My Mapeh Journey Toward Contextualization

By Joy T. Argarin

Teacher II

Teaching MAPEH for more than ten years in the Department of Education was a bumpy trail and a challenging experience. I felt fulfillment, creativity, excitement, inspiration, joy, and pride whenever my students smiled with glee in their learning experiences. One reason perhaps was utilizing contextualization as a strategy in my teaching.

The Department of Education issued Dep. Ed. Order No. 21, series 2019, titled Policy Guidelines on the K to 12 Basic Education Program” which highlights contextualization as an important aspect of curriculum implementation. This order also defined Contextualization in education as adapting lessons and learning materials to reflect the learner’s local environment, culture, and experiences, making the content more relevant and relatable to students. This approach enhances engagement and comprehension.

Contextualizing MAPEH (Music, Arts, Physical Education, and Health) in our school is an innovative approach to education that tailors learning experiences to our students’ specific cultural, social, and environmental contexts. This method ensures that MAPEH education is not only relevant but also meaningful, fostering a deeper connection between students and the subject matter. One of the primary reasons for contextualizing MAPEH is to make the curriculum more relatable to students. By integrating local culture and traditions into the lessons, we can make learning more engaging and impactful. For instance, incorporating indigenous music and dance into the music and arts curriculum helps students appreciate and preserve their cultural heritage. This not only enhances their understanding of the subject but also instills a sense of pride and identity. In the realm of arts, contextualization allows students to explore local art forms and materials. By using locally sourced materials and traditional techniques, students gain a hands-on understanding of their cultural history. This approach encourages creativity and innovation, as students are challenged to blend traditional and contemporary art forms. Furthermore, showcasing local artists and their work can inspire students and provide them with tangible examples of how art can reflect and influence society. Physical Education (PE) benefits significantly from contextualization as well. Adapting PE activities to reflect the local environment and resources makes the subject more accessible and enjoyable. For instance, incorporating traditional games and sports can make PE classes more inclusive and culturally relevant. Additionally, considering the local climate and geography can help in designing outdoor activities that are safe and suitable for our students. This approach promotes physical fitness while also fostering a connection to the local environment. Health education is another critical area where contextualization can make a significant difference. Health issues and challenges vary greatly from one region to another, and by addressing local health concerns, we can make health education more pertinent and effective. For example, in areas prone to specific diseases or health conditions, the curriculum can be tailored to provide students with the knowledge and skills they need to address these issues. Furthermore, incorporating local health practices and beliefs can enhance students’ understanding and respect for their community’s approach to health and wellness. Contextualizing MAPEH also involves integrating real-life experiences and community resources into the curriculum. Collaborating with local artists, musicians, athletes, and health professionals can provide students with valuable insights and inspiration. Field trips to local cultural sites, art galleries, sports facilities, and health centers can further enrich the learning experience. These interactions help bridge the gap between theoretical knowledge and practical application, making learning more dynamic and impactful. Moreover, contextualization promotes inclusivity and diversity in education. By acknowledging and valuing the diverse backgrounds of our students, we create a more inclusive learning environment. This approach fosters mutual respect and understanding among students, promoting a sense of community and belonging. It also allows us to address the unique needs and interests of each student, ensuring that every learner can thrive. In conclusion, contextualizing MAPEH in our school is a powerful strategy to enhance the relevance and effectiveness of education.

By integrating local culture, traditions, and resources into the curriculum, we can create a more engaging and meaningful learning experience for our students. This approach not only enriches their understanding of MAPEH but also fosters a deeper connection to their community and environment. As educators, our goal is to nurture well-rounded individuals who are not only knowledgeable but also culturally aware and socially responsible. Contextualizing MAPEH is a crucial step towards achieving this vision, and it is a testament to our commitment to providing a holistic and inclusive education for all our students.

My way of contextualizing in MAPEH is by conducting intramurals annually to cater to all students’ physical abilities and interests. This means creating diverse categories of events, including non-traditional sports or games, to engage students who may not typically participate in competitive athletics. It could also mean adjusting the rules or format to ensure students of varying skill levels can participate. 3. Adaptation to Local Resources: Intramural programs can be tailored based on the school’s available resources, such as facilities, equipment, and space. For schools with limited resources, contextualization may involve focusing on sports or activities that require minimal equipment, making the program more feasible and accessible. 4. Integration with Educational Goals: Contextualizing intramurals involves aligning the program with the broader educational goals of the school. For instance, events can be designed to promote teamwork, leadership, health awareness, and social responsibility, reinforcing lessons taught in other subjects like MAPEH. 5. Student-Centered Approach: A contextualized intramural program is responsive to the needs and preferences of the student body. This might involve surveying students to determine their interests and designing the events around those preferences to increase engagement and ownership of the program. 6. Health and Well-being Focus: Contextualization can also mean emphasizing the health benefits of physical activity in the context of local health concerns. If obesity or other health issues are prevalent, the intramurals can include activities or educational components that promote fitness, healthy eating, and mental well-being.

Every year as the MAPEH coordinator of the school, we also held the Search for Miss Intramurals and contextualization can be effectively intertwined to ensure the competition is relevant, meaningful, and inclusive, resonating with the values, culture, and specific needs of the school community. Contextualization in this setting involves adapting the search’s criteria, activities, and format to align with local contexts, educational goals, and the student’s experiences. Key Aspects of Contextualizing the Search for Miss Intramurals: 1. Cultural Relevance: The search for Miss Intramurals can incorporate elements of local culture, traditions, and values. For example, traditional games, attire, or cultural presentations can be part of the competition, making it more engaging and culturally significant. This gives the event deeper meaning, connecting it with students’ heritage. 2. Inclusive Criteria: Contextualization means ensuring the competition goes beyond physical beauty and athletic skills, emphasizing qualities like sportsmanship, leadership, teamwork, and school spirit. It should include criteria that reflect the values the school wishes to promote, such as community involvement, academic performance, or respect for diversity. 3. Reflecting the School’s Vision and Mission: Schools can contextualize the search by aligning the competition with their educational goals. For example, if a school prioritizes character formation, the competition can focus on candidates’ attitudes, ethical behavior, and leadership in promoting sports and physical well-being within the student body. 4. Promotion of Health and Fitness: Given the importance of physical education and health in the context of intramurals, Miss Intramurals can serve as an ambassador for promoting health and fitness. Contextualizing the search could involve assessing how well candidates promote healthy lifestyles, physical activity, and mental well-being among their peers. 5. Adaptation to Local Interests: The search can be adapted to reflect the interests and talents of the student body. If a school’s student population has a strong interest in a particular sport or physical activity, the search could integrate challenges or performances related to those sports, making it more engaging for the participants and audience. 6. Holistic Development Focus: Contextualization can ensure the event focuses on holistic development rather than superficial qualities. This can include integrating physical, intellectual, emotional, and social aspects into the competition. Miss Intramurals could be tasked with organizing events, leading teams, or promoting initiatives that emphasize teamwork, respect, and inclusion. This adds a layer of social responsibility to the title, ensuring it’s not just about individual achievement but also about giving back to the community. 8. Integration of School-Wide Initiatives: The search for Miss Intramurals can be linked to broader school initiatives, such as environmental sustainability, mental health awareness, or anti-bullying campaigns. This makes the role of Miss Intramurals more significant and impactful, as the winner would be seen as a role model promoting key values and programs within the school. By contextualizing the search for Miss Intramurals, schools ensure that the competition is relevant to their specific environment, reinforcing values and promoting personal growth while making it a meaningful event that resonates with the student body and the wider school community.