be a whole interconnected machine with different leveling/shapes and diverse sounds which, when taken as one, shows a whole new, unified harmony of sounds and movements.

Processing: Value picked up from the exercise- Unity/Teamwork. Parts of the machine-shapes, positions, uniqueness… “but when we come together, we become one…”

e) Going back to the self again (Question raised: What do I need to do to become a better person?) Answers gathered from students: Trust oneself; act out feelings after thinking; give importance to self/make self happy; have experience; self-discipline; find your talent and share oneself to others; be kind to everyone; be true to oneself; understanding and believing in one’s self; smile; laugh a lot; etc.
Input: “Say this upon waking and before going to bed: I LOVE MYSELF UNCONDITIONALLY…”

Additional activity: PEACE ICEBREAKER BINGO

Synthesis: Majority of the values listed as a result of the session/process could be summed up into four words/phrases-Peace, Love, Respect for Nature, Freedom. These are all Universal, and these Universal values connect all of us regardless of race, gender etc.

• The group now consisting of both Filipino and Korean students and teachers are separated into groups and are asked to interpret the lessons learned during the day. The output are inspired multi-cultural words, colors, dance, music, and installation sculpture performed and presented by the five groups.

 Tasking: Group 1-Banner, 2-Peace Notes, 3-Peace Tower, 4-Puppetry, 5-Organizing the presentations as well as the ritual on six directions.

• Ellen Luna gives a meditative slideshow presentation to the international audience on how to harness inner peace as a tool for creating a more peaceful world.
• They gave out little slips of paper wherein people wrote their “offerings of Peace” and then they gave out toil (sweets) and blessings for everyone.
• An Iranian Art Film is projected on a micro-cinema screen at the garden, entitled The Colors of Paradise, about the journey of healing undertaken by a blind child and his father.
• A concert is held in the evening highlighting local Camiguin musicians, Zonic Drive and students, Waway Saway and the facilitators, the Korean Drummers, and the other Korean students.

Community Integration with Cantaan Youth and Cultural Solidarity with the community
November 12, 2006
• Community Integration with Cantaan Youth and Department of Science and Technology @ Kebila white sand beach. Hosts: Cantaan Youth- Cantaan Youth Marine Resource Angelo King Association CYMRAKA and CUTE. Cantaan Centennial Multi Purpose Cooperative (CCMPC) Board of Directors and the Manager of the DENR Training Center.
• Program (initiated by Cantaan Youth): Cantaan youth prepared some overview on topics such as: Information Education Campaign, the History of Cymraka and accomplished projects, Fish Sanctuary Management, Effective Coastal Management, the Law of Coastal Management, Proper Waste Disposal, the History of Giant Clams, and facilitated the interaction of Korean Youth, Camiguin School-Based Youth and Cantaan Youth.
• Divided into 6 groups (each with equal representation from the three main groups). These six groups had simultaneous activities: Snorkeling to see the giant clams, learning local livelihood skills (crocheting using plastic as thread), going through the forest, exploring a local cave, focus group discussion, and walking along the coastal area. Lunch at the beach.
• Ardent Hot Springs in the evening to soothe the restless feet

Travel to CDO for eco adventure
November 13, 2006

• Went to CDO for canopy walk and white water rafting to exercise teamwork and sharing joy, adventure and happiness. In the afternoon the group proceeded to Talaandig School of Living Traditions in Malaybalay, Bukidnon.
• welcomed by a sumptuous dinner

Talaandig School of living Traditions exposure in Malaybalay, Bukidnon
November 14, 2006

• Free time for everyone. Students and teachers went around and got to know the place, culture and people in the Talaandig Community. Talaandig youth taught the Koreans how to play their Kudyapi, Tambol, Kubing etc. and there were nonstop jamming sessions. In Waway’s home, the students got hooked on the clay pendants and making of instruments.
• Afternoon-Welcome Ritual by the Council of Elders wherein the visitors were formally accepted as friends of the community
• Cultural Night-clad in their elaborate traditional attires, the Talaandig townsfolk shared more about their culture through music and dance starting with the youngest up to the more mature residents of the tribe. Later on, everyone joined in on the dancing and jamming. The Koreans also had their chance to share their music and modern dance. Some tokens of gratitude were then exchanged as the program was about to finish.

November 15, 2006

• The students went around one last time and settled down in front of the stage after packing their bags. Here, Waway led the group in a closing ceremony with the reminder that we are all connected, no matter where we may be. After the Korean students offered a heartfelt song for the community as thanksgiving, everyone reluctantly said goodbye, some with a silent hope of going back there someday.

• Late evening, the group arrived in Ponce Suites, Davao City. Although exhausted from the long journey, the students went around admiring the works of art as they were getting settled in.

Kublai's Art Attack, Café Transcend, Ponce Suites, Davao City
November 16, 2006

• Kublai Art Attack was another explosion experimenting with colors and paints. A poetry workshop was incorporated into the journey of finding the soul in Kublai’s creativity and what it is saying to one’s heart.

Youth Peace Camp (Mindanaoans - Koreans Interaction and Solidarity for Peace) with Catholic Relief Service
November 17, 2006

• The group headed off to Camp Alano for their three-day Peace Camp with Catholic Relief Services (CRS) and met their peers, youth from Davao and Cotabato City.
• Nov 17-19, 2006 CRS Peace Camp

Rest day or City Tour (optional)
November 20, 2006

• A visit to a theme sculpture village in Kapatagan was an unforgettable experience

Creative Peace in Mindanao
November 21, 2006

• Creative Peace Workshop with Geejay Arriola at 1:30 pm
• 7:30 pm MTS to watch Salima and jam with the artists. Salima a beautifully written theater concert mounted by Earth Music Foundation, Davao City has toured all over Mindanao and other parts of the Philippines.
• Past 10 pm, trip back to Balingoan

November 22, 2006

• 6:30 trip to Benoni port, Camiguin. Back in Enigmata.
• Rest day, some went to Ardent Hot Springs in the evening.

Magic card of affirmation closure
November 23, 2006

• Processing and giving affirmations to everyone in the morning, then white beach (vanishing island) in the afternoon. Socials Night.

November 24, 2006

• 4:30 am Korean group left to catch their 10:35 am flight back to Manila


Many impressions, thoughts and feelings were summarized into words of love, peace, blessings, and gratefulness. The joy in each one’s heart was too big to describe.