MARIS
Jacinto S. Bose
Aligned with the Department of Education's Inclusive Education program, focusing on providing diverse opportunities to nurture learners' skills and talents beyond academics. Introduced at La Paz Integrated School in 2017 under the name SIRIB (Sustained Inclusive Education to Raise Performance and Increase Accomplishment of Learners), it commenced with the RONDALLA strand, specifically targeting learners interested in string instruments.
The project gained enthusiastic participation, offering separate classes within the MAPEH subjects to enhance instrumental skills. As it progressed, objectives were gradually achieved, with enrollees advancing in their respective abilities. The project's success extended to the Division Office of Abra, becoming an integral part of division programs and attracting support from prominent leaders.
Buoyed by this success, the project expanded to include two additional branches: SPA Dance and SPA Vocals. However, just as these new strands gained momentum, the pandemic struck. Despite the challenges posed to the Philippines' educational system, Project SIRIB adapted, employing various learning modalities to mitigate the impact on skills-based education. While facing the difficulties of pandemic-era education, Project SIRIB, now renamed Project MARIS, maintained its commitment to enhancing school participation rates, reducing dropouts, and fostering skills development.
Aligned with DepEd Order No. 72 s.2009 on Inclusive Education, the project not only focuses on academic achievements but also aims to involve internal and external stakeholders for effective implementation. Originally launched at La Paz Integrated School, it evolved into MYBBMNHS with additional strands, including music and dance using brass instruments.
Project MARIS, a training ground for music and dance enthusiasts, contributed significantly to the school's cultural identity and global competitiveness. The project's objectives, as outlined during its launch, emphasized improving participation and promotion rates, enhancing academic performance, fostering creativity, sustaining inclusive education, and strengthening parent-teacher relationships.
To realize these objectives, a systematic strategy was implemented. Learners dedicated time to mastering musical notes and instrument skills, accompanied by dance training for aesthetic performances. Teachers and trainers consistently supported students, enabling them to showcase their progress during school events. Recognizing students' efforts, certificates and prizes were awarded, fostering a sense of achievement.
The collaboration among the proponent, teachers, students, parents, and the local government facilitated the project's expansion. This involved incorporating more instruments and providing additional platforms for learners to showcase their talents, further enriching the school's cultural and artistic landscape.