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Showing posts with label Language. Show all posts
Showing posts with label Language. Show all posts

June 7, 2009

Cuyonons and Kapampangans / Kuyonons and Capampangans

By Jason Paul Laxamana
Urban Kamaru
Central Luzon Daily
Sino manga tao nga Cuyonon?

There are many ethnolinguistic groups in the Philippines, but we know only the major ones such as the Tagalogs, Cebuanos, Ilonggos, Kapampangans, Ilocanos, Bicolanos, Pangasinenses, Warays, and to some extent, the Tausugs, Badjaos, Maranaos, and Maguindanaos. For us Luzonians, the Cuyonon people are most of the time unheard of. However, if we have seen the movie “Ploning” starring Judy Ann Santos, we might have an idea about the Cuyonon people of Cuyo Island of the Palawan province and the Western Visayan language that they usually speak.


Surprisingly, I actually knew people in Angeles City of Cuyonon descent. JC Lim, a high school classmate of mine at the Chevalier School, along with his big brother Vincent Lim, who became the Valedictorian of his batch in the same school, have a Cuyonon mother. Their identification of themselves back when I often encountered them in the city has always been either Chinese or Kapampangan though.

In our production trip to Puerto Princesa City weeks ago, we got to know more about the Cuyonons—although there is still much to know about them. But in a span of a week, we were able to discover things about them that might interest us Kapampangans, especially those engaged in cultural work and literature.

The Letter H

Dorong dagon den ang ag lolobas Ang adlao na ikaw mabagat ko Indi ko pa ra engued malipatan Imong matang midyo biton sa langit Imong mga ngirit indi agpakatorog Pirmi ko ing sasadyap imong mga arek

This is a stanza from the song “Ploning Adin Ka Ren” (Ploning, Where Art Thou) by Bulyaw Mariguen, a rock band that makes contemporary Cuyonon songs. The shooting of the music video of the song was our purpose in flying there. Do you notice anything about the stanzas and the Cuyonon language?

In one of our idle sessions, Engr. Johnny Fabello, who is the owner of the house were were lodging in and the father of the executive producer of the music video, told us, “Suwerte kayong mga Kapampangan, immune kayo sa swine flu.”

When we asked why, he comically replied, “Kasi wala kayong H!” referring to the presence of the letter H in H1N1. Apparently he knew about the infamous Kapampangan stereotype of H-deficiency in speech.

After laughing with his joke, I responded, “E di kayo rin po, immune din kayo? Wala rin po kasi kayong H.” He paused for a moment to think about it... no, they do not have the letter H either! And we found it amusing that they, despite being Cuyonon speaker, never noticed. Take for example the following Cuyonon words, their Tagalog counterparts, and their lack of H.

“Indi” for “hindi,” “arek” for “halik,” “kasiguraduan” for “kasiguraduhan,” and “kabui” for “buhay” (“buhi” in several Visayan languages).

But since Kapampangans are a major language group—the seventh biggest ethnolinguistic group in the country, with around two million native speakers, versus the Cuyonon speakers who are only approximately a hundred thousand—we have earned the dunce hat of H-deficiency in the world of stereotypes.

Enam, Anem, Anam, Anim

In Kapampangan, the rootword “atas” (height), when turned into an adjective, becomes “mátas,” because the prefix “ma-” is added. It's a general rule in Kapampangan to drop the 'a' from “ma-” (or “ka-”) thus making it “mátas,” not “maatas” or “mayatas.”

The same goes for the following words: “máyap/káyap” (not “maayap”), “maslam/kaslam” (not “maaslam”), “málimum” (not “maalimum”) and “málat” (not “mayalat” or “maalat”).

It's the same for Cuyonon. “Mayad” (good) is “ma-” and “ayad” combined, but the sum is only “mayad,” with stress on the last syllable.

Unlike Tagalog and Kapampangan, Cuyonon can have glottal stops in the middle of their sentences like the Cebuano speakers. This glottal stop is written in the symbol of an apostrophe. However, fast speech can conceal the glottal stop in the middle of Cuyonon sentences.

A last observation we had was regarding the way they pronounce the letter E. It's not like how we say the letter E in Kapampangan words like “sukle,” “betute,” and “eran.” It's more like the way Bahasa Indonesia/Melayu speakers pronounce the letter E—like an “uh” sound—making the Indonesian word “setelah” read as “suh-tuh-lá” and “lelaki” as “luh-lá-kee.” Therefore, in Cuyonon, “gegma” (love) is read as “guhg-má” and “aken” as “áh-kuhn.”

With this characteristic of Cuyonon, it makes some words sound like they're Kapampangan. The Kapampangan “anam” (six), even though it has two letter As written the same way, the first A is actually longer compared to the A in the second syllable. Its pronunciation is “ah-nuhm.” In Cuyonon, the number six is “anem.” With what we've discussed with the Cuyonon E sound, can you now try to read “anem”?



CQ vs K Dispute

Since Cuyonon is not a national or official language, no group or institution has the authority to dictate how the Cuyonon language should be written.

The older generation, like those from Cuyonon.org, are advocating for the use of the CQ orthography—just like how the older generation of Kapampangans insist on CQ—because, according to them, “the letter K is not Cuyonon,” just as how confused Kapampangan elders would reason, “the letter K is not Capampangan.”

The younger generation goes for the K orthography though, because of their Abakada education, and find it more efficient to write because instead of having two symbols for one sound such as C and Q for the “k” sound and C and S for the “s,” they only need one.

Pursuant to the Ordinances

In Pampanga, the Governor has declared an “Aldo Ning Amanung Sisuan” to be celebrated on the last Friday of August, the Languages Month, and had formed a Pampanga Provincial Language Council to spearhead events that would promote the use of the Kapampangan language. Language advocates rejoiced with the declaration, because they have begun to notice that Kapampangan children born to Kapampangan parents are gradually being turned into native Tagalog speakers with no knowledge or understanding of Kapampangan.

A similar case can be seen with the Cuyonons. Years ago, the Vice Governor of Palawan authored an ordinance they called the Cuyonon Provincial Dialect Ordinance (albeit they got it wrong calling Cuyonon a dialect instead of a language). Cuyonon was declared the “Official Dialect” of the Palawan province; a committee had been designated to work on its function of promoting Cuyonon language, literature, traditions, and culture, and institutions were encouraged to take part in the movement to counter the case of Tagalog-speaking Cuyonon children born to Cuyonon parents.

Because Palawan must be one of the most linguistically diverse provinces in the Philippines, Tagalog has often served as the lingua franca of the dwellers. Its reputation as tourist destination must also contribute to the interest of the natives in learning the outsiders' languages. However, hints of the struggling dominance of Cuyonon in Palawan is evident—aside from the provincial ordinance supporting its promotion—is evident in the penetration of the Cuyonon language in FM and AM radio stations such as DYPR and DYER and cable television. The Philippine Airlines also acknowledges Cuyonon as the dominant native language of Palawan, as it uses the Cuyonon language in some of its greetings and announcements in domestic flights taken in Puerto Princesa.

Pampanga, although diverse in its own right due to the in-migration of Visayans, Maranaos, Koreans, Aytas, Tagalogs, Ilocanos, Pangasinenses, and Ilocanos, is still acknowledged to be a Kapampangan-speaking area, and Kapampangan continuously penetrates various forms of mass and interactive media.


Now back to the ordinances—laudable declarations, I must say. But the question is: how well-implemented are these ordinances and the activities spearheaded by the designated councils? Are they even effective in promoting the local language especially to the modern youth?

Or do the celebrations just come and go, creating the illusion that the local language is being saved?

That we'll have to see.

April 21, 2009

Kalalangan Kamaru to participate in Cuyonon music video production

(posting this from Joey Fabello's journal)

The Ploning Adin Ka Ren Music Video Auditions

PURPOSE

Bulyaw Mariguen’s Songs are rock and acoustic songs in the Cuyonon language having contemporary society as the setting of each story within the songs. The stories in their songs represent a reality seen through the eyes of urban Cuyonons who are exposed to both traditional Cuyonon practices and rituals and to the effects of a globalized world. Their songs are also the first Cuyonon rock songs broadcasted, promoted and made available in Palawan through one album, thereby making Bulyaw Mariguen innovators of Cuyonon music.

Bulyaw Mariguen’s songs are the first of their kind. Promoting them to the Filipino community thus shows the Filipino community of the existence of the Cuyonons and their drive to be heard in a country monopolized by creative outputs in Tagalog.

GOALS

As a means to have Bulyaw Mariguen's Cuyonon rock and acoustic songs heard by and promoted to a greater number of other Filipino cultural groups (through music video channels broadcasted nationwide), Cuyonons (since a lot of Cuyonons has migrated to different parts of the country already) and Palawenos (since most Palawenos patronize national television), a music video of one of Bulyaw Mariguen's Songs, PLONING ADIN KA REN, will be shot in Puerto Princesa City, Palawan this coming May 2009.

PARTNERSHIPS

Through the help of the Palawan Broadcasting Corporation (DYPR TV PATROL, DYPR PALAWAN RADYO and IFM 99.9), Kalalangan Kamaru, the Iwahig Prison and Penal Farm, cuyopress.com and different individuals (the list of which is ever-increasing as we come closer to the shooting dates of the music video), matinlo productions is able to produce this music video (Ploning Adin Ka Ren).

CASTING CALL/AUDITIONS

Auditions for the lead actor and the lead actress of the music video have already started last April 18 and 19, 2009 at the DYPR Dance Studio (Mabini cor Valencia Street, Puerto Princesa City). Second Batch of auditions starts tomorrow (April 20, 2009) 1 to 3 pm at DYPR.

Should you be interested to contribute your skills for the said project, we are also looking for other individuals to form part of the cast of the music video. Please check the characters needed in the succeeding paragraphs.

THE CONCEPT

The Ploning Adin Ka Ren Music Video is not the usual music video that you see in music television channels. For one, the music video will have English or Tagalog (depending on the market) subtitles to make the songs understandable to the viewers of the music video. At the same time, the concept behind the music video is highly symbolic of what is happening to the Cuyonon culture and the struggle of the music of Bulyaw Mariguen to be accepted by the public who seem to condemn than support such innovations in music.

THE CAST

LEAD:

The Young Modern Ploning
Young Looking (around 20s look)
Good at acting
Experience in TV production (not required)
As long as she is easy to direct

LEAD:

Ploning’s Lover
Young Looking (around 20s look)
Good at acting
Experience in TV production (not required)
As long as he is easy to direct
PLONING’S MOTHER
CORPORATE PEOPLE
MAN IN SUIT OR IN POLO
WOMAN IN SUIT
TEENAGE GIRL AND BOY (ANIME LOOK)
STUDENTS
1 COLLEGE STUDENT (BOY)
1 COLLEGE STUDENT (GIRL)
1 HIGH SCHOOL STUDENT (BOY)
1 HIGH SCHOOL STUDENT (GIRL)
1 TEACHER- WOMAN
RELIGIOUS FIGURE
NUN
BABAYLAN
MUSLIM WOMAN
CLOWN (can perform simple tricks)
MUSICIANS
FOLK GUITARIST
POP GUITARIST
INDIGENOUS PEOPLE
SOMEONE WEARING AN ALAKAYO MASK COVERED IN BLUE DYE (ANYEL)
TAO’T BATO
TAGBANUA (MOTHER AND CHILD)
TAUSUG- FEMALE

NOTES:

It must be noted that the production team took gender issues into consideration. See Religious figure and the attempt to represent girls and boys in most groups. It must also be noted that the indigenous groups chosen to be part of the INDIGENOUS PEOPLE cast are those who can be found in Palawan.

LOCATION


The location of the music video is at Balsahan managed by the Iwahig Prison and Penal Farm. (Thank you for letting us use the location for free...!)

THE PRODUCTION TEAM

The production team behind the music video is composed of people from different production teams such as matinlo productions and KALALANGAN KAMARU and different individuals who are interested to contribute their skills for the production of the music video.

Matinlo productions is owned by Joey Fabello and in this production absorbed the responsibilities of a Producer and a Production Manager. The director and the assistant director of the music video came from Kalalangan Kamaru.

The director of this music video is a multi-awarded Kapampangan director and cultural advocate. He bagged the First Philippine Digital Award in short film category from the Entertainment Channel (ETC) this year, is the director of the First Ever Kapampangan Telenovela in the Philippines (Kalam) and the director of the music video of Mernuts entitled Oras, seen at MTV Pilipinas. He was also the one who spearheaded the Rockapampangan Project together with Holy Angel University.

A detailed list of the cast and the production team will be made available in the succeeding pages. If you are reading this entry from a different site, please visit our official blog site at http://www.bulyawmariguen.blogspot.com/. Also, if you know someone who might be interested to be a part of the cast and or the production team, please contact Joey Fabello at 09276275554 or Mares Krishnaa Bajar at 09085421141 or please forward this entry to them.

MATAMANG SALAMAT, WE NEED YOUR SUPPORT! SEE YOU AT THE AUDITIONS!

March 19, 2009

How to make the next gen of Kapampangans smarter

Kapampangan as medium of instruction will produce Brighter Kapampangans
By Jason Paul Laxamana
Urban Kamaru
Central Luzon Daily

Are you aware of DepEd's Lubuagan experiment? If not, watch this first:



Weeks ago, I got this message in my YouTube Mail from a certain user called Pachungchung:

“I am a preschool teacher and I am so sad na king school a pituturuanan ku, bawal ing mag-Kapampangan; it's a mortal sin ada pin ding Supervisor mi. I don’t know why, pero siguru effect na ning modernization.”

I frowned at the idea that the Supervisor’s knowledge on the relationship between language and education is still obsolete. I am quite sure many teachers, principals, and even parents scattered all around Pampanga are still thinking that the best way to excel in school and later on in the professional world is to expose kids as early as preschool in English—a method discouraged by linguists and education scholars.

That being proficient in English is equal with being professionally viable is another contestable issue, but I want to share with you excerpts from a primer on MLE or Mother Tongue-based Multilingual Education written by Former KWF Chairman Ricardo Nolasco. The author is also an Associate Professor in the Department of Linguistics of UP Diliman and an Adviser on Multilingual Education Initiatives in the Foundation for Worldwide People Power.

Introduction

International and local research studies in the use of languages in education are conclusive—when the mother tongue is the medium in primary instruction, learners end up being better thinkers and better learners in both their first AND second language(s).

Sadly, legislators at the House of Representatives continue to ignore the studies and are in fact set to approve a bill “strengthening” English as the medium of instruction (MOI) from the elementary grades to the tertiary level.

This primer aims to clarify the issues related to language-in-education in the Philippines by addressing 21 frequently-asked questions about mother-tongue based multilingual education (MLE).


1. What is mother tongue-based multilingual education or MLE?

MLE is the use of more than two languages for literacy and instruction. It starts from where the learners are, and from what they already know. This means learning to read and write in their first language or L1, and also teaching subjects like mathematics, science, health and social studies in the L1.

2. When will children start learning Filipino and English?

As they develop a strong foundation in their L1, children are gradually introduced to the official languages, Filipino and English, as separate subjects, first orally, then in the written form.

3. Does MLE only involve changing the language of instruction and translating the materials into the local languages?

MLE is an innovative approach to learning. Apart from programming the use of several languages, it also involves the following: (a) the development of good curricula (i.e. cognitively demanding); (b) the training of good teachers in the required languages for content and methodology; (c) the production of good teaching materials (i.e., error-free and culturally relevant); (d) the empowerment of the community (i.e. school-based management). MLE will not work when one simply changes the language by translating existing materials into the local languages.

4. What kind of learners does MLE intend to produce?

MLE aims to produce learners who are: Multi-literate—they can read and write competently in the local language, the national language, and one or more languages of wider communication, such as English; Multi-lingual—they can use these languages in various situations; Multi-cultural—they can live and work harmoniously with people of culture backgrounds that are different from their own.

5. What specific weaknesses in the Philippine educational system does MLE seek to address?

MLE seeks to specifically address the high functional illiteracy of Filipinos where language plays a significant factor. As one educator, Professor Josefina Cortes, has observed, we have become “a nation of fifth graders.”

6. Why use the mother tongue or the first language (L1) in school?

One’s own language enables a child to express him/herself easily, as there is no fear of making mistakes. MLE encourages active participation by children in the learning process because they understand what is being discussed and what is being asked of them. They can immediately use the L1 to construct and explain their world, articulate their thoughts and add new concepts to what they already know.

7. But our children already know their language. Why still learn it in school?

What we and our children know is the conversational language or the everyday variety used for daily interaction. Success in school depends on the academic and intellectualized language needed to discuss more abstract concepts.

8. Why use the national language or Filipino in school?

The Philippines is a multilingual and multicultural nation with more than 150 languages. A national language is a powerful resource for inter-ethnic dialogue, political unity, and national identity.

9. Will the use of Filipino as medium of instruction and as a subject be advantageous to native Tagalog speakers?

It is partially true that native speakers of Tagalog enjoy a small advantage under the present bilingual education set-up in which some subjects are taught in their L1. But this is nothing compared to the overwhelming bias of the present system for English.

10. Will the use of the local and regional languages be detrimental to building one nation?

No, it won’t. On the contrary, it is the suppression of local languages that may lead to violent conflicts, disunity, and dissension.

11. Why use an international language like English in school?

Languages of wider communication like English should be part of the multilingual curriculum of a country. The graduates of this system should find relevance beyond their ethnic and national boundaries. Most world knowledge is accessible in English, and so, knowledge of English is certainly useful. It is not true, however, that students will not learn science and mathematics if they do not know English. The ideas of science are not bound by one language and one culture.

12. Will using the mother tongue as language of instruction hinder the learning of a second language like English?

No. Many studies indicate that students first taught to read in their L1, and then later in an L2, outperform those taught to read exclusively in an L2. Learning to read in one’s own language provides learners with a solid foundation for learning to read in any L2.

13. Will increasing the time for English or making it the exclusive medium of instruction improve our English?

No. This popular belief is increasingly being proven untrue. Large scale research during the last 30 years has provided compelling evidence that the critical variable in L2 development in children is not the amount of exposure, but the timing and the manner of exposure.

14. What is the best way to attain proficiency in English?

For non-native speakers of English, the best way is to teach it as an L2 and to teach it well. This depends on the proficiency of teachers, the availability of adequate models of the language in the learner’s social environment, and sufficient reading materials. Simply increasing the time for English will not work.

15. Are local languages capable of being used as languages of instruction?

Definitely yes. As far back as 1925, during the American colonial period, the Monroe Commission already recommended the use of the local languages in education.

Beginning 1957, the local languages, or vernaculars, became the medium of instruction in Grades 1 and 2. This vernacular education policy was abruptly abolished in 1974, when the bilingual education policy was launched by the Marcos government.

Languages grow and change in response to changes in the physical, social, political, spiritual and economic environments in which they are used. As a language is used for instruction, for example, it intrinsically evolves to adapt to the demands of its users.

16. Why not use an early exit program where the L1 is used from pre-school up to Grade 3 and English is used as the exclusive medium of instruction thereafter?

Early-exit programs can help but may not be enough. The international experience on the use of L1 and L2 in education, especially in Africa, reveals that children need at least 12 years to learn their L1. It takes six to eight years of strong L2 teaching before this can be successfully used as a medium of instruction.

The consolidated Gullas, Villafuerte and Del Mar Bill (or the “English-only” MOI Bill) pending in Congress appears to support the use of the local languages and also the national language in education, as it provides that “English, Filipino or the regional/native language may be used as the MOI in all subjects from preschool until Grade III.” However, the Declaration of Policy section betrays the Bill’s real intention and this is to strengthen English “as the medium of instruction in all levels of education, from the preschool to the tertiary level.” The optional use of L1 and the national language as MOI really means that they may not be used at all.

17. Don’t we need more English since the language will provide more jobs for our countrymen, such as in the call center industry?

Many believe that this is an extremely shortsighted view because not all Filipinos will become call center agents. The more important concern is how to solve the current mismatch between industry and the educational system. According to former Education Undersecretary Miguel Luz, the consensus among employers is that a high school diploma with its current coverage is inadequate for its purposes because Filipino high school graduates are weak in their ability to communicate, to think logically, and to solve problems. Luz adds: “It (the Gullas Bill) is a dangerous bill, however, because it places a misleading emphasis on English as the medium of learning. As such, the young learners and their teachers will concentrate on the language, not on Science and Math and literacy (that is more fundamental to learning).” The best way to learn basic science and math, problem solving skills, and reasoning skills is through the L1.

18. What is a better alternative to the English-only Bill?

A better alternative is House Bill No. 3719, filed by Congressman Magtanggol Gunigundo II of Valenzuela. The Bill is also known as the Multilingual Education and Literacy Bill, or the Gunigundo Bill, which is far superior to the English-only Bill in many respects.

19. Is it costly to practice MLE?

Contrary to popular belief, L1-based education may actually cost less than a system that is based on L2. If we consider the money wasted on drop-outs, repeaters, and failures, as well as other added costs, studies show that L2-based education systems are more costly than L1 systems.

20. What do Philippine stakeholders say about MLE?

• The Department of Education, through Secretary Jesli Lapus: “We find the bill (the Gunigundo bill) to be consistent with the Basic Education Sector Reform Agenda (BESRA) recommendations and the bridging model proposed by the Bureau of Elementary Education where pupils were found to comprehend better the lessons in class.”

• The National Economic Development Authority, through NEDA Director General Ralph Recto: “From the economic and financial vantage points, we believe that adopting this education policy (HB 3719), in the final analysis, is cost-effective...

• The Philippine Business for Education (PBED), one of the largest associations of businessmen in the country: “English and Filipino are languages `foreign’ to most children and legislating either as medium of instruction will do more harm to an already ailing system of education.”

• The Department of Foreign Affairs and UNESCO Philippines, through Secretary Alberto Romulo: “Multilingualism is the order of things in the UN and in the world. The unique richness of the world’s national identities draws on the many traditions that make up different countries and are expressed through local and indigenous languages. UNESCO supports mother tongue instruction as a means of improving educational quality by building upon the knowledge and experience of the learners and teachers.”

21. Do we have to wait for legislation to implement MLE?

No. The Lubuagan experience, the DepEd Lingua Franca Project, and other existing programs using the local languages tell us that it is already possible to undertake an MLE program without waiting for legislation.

Read the complete version here: http://mothertongue-based.blogspot.com

Below is a video by Rey Maniago documenting a certain Kapampangan class in San Fernando's Filbern school. Check it out:


March 1, 2009

Scarcity of Young Kapampangan Storytellers

Scarcity of Young Kapampangan Storytellers
Kapampangans at the Taboan Philippine Int’l Writers Festival
By Jason Paul Laxamana
Urban Kamaru
Central Luzon Daily

Last February 11 to 13, literary writers from different provinces gathered in Quezon City to attend the first ever Taboan Philippine International Writers Festival. The gathering is the offering of the Committee on Literary Arts of the NCCA (National Commission on Culture and the Arts), which for the first time celebrated a non-Manilacentric National Arts Month.

‘Taboan’ is a Visayan word meaning assembly, marketplace, meeting place, or rendezvous. In the Kapampangan language, the closest translation is ‘tabnuan’ or ‘sasmuan.’


True to the title’s meaning, the festival gathered both young and old writers from the regions to attend various discussions on topics ranging from writing for a living, literature and publishing in the provinces, new forms of publishing, children’s literature, language and literature, building literary careers, emerging genres of fiction, to transforming literature to stage and screen plays, the non-reading youth, experimental poetry, feminism in literature, and writing for an international audience.

Delegates from the province were Kragi Garcia, representing the older generation, and yours truly, the younger generation, both accompanied by UP Pampanga Directress Prof. Juliet Mallari, who happens to be part of NCCA’s Literary Arts Committee.


Decentralizing Pinoy lit

Like Philippine Cinema, Philippine Literature has often been Manila/Tagalog-centric. The ongoing history of national literature has always put the spotlight on the writers from the center, not taking into account the developing—or perhaps, even the long-existing—literary scenes from the regions.

In my elementary and high school years, all the literary works we were required to read for our Filipino class were Tagalog pieces, rendering me ignorant of works from other provinces and even of Kapampangan literature. Only during my self-imposed literary journey have I been exposed to the works of Jose Gallardo, Juan Crisostomo Soto, and other Kapampangan luminaries.

English and Tagalog literature have for a long time occupied for themselves the box called Philippine or National Literature, that is why non-Tagalog and non-English works settled for their respective regional titles—Cebuano Literature, Waray Literature, Kapampangan Literature, Ilonggo Literature, etc.

If logic be applied, then it means Cebuano Literature is Cebuano Literature, not Philippine Literature, same way as having to coin the term Bisrock for Bisaya Rock, when there’s already Pinoy Rock. This is because Philippine Literature has always been associated with Tagalog and English.

With the organization of Taboan, however, this might begin to change eventually. Any Filipino work, regardless whether it is in Ilokano, Kankanaey, or Maranao, will be called Philippine Literature. If the language be needed to be emphasized, we’ll call a Kapampangan work “Philippine Literature in Kapampangan.”

The undocumented present

By listening to the stories of other people about their respective regions’ contemporary literature, I’ve realized that the Kapampangan literary scene is more endangered than I thought.

It’s not about the dispute over orthography—although this is still a problem. It’s probably not even about the illiteracy of young Kapampangans in their native language. For me, it’s the scarcity of this generation’s authentic storytellers—using whatever medium—that poses the biggest problem.

I was in the Angeles University Foundation last week delivering a lecture about contemporary Kapampangan culture to Communication students. I asked the audience if there were writers among them. No one was raising a hand—not until I complained about the pekat-pekat attitude of my fellow youth, which I said was a disgrace to our mighty ancestors.

So one girl raised her hand and I asked her what she writes. Fictional prose and poetry, she said. Then I asked her to recite the synopsis of her favorite among her own works. She told me the story of a Mindanao-residing boy affected by the war in the Middle East and in Mindanao—or something like that.

Then I asked her if she has ever written anything with a Kapampangan as a main character. She shook her head. “How about a story set in Pampanga?” I received the same answer. It didn’t surprise me though.

Of course she’s just one girl, and I know that to conclude based on the account of one person is illogical—but really, I have been encountering this case as if it’s the norm—a scary one—for the Kapampangan youth, even the supposedly bright ones. Aside from refusing to use their native language in literary writing, they write about stuff happening either nowhere or elsewhere, anywhere but never their homeland.

If one is to get a feel of the Kapampangan region through literature, the present decade and probably the 90s would be murky “mirrors of society.” Or probably, they would be “mirrors of society in the eyes of the elders.” The perspective of the young storyteller has gone missing.

Mystery of the rappers

This might come as a surprise, but, actually, local underground rappers are probably the only consistent homeland-rooted storytellers of my generation. Their rap tracks are available only through the web or through pirated CDs in Angeles City, but if you listen to their lyrics, albeit usually not in Kapampangan, you’ll get the impression that they are writing about their immediate surroundings—something not done even by most erudite college publication writers in the province.

The topics of their rap songs of course are not the type that would win Palancas or even the Buwan ng Wika writing contests, but you can somehow detect the local storyteller within them.

The mainstream example would have to be Apl De Ap’s “Bebot” song. Apl De Ap of the Black Eyed Peas is from Sapang Bato, Angeles City, and in spite of his international fame, some of his compositions still mirror his Kapampangan life. Take for example an excerpt from “The Apl Song.”

Listen closely yo, I got a story to tell
A version of my ghetto where life felt for real
Some would call it hell but to me it was heaven
God gave me the grace, amazin' ways of living
How would you feel if you had to catch your meal?
Build a hut to live and to eat and chill in.
Having to pump the water outta the ground
The way we put it down utilizing what is around
Like land for farming, river for fishing
Everyone helpin' each other whenever they can
We makin' it happen, from nothin' to somethin'
That's how we be survivin' back in my homeland

How to solve

I don’t have the antidote to this dilemma, but I can share my thoughts. First of all, schools play an important role in making students aware of the culture, history, and literature of the Kapampangans. I think if our young storytellers were exposed more to homeland-rooted literary works, they would be somehow swayed to that direction.

Being chained to the past would most likely be the next problem. If these storytellers only read works that speak of life in the peaceful meadows, Japanese period struggles, and other pieces where all female characters are Maria Claras, they might end up writing about the past, the way they imagine it, instead of writing about their own time.

We are a unique generation compared to our predecessors. We are the MTV generation, the DIY generation, the anime generation, the digital generation, the global village generation, and many other things, such that only we can probably write about directly from the heart. We are a generation addicted to social networking simultaneously having Friendster, Multiply, Facebook, MySpace, YouTube, and probably even Xtube accounts, while keeping diverse contacts in our phone books—and to not include these things, along with other “strange” concepts that cause our fights with our parents, in our generation’s literature will be a great denial of reality. Literature then fails.

Also, perhaps we should promote Creative Writing more in our province. I wonder why we don’t have annual writing workshops like those of Cebu, Negros, and Baguio. And how come we don’t have a Kapampangan category for the Palanca Awards? Or better yet, why don’t we have local literary contests, aside from the oral poetry (pamigale) contests where elders dominate?

Creative Writing has always been limited to the school publications, making it seem as though it’s the grandest thing a young Kapampangan literary writer can achieve locally—to be published in the school paper.

Send reactions to sisig_man@yahoo.com.ph

February 24, 2009

"Ding Musa Ning Minalin" documentary

Kalalangan Kamaru presents its second Kapampangan documentary titled Ding Musa Ning Minalin (The Muses of Minalin). Made in a non-traditional no-commentary format, the documentary seeks to present to the world this unique happening in the quiet town of Minalin every New Year's Day.


For Minalenyos, New Year's Day is not just about firecrackers and noise barrages. It's also about real men dressed in gowns. Watch the documentary here:



Director, Editor: Diego Marx Dobles
Exec Prod, Subtitles: Jason Paul Laxamana
Camera: Dobles, Laxamana
Prod Assts: Bevs Esguerra, Thea Lelay
Local Coordinator: Jon Juico

February 22, 2009

The Curious Case of Kapampangan Cinema

A personal account of a Cinema Rehiyon participant
By Jason Paul Laxamana
Urban Kamaru
Central Luzon Daily

Cinema Rehiyon was held last week at the Cultural Center of the Philippines (CCP). It is the NCCA’s (National Commission for Culture and the Arts) Cinema Committee’s event for the then-called National Arts Month, now Philippine International Arts Festival (PIAF).

Cinema Rehiyon is the first ever film festival in Manila that puts the spotlight on independent films from the regions. Since the concept of Philippine Cinema has for long been Manila-centric, it is now time to decentralize it and take note of the more politically correct perception of Philippine Cinema—a collection of films from every corner of the archipelago, may they be indie or mainstream.


No Kapampangan participation

I make this personal joke—unfunny to some, probably—about Kapampangans naturally lacking the letter H in their speech. Despite this, it is ironic that they seem to be more involved with the Hearts’ Month during February instead of the Arts Month.

When the press release for the lineup of events for the PIAF was released, along with the focused provinces and cities of Cinema Rehiyon, I felt very bad because Kapampangan had zero participation.

“This is a showcase of nascent cinema from the regions. From the highlands in and around Baguio to the heart of Bicolandia that is Naga City; across the thriving Visayas cities of Cebu, Bacolod and Iloilo; and through Mindanao between Cagayan de Oro and Davao, a new generation of artists is telling stories of their own cultures and people in cinematic form.”

Being a Kapampangan indie filmmaker, I at once called the NCCA Cinema Committee and inquired whether the Kapampangan region can be represented by one of our short films—Ing Bangkeru (The Boatman).

No solid block

After more than a month of deliberation, they decided to include our film in the lineup, albeit categorized under the ambiguous “Short Films from Various Parts of Luzon” block. Our film shared space with a Laguna short film, a Batangas short film, and a Nueva Ecija short film—all Tagalog entries.

Enviable are the regions/provinces/cities that enjoyed a more definite block: Cebu short films, Bacolod short films, Cagayan De Oro short films, Central and Western Mindanao short films, Davao short films, Bicol short films, Baguio short films, and Iloilo full-length films.

Being the only Kapampangan during the festival, I actually felt lonely, seeing Cebuanos, Dabawenyos, Bicolanos, etc. come in numbers with lots of films to offer for the festival, speaking with one another in their respective languages.

It’s really tragic because Kapampangans have always played their part in national history (two sunrays in the Philippine flag are Kapampangan provinces), even in the field of arts. The CCP, where the festival was held, even has two areas named after two Kapampangan artists: Vicente Manansala and Aurelio Tolentino. Yet during Cinema Rehiyon—a historical event in the history of Philippine Cinema, I must say—we looked like a dying cultural minority, despite being one of the major ethnolinguistic groups of the country, and being one of the most progressive provinces in the country to date.

Alive after all...

Come to think of it though, an exclusive Kapampangan block could have been made. Aside from our “Ing Bangkeru” and our numerous other works (documentaries and music videos), there’s “Pupul” (Harvest) by Nicolette Henson, which bagged best narrative in her production class under Pam Miras at St. Scholastica’s College. It also made it to the Top 10 of the Short Narrative category of the Ateneo Video Open 10.

Then of course we have Mark Dela Cruz’ “Misteryo Ng Hapis” (Sorrowful Mystery), a full Kapampangan short film which enjoys several titles under its sleeve, including Best Picture in a recent year’s PBO Digitales, Best Thesis during its time at the UP Film Institute, Finalist in Cinemalaya 2007’s short film category, and Finalist in a recent Ateneo Video Open. It also competed in Cinemanila years ago. Following the trend is UP Film student Jacqueline Nakpil’s “Ke Lual Ning Kulambu” (Outside the Mosquito Net), her production thesis in 2007

Kapampangan full-length films are also existent. We have the internationally award-winning Kapampangan films of Brillante Mendoza like “Masahista” (The Masseur; City of San Fernando), “Kaleldo” (Summer Heat; Guagua), “Manoro” (The Aeta Teacher; Sapang Bato, Angeles City), and “Serbis” (Service; Angeles City). Although Mendoza’s Center Stage Productions is Manila-based, most of his actors and staff are his kabalen when he does Pampanga-based films. I should know; I have worked for him.

The Cinemalaya Best Picture of 2008 “Jay” (Bacolor), directed by Francis Xavier Pasion, can also be included. Even though the Manilenyos’ participation in the creation of the film was inevitable, most, if not all, actors actually hail from the province, as the auditions were held at DHVCAT in Bacolor. Even the lead actors, Baron Geisler (Angeles City) and Coco Martin (San Fernando), are Kapampangans.

But here’s the problem...

Despite the presence of these Kapampangan films, which are just as good as—or even better than—the other blocks I’ve seen during my three-day viewing of Cinema Rehiyon blocks, why have the organizers failed to detect us?

I know why. It’s because these Kapampangan films are not organized, unlike in Davao, Cebu, Bacolod, Iloilo, and other areas. Kapampangan productions sprout here and there, in various competitions, in various places, from Manila to Pampanga. They have all been individual efforts by various filmmakers who represent only themselves or their schools, not their homeland; filmmakers who are not yet well organized into a Kapampangan film community.

Most of the time, the people behind these Kapampangan films don’t even know the presence of other Kapampangan films, because each filmmaker is busy with his own career, flying solo either to Manila or abroad to propagate his/her own film, without thinking “I’m representing Kapampangan cinema.”

Is selfishness the root of this? I actually don’t think so.

The root

With conviction, I believe that the root of this is the deterioration of our people’s sense of being members of the Kapampangan community. The Kapampangans’ imagination of themselves as an equally distinct group like the Warays, Ilocanos, and Cebuanos is fading away, with Kapampangans, especially the talented ones, preferring to join the so-called Filipino community, which is actually just the Manila community.

While Kapampangan Cinema is a thing yet to be born, Kapampangans are actually not newbies in the industry. Manila has always employed the skills of Kapampangans—whose homeland is very near—in developing their film industry (and other industries as well): from Rogelio Dela Rosa to Gracita Dominguez; from Gregorio Fernandez (directed “Asahar at Kabaong,” “Senorita,” and “Higit Sa Lahat,” which won for him Best Director at the 1956 Asian Film Festival and also at the FAMAS) to Lea Salonga.


From Elwood Perez to Brillante Mendoza; from Patsy to Chuck Perez; from Lito Lapid to Liza Lorena; from Sharon Cuneta to Judy Ann Santos; from Paquito Diaz to Rodolpho “Dolphy” Quizon (born to Kapampangan parents in Pampanga but raised in Tondo); from Alma Moreno to Jaclyn Jose; from Hilda Koronel to Rosita Noble.

From Melanie Marquez to Dong Puno; from Dante Rivero to Rufa Mae Quinto; from Efren Bata Reyes to Lorna Tolentino; from Rudy Fernandez to Jean Garcia; from Nanette Inventor to Donita Rose; from Glydel Mercado to Rico Puno; from Ronnie Liang to Aljur Abrenica; and many more, and still progressing in number.

These are probably things not even national historians of Kapampangan descent like Ambeth Ocampo would be interested in tracing.

Local brain drain

While it seems nice that Manila has catapulted our kabalens to “national” status in the entertainment industry, what suffered actually is the Kapampangan community in general, as these Kapampangans who have been absorbed by Manila mostly have become assimilated to Tagalog culture, stripping away their “Kapampangan-ness” and their potential to represent the Kapampangan people.

A vivid example is probably Rogelio Dela Rosa, discovered by no less than the Father of Philippine Movies Jose Nepomuceno. Dela Rosa had a problem when the era of silent films was through—he had a very strong Kapampangan accent when delivering his Tagalog lines. But Dela Rosa worked so hard to master the Tagalog language, and later on, he was given a new break in the movie “Diwata sa Karagatan,” the first Filipino feature film sold outside the country.

It’s time for Cinekabalen

We have served the Manila film industry well and became instrumental in the propagation of Tagalog culture and language through cinema. Now, I guess it’s time to look back, even just a little, to our dear Kapampangan homeland and try to keep up with the rest of the country in producing local films—even just indie—that genuinely depict our native culture (both rural and urban) and imagination, using our own “de-Manila-tized” perspective. Because if Kapampangans won’t do this, no other region will do it for us.

This August, the first Cinekabalen Philippine Film Festival will be organized. It will not only exhibit existing Kapampangan works but also place in competition fresh Kapampangan works from participants, may they be students, professionals, mere enthusiasts, or ex-patriates. The mechanics can be found at http://cinekabalen.multiply.com.


To expose the Kapampangan audiences—most of whom believe that being assimilated to Manila’s pop culture is the way to go—to the impressive indie filmmaking efforts of other regions, Cinekabalen will also screen selected films from other regions in the Philippines, like Cebu, Davao, Bicol, Iloilo, Kalinga, Eastern Visayas, Bacolod, and Muslim Mindanao.

Actually, student short film competitions have been held in key colleges for the past years already, such as the Holy Angel University and Systems Plus College Foundation. Some have been technically competent. A major problem however is their “cultural confusion.” Their stories are not rooted to their homeland. They echo the stories of Manila, the way they see them on Manila and foreign TV shows and movies. The writers imagine too much melodramatic things and fail to see the beautiful local stories unfolding around the neighborhood.

All their characters speak Tagalog and English, and deliberately eliminate Kapampangan out of the picture because subconsciously Kapampangan is not as prestigious as the two official languages for them. Language is important in any cultural product that involves language. This is especially true for Kapampangan; anthropologist John Larkin mentioned in his book “The Pampangans” that Kapampangans share a lot of common culture with nearby ethnic groups, and their distinct language is one of the things that strongly sets them apart from the others.

Cultural farsightedness

I was chatting once with a college IT student, asking him to participate in the Cinekabalen short film competition this August. He said he would love to join, but told me he is not a good writer and does not know how to make stories.

So I chatted with him about life in general, until he casually revealed to me that he is a Muslim, converted from Christianity back when he was young. Within the Muslim community, however, “Muslims since birth” tend to regard themselves higher than “converted ones” or the so-called “Balik Islam.” Also, even though he was Muslim, he attended Catholic schools.

Then I told him—“There’s your story! You don’t have to imagine a lot of things in order to come up with a beautiful work.” I sounded sensible to him, and he got all excited about the concept (which came from him anyway), and told me that he WILL be participating. He got even more excited when I told him that the Muslims of Pampanga have never been tackled in any Kapampangan film.

This “cultural farsightedness” by budding writers and filmmakers is shared by many Kapampangans. For example, in the school paper of one university in Angeles City, a writer came up with the major highlights of the Year 2008. He cited the victory of Obama, the release of this Hollywood movie (“Twilight”), the end of season two of that TV show, the new album of this artist, the Eraserheads concert, Pacquiao’s victory over Dela Hoya, etc.

He didn’t consider the major happenings in Pampanga as highlights of 2008—the recall move against Governor Eddie Panlilio which has been getting national attention, the celebration of the first ever province-wide “Aldo Ning Amanung Sisuan” or Kapampangan language day, the release of the first ever Kapampangan rock album, the rise of Ara Muna (“O Jo, Kaluguran Da Ka”) to national fame, the production of the first ever Kapampangan TV drama (“Kalam”), the Cannes Film Festival participation of the Angeles City film “Serbis,” and the winning of “Jay” in Cinemalaya 2008, to name a few.

A reward-system shift

The question now is: how do we cure this illness? I believe it will take the introduction of a Kapampangan-glorifying trend to Kapampangans themselves for this to happen. Hopefully, Cinekabalen will contribute to the propagation of this trend.

Also, it would be highly appreciated if our public officials, academes, and successful entrepreneurs financially aid indie filmmakers who would knock on their doors for the production of their respective Kapampangan works. I believe part of the impressive output of Davao indie filmmaking community is due to the support of the more financially-blessed citizens of their place, like Mayors and businessmen.

Please email reactions to sisig_man@yahoo.com.ph

Old photos of Kapampangan stars care of Alex Castro.

February 17, 2009

The 1st Cinekabalen Philippine Film Festival

Makiabe na ka!

It is time for the Kapampangans to participate in the next wave of Philippine Cinema by holding its first ever Kapampangan Film Festival! The Cinekabalen Philippine Film Festival will be an annual event that will aim:

• To make people, especially Kapampangans, aware of the existence of Philippine Kapampangan cinema and to celebrate the capability of Kapampangans to make films
• To encourage Kapampangans, especially students, to make films that tackle the Kapampangan experience
• To promote the patronization of the Kapampangan language for aspiring filmmakers
• To hone the skills of aspiring Kapampangan student filmmakers through seminars, lectures, and workshop
• Provide a venue for aspiring competent filmmakers to showcase their work/s
• To organize a cooperative film community or network among the Kapampangans, especially universities with communication courses

The highlights of the festival will be: 1) the screening of Philippine Kapampangan full-length films, short films, music videos, and documentaries; 2) panel discussions on indie filmmaking; and 3) a short film competition.

Rules and mechanics of the short film competition:

- everyone is allowed to join (no age limit), except members of the core organizing committee

- animated entries are also allowed

- no music videos, only narratives

- no limit of number of entries

- dialogues must mainly be in Kapampangan

- setting of the story does not necessarily have to be in Pampanga or other Kapampangan-speaking regions like Tarlac and Bataan

- film must have English subtitles

- strictly 10-20 minutes in length

- in digital format (submit final work in playable DVD)

- any topic is allowed

- extreme violence and obscenity and unnecessary abuse of foul language are discouraged

- use of copyrighted music is not allowed

- deadline of entries (final DVD, registration form) will be on July 31; they must be shipped or submitted in person to the Juan D. Nepomuceno Center for Kapampangan Studies, Holy Angel University, Angeles City

- 8 to 10 finalists will be chosen (depending on the quantity of submissions) to compete in the festival; prizes are at stake for the top three best short films; special awards (best male performer, best editing, best screenplay, etc.) will also be given


Inquiries: text JASON @ 0918 699 2459 or email sisig_man@yahoo.com.ph

Visit: http://cinekabalen.multiply.com

February 2, 2009

Ima the Musical: Old Women not in Sepia

Mother’s Day in Pampanga just got earlier as last January 30 at the Holy Angel University Auditorium, Teatru Ima at Arti (Maarti) staged “Ima,” a Kapampangan musical. Lots of popular local figures—who can make up some percent of the province’s alta sociedad—were present during the show, dressed in their respective formal wear, mostly Filipiniana, along with some media coverers and cultural workers. And let’s not forget the amigos and amigas of the performers of Maarti, who come in seemingly complete families, along with English- and Tagalog-speaking children of Kapampangan descent.


It began with a Kapampangan prayer, followed by the national anthem in the Kapampangan (Lawiwing Pambansang Filipinu) and the Imnu Ning Kapampangan, both lyrics of which most of the audience really had no idea of. I myself haven’t memorized the lyrics of the national anthem in Kapampangan despite hearing it on several occasions already.

And then the show began with Kapampangan women aged 50 and above showcasing their thespian skills. They didn’t need much acting experience because they were acting as themselves—old Kapampangan women, albeit scattered in different roles: from wet market vendors to tailors and from elites to senile homemakers. Some lines namedrop pop culture icons during olden times, which the youth will not surely be able to relate to, but the show is a nice way to get to know a bit about our elders’ idols when they were young.

No Men on Stage

All throughout the musical, one will not see a phallic creature on stage—let’s call this creature a man. Names of husbands and male relatives are dropped in several occasions, but we do not see these guys. Why? Probably because most scenes are set at home, where the woman reigns supreme, and is exactly one of the goals of the musical: to explore the traditional world of old women.

The show could also delight some feminists, as some acts touch lightly on women’s issues such as unpaid home labor, the woman’s contested ability to earn money even while working at home, the disregard for elders, and the treatment of women as sex objects.

Ageism, the type that discriminates aged people, is also tackled in the musical. The matriarch of the group is all grumpy and disappointed with how life has been as an aging woman, because she feels as though she is being forgotten by her family, but she didn’t know that they were organizing a surprise birthday party for her—something rarely done nowadays.

Lastly, the musical emphatically asserts the honorable role of mothers in society and how their love for their children is distinct and seemingly unbreakable. With the tickets sold out, I have been informed that a re-staging is called for, and probably, it would fall on May, on Mother’s Day.

Arti Liberated

One thing different about “Ima” compared to the other musicals directed by Andy Alviz is its liberation from “ruralism” and linguistic purism, which could raise some eyebrows among cultural workers, but to me is just dandy and fine.

Even though the musical is said to be in Kapampangan, it was actually in three languages, as it had portions of Tagalog, English, and Taglish song numbers. Contemporary expressions like “you want,” “excuse me,” and “okay” also find their way in the Kapampangan dialogues, which in previous works like “Siwala the Musical,” weren’t welcome.

A new thing with “Ima” too is the exploration of other settings other than Pampanga, as in the second half of the musical, we see the group of old (but strong) Kapampangan women taking a trip to downtown Manila—well-emphasized in a cute song which I assume is titled “Downtown”—unaccompanied by any man, while wearing colorful, exquisite clothes that remind me of Carmi Martin in high social class roles. In the story, they get naughty whistles from Manilenyo men (unseen on stage) and complain how ‘bastus’ they are. One of the characters, funnily played by the President of Maarti, challenges the whistlers to a sparring using hilarious Kapampanganized Tagalog, but retreats anyway. She is, for me, the best performer of the night.

For a cause

The finest thing about the musical is that the proceeds are bound to go to foundations that aid society in educational, cultural, spiritual, and women-related development. Aside from adding more color to the lives of the performers who are in their golden years, it is also good to know that the movement towards Kapampangan cultural development has made use of our senior citizens. This makes it a proof that everyone, regardless of class, age, religion, or town, can contribute to Kapampangan empowerment.

Congratulations to the director, staff, and of course, the beautiful cast: Ma. Frieda O. Hizon, Ma. Theresa “Tess” Laus, Marita “Rita” G. Villanueva, Agnes “Anette” Romero, Lina Francisco Velez, Roxanne Flor “Roxie” Gorospe, Macaria Teresita “Siobe” Co, Maria Amio “Maygold” Guintu, Theng Villaluna, Marilou “Malou” Bianzon Garbes, Agnes “Bondee” M. Dinio, Dita Dayrit Patawaran, Bess Tranquilino, Beth Masangcay, Josephine Gozun, Ma Czarina “Rina” O. Alarcon, Doren Tayag, Victoria “Vicky” C. Segundo, Ma. Lourdes “Des” Deang, Carmen “Meng” Mc Tavish, Leonor “Nor” S. Pineda, Maritess Ramos Punsalan, Germinia “Germie” C. Villanueva, Divina “Vina” O. Tayag, Corito Rose O. Tayag, Caridad Tanciangco, Marsha Nepomuceno, Cleofe Umlas, Evelyn “Leny” dela Cruz, and Let Panganiban.

January 26, 2009

Kapampangan B/W short film 'Ing Bangkeru'

Last Thursday and Friday, Kalalangan Kamaru screened Ing Bangkeru (The Boatman), directed by yours truly. It is a Kapampangan short film that is a screen adaptation of an anonymous Kapampangan ballad of the same title.


Having a lot of long takes, being in black and white, and having an unconventional (philosophical) story line, I was expecting the audiences to get bored by it.

Last Thursday, we went to Systems Plus College Foundation in Balibago, Angeles City and screened all of our works, including the first episode of Kalam, to all the 4th year high school students.

Surprisingly, Ing Bangkeru was able to keep up, as the students not only appreciated it -- they enjoyed it. They understood the story very well and cheered, hollered for the clever boatman when he was owning the arrogant student. There were two screenings, one in the morning and one in the afternoon; the reactions of both batches were just the same.

Then, Last Friday, Brillante Mendoza's award-winning Kapampangan film Kaleldo had two runs at the Holy Angel University Theater. Serving as front act was Ing Bangkeru. I watched (even paid a ticket), majorly only to check out the reactions of the audience to our short film.

Boy, were my assistant director Diego and I ecstatic with the audience reaction! They enjoyed it as well, and their reaction was like an exact copy of the reaction of the students from Systems Plus. The difference, the HAU Theater has 1000 seating capacity. That makes 2000 individuals (because it had two runs, and the theater was full in both runs), and to see them applaud for our short film in spite of its strange treatment, it was very heartwarming. As Diego stated: maybug kung gumaga (I want to cry).

Haven't watched it yet? Here:

January 19, 2009

YouTube: 'Kaplas' Kapampangan music video

It's done! Please watch the official music video of Kaplas by the Nora Aunor Fans' Club band from Guagua. Song is part of the RocKapampangan album, the first ever Kapampangan rock album -- a compilation of 16 Kapampangan band songs from 16 Kapampangan bands from Pampanga and Tarlac

January 11, 2009

5-day "Balangingi" full online screening

For a period of five days, we will be screening Balangingi in YouTube. After that, we will already be taking it down.

Balangingi (Nosebleed) is a Kapampangan short film that takes a peek into the life of Xoo, a young Filipino "pilosopo" who is forced to attend a blind date set by his nephew. He attempts to suppress his intellectual side but gives in and shows his true color to his date.


December 16, 2008

Kapampangans and Mindanao Cinema

December 14 marked the beginning of the 4th Mindanao Film Festival, the organization of which contributes to the sign that, as one blogger put it, “the Art and Culture movements in the regions are gaining momentum and covering more ground.”

The Mindanao Film Festival began five years ago. Originally, it featured short films made by Dabawenyo artists (from the Guerrilla Filmmaking Workshops). In its fourth year, not only shall it feature short films in competition, it will also exhibit full-length Mindanaon films such as ‘Concerto: Davao War Diary,’ which was screened on the opening day.


‘Concerto: Davao War Diary’ is a period digital film set during the time after the bombing of Pearl Harbor, when Davao was attacked by the Imperial Army of Japan. Due to the circumstances, one wealthy family leaves behind their properties and takes refuge in the forest where they befriend some Japanese while holding support for the guerrilla movement. Before the end of the war, they hold a special piano concert.


Charliebebs Gohetia, a colleague of mine in the UP College of Mass Communication and one of Brillante Mendoza’s trusted editors for his films, has his own contribution to Mindanao Cinema, too. His full-length debut, ‘The Thank You Girls,’ which failed to be a finalist twice in the Cinemalaya full-length category, but was independently produced nonetheless, is also part of the festival.

‘The Thank You Girls’ is a film in Bisaya with a gay lingo twist. The official synopsis reads: “Tired of losing in all the beauty competitions in Davao City, five dysfunctional gay beauty pageant veterans decide to travel north to Cagayan de Oro City, in the island of Mindanao. Their mission: to conquer the grandest competition of beauty, personality and brains in the whole province. They believe that being city dwellers, gays in the province will never stand a chance against them.”


Included in the festival as well is Cinema One Originals Best Picture ‘Ang Huling Balyan Ng Buhi’ (English title is ‘The Woven Stories of the Other,’ but the title literally translates to “the last priestess of life”) by Sherad Anthony Sanchez. Set in the forest village of Napalico in the Arakan Valley of North Cotabato, it mainly features a seemingly insane local priestess (balyan or tagbawian) named Manay who communes with the river, who one night performs her last miracle—a stigmata. NPA communist rebels, government soldiers, and children also take roles in the story.

War and peace situations in Mindanao is tackled in the advocacy film ‘Hunghong Sa Yuta’ (‘Earth’s Whisper’), directed by Arnel Mardoquio. The film is about deaf mute children in a community in the mountains. The children are a mixture of Christians, Muslims, and Lumads, and are introduced to the alphabets and numerals by a teacher from the city. “War between rebels and the military has devastated the community of Hinyok, its most telling casualty being children born without the ability to speak and hear whose fathers are now intent on training them to become fighters to defend their land. Vigo Cruz, artist and toy-maker, answers a posted notice about Hinyok’s need for a teacher, and his work with the children brings joy and hope to the young war victims and their mothers.”

An upcoming Chabacano-Bisaya film was also announced during the festival. It will be shot in Davao and Zamboanga next year.

Kapampangan Cinema

The emergence of Mindanao Cinema, as well as film scenes in other regions, especially the Visayan and Cordilleran region, is inspiring, and I keep on dreaming of the day when this idea called “Kapampangan Cinema” would take corporeal form in Central Luzon and in the long run, prove to be a powerful branch of Philippine cinema.

The production of several award-winning Kapampangan films such as 2008’s Most Outstanding Kapampangan for Mass Media Brillante Mendoza’s ‘Masahista,’ ‘Kaleldo,’ ‘Manoro,’ and ‘Serbis’ and Francis Xavier Pasion’s ‘Jay’ is a good sign, as their presence may cause a domino effect to other aspiring Kapampangan filmmakers.

The Mindanao Film Festival is a joint effort among the Mindanao Film and Television Development Foundation, the National Commission on Culture and the Arts, the City Government and City Tourism Office of Davao, the Museo Dabawenyo, plus some admirable support from the private sector.

If not only for the chaos in the Pampanga Capitol, I believe the Tourism Office of Pampanga would have spearheaded the first ever Kapampangan interschool short film competition this Aldo Ning Kapampangan. Sadly, it did not push through.

Will 2009 mark the conception of Kapampangan Cinema and the introduction of its concept to universities in the Kapampangan region?

Student Filmmakers

Students (especially college ones) are often seen as the hope of emerging film scenes. A problem—a curable, minor one at that—with the students in the Kapampangan region is that they are still more or less ignorant of independent cinema.

Ask them to do a short film and you’d see that they’re trying to poorly mimic Hollywood and the stuff they see on free TV. Worse, the Kapampangan reality/experience is seldom or never featured in the stories.

Kapampangan student filmmakers studying in Manila, however, have made Kapampangan-themed works, and it makes me wonder—why do they arise in Manila? Perhaps it’s because when one studies in Manila, he/she is dipped in a ocean of diverse races. To project a unique identity in his/her film, who else to consult but the dear homeland? After all, only you know the stories of the Kapampangan region. Why waste time competing using Manila-themed films?

Thus, I take this opportunity to inform the Kapampangans about Kapampangan short films done in Manila.


First is Mark Dela Cruz’ ‘Misteryo Ng Hapis’ (‘The Sorrowful Mystery’) which bagged the Best Thesis title during its time at the UP Film Institute. It’s about a young gay who confronts his painful memories with his homophobic father during the wake of the latter. The film is like a rosary prayer narration.

Watch the whole film by searching ‘Misteryo Ng Hapis’ at Google Video.

Another is Jacqueline Nakpil’s ‘Lual Kulambu’ (‘Outside the Mosquito Net’), also from the UP Film Institute. It’s about a young boy from Bacolor who lives with his grandmother in the barrio. However, when his grandmother dies, he is forced to live in his uncle’s house in Manila. In there, he struggles to adapt to his new home.


Lastly is ‘Pupul’ (‘Harvest’) by Nicolette Henson, a Mutya Ning Kapampangan and a Kapampanganovela actor who currently takes up Mass Communication at St. Scholastica’s Academy Manila. In her AVP class, ‘Pupul’ was branded the best narrative. It tells the story of a single mother who tries to keep her son from seeing his real father in the farm due to personal reasons.

It will be uploaded soon through the Internet.

Shameless Plug

Allow me to plug our own contribution to this Kapampangan Cinema dream. Our group Kalalangan Kamaru, in cooperation with the Holy Angel University Center for Kapampangan Studies, presents ‘Ing Bangkeru’ (‘The Boatman’), a 10-minute screen adaptation of the anonymous Kapampangan ballad of the same title. Shot in the Pampanga River, it tells an anecdote about an arrogant student from Manila intellectually challenging a young, lowly boatman about the philosophies the student had learned in his Spanish school.



We also have our very first Kapampangan documentary called ‘Sexmoan Adventures.’ Its synopsis: “A town in the Philippine province of Pampanga has for long been known as Sexmoan. One day, the municipal government decided to dump its scandalous spelling and replaced it with how residents traditionally call their homeland: Sasmuan.” The documentary lightly interviews residents of Sasmuan about their attitude toward Sexmoan and their current lifestyle.



Lastly, we are making a new digital short film titled ‘Balangingi’ (‘Nosebleed’ in English; ‘Balinguyngoy’ in Tagalog). It’s a Kapampangan romantic comedy about two discriminating intellectuals forced to attend a blind date. This short film gives a peek to that minority in Philippine society who are unlikely to survive socially by being themselves-- the Filipino intellectuals. Or as laymen would call them: Nerds! As parents call them: Pilosopo.



November 25, 2008

Kapampanganovela returns to UP Diliman

Forum on language problems to be held
By Jason Paul Laxamana
Urban Kamaru
Central Luzon Daily

Last semester, a Kapampangan organization in the University of the Philippines (UP) Diliman called UP Aguman invited Kalalangan Kamaru and Infomax-8 to talk about regional broadcast media and screen the pilot episode of “Kalam,” the first Kapampanganovela. In spite of the heated debate between so-called nationalists and so-called regionalists, after the screening of “Kalam,” the audience unanimously found the project and the show itself worthy of praise.

This semester, four UP-based organizations—Saligan sa CSSP, UP Aguman, UP Samahang Linggwistika, and STAND UP—team up to hold a bigger forum entitled “Ing Kalam ning Amanung Sisuan” (The Blessing of the Mother Tongue). It will be held on December 9, 2008 from 1 PM to 4 PM at Palma Hall 400. Unlike before, the forum will also feature linguists, experts, and other concerned people to speak about the phenomenon of language shift, language death, and language revitalization

A Closer Look at Philippine Language Problems
(Original Tagalog text by Peter Sengson; English Translation by Laxamana)

At present, there are more than a hundred languages spoken in the Philippines. A number of these are in the brink of being wiped out and it is said that some of the languages of the country of the world are about to die without even being studied or documented. Just what are the conditions that cause language death?

In the Philippines, the Kapampangan language, which is one of the major languages of the archipelago, has been experiencing a decline in its number of speakers. Current speakers of the language are also gradually abandoning it and it is feared that death would be its fate. What are the internal problems that led to this situation? What is being done by the Kapampangans to salvage their mother tongue? What kind of Kapampangan are they trying to revitalize: purist or liberal?

According to some language advocacy groups, the appointment of Filipino as national language is a major cause in the hazard faced by other languages in the Philippines. How did the Filipino language affect the perception of Kapampangans in their own tongue? Is there really a conflict between Filipino and the languages of the regions? What is the possible future of the Philippine languages given the government's campaign for using English as medium of instruction?

These are the questions to be answered in this forum. It aims to introduce linguists, as well as scholars from other disciplines of social science, to the country’s language predicaments. Professors in the field of linguistics, Filipino, and Kapampangan will share their analyses in this issue. Resource speakers from groups attempting to revitalize Kapampangan will also be invited to share their experiences.

The highlight of the program is the screening of the first Kapampanganovela, “Kalam.” After the discussions, an open forum will follow. Linguistics students, especially those enlisted in Sociolinguistics, are expected to attend, as well as other students from the college, professors, and other organizations. The forum is open to everyone who is willing to take part.

Please send reactions to sisig_man@yahoo.com.ph

November 20, 2008

ASLAG Kapampangan 2008

The day right after the first of November, Artists Supporting Local Artists Guild or ASLAG Kapampangan held the Grand Finals of their second Kapampangan Pop Music Festival at Robinson’s San Fernando. This year, in contribution to environmental awareness campaigns, the theme was Indung Labuad a Santungan, Pakamalan Ya’t Lingapan (Value and Take Care of Mother Earth Sanctuary).

Songwriting Styles

The song, intentionally or not, aimed to produce Kapampangan songs that can stand as counterparts to popular Tagalog environmental songs such as Geneva Cruz’ “Anak Ng Pasig” and Asin’s “Masdan Mo Ang Kapaligiran.”

While songs don’t directly inspire people to act, especially if it’s about conservation of Mother Nature, they serve a function similar to that of national anthems, of wedding theme songs, of praise songs, of Alma Mater songs, of graduation songs, and of campaign jingles. What that function is, I can’t exactly pinpoint.

To make a song that can to some degree cause people to go out there and do environmental work is quite challenging and a test of a songwriter’s artistry. Of course, the music also aids greatly in the fulfillment of the goal.

A popular approach is playing the logic game where the songwriter assumes people to be for self-preservation. By establishing the connection between environment and the self and how one affects the other, the lyrics attempts to infiltrate the mind of the listeners by whispering: “If we do this or if we don’t stop doing that, this is what will happen, and it’s going to be really bad. You don’t want that.” This is the approach of the famous environmental song by Asin, as can be seen in the following sample lyrics:

Ang mga batang ngayon lang isinilang
May hangin pa kayang matitikman?
May mga puno pa kaya silang aakyatin
May mga ilog pa kayang lalanguyan?

Another approach is something close to ad misericordia, which even though categorized in communication books as a logical fallacy, works most of the time to a country that has bottomless affection toward everything melodramatic. The lyrics shouts: “Because of what you’re doing, this is what’s happening to me [or them]; have mercy on me/us/them!” This is exhibited well in “Anak Ng Pasig.”

Anak nang Pasig naman kayo
tapon doon, tapon dito
Di niyo alam ang tinatapon niyo
Ay bukas ko at ng buong mundo

Subject Picking

A first-time songwriter will usually write a song spontaneously—not necessarily a bad a bad thing—with no central, specific subject but the theme itself. If he is asked to write a song about the youth, he’ll write everything he can think of about the youth, not minding the organization of thoughts in his work.

One technique in choosing a subject is to pick an everyday experience which the masses can generally relate with, and upon listening to the song, they would to themselves say something like “Wa pin, ne!” This is the technique employed by young singer-songwriter Mark Jedh Yutuc, the winner of the recently concluded Kapampangan Pop Music Festival, with his entry “Balat Kendi.”

The message of “Balat Kendi,” performed by the songwriter himself together with K4ad member Jomar Dela Pena, is perfect for the busy people of Pampanga who have no interest or time to get involved in tree-planting activities and big waste management projects. The songs proposes that each average person can help in environmental concerns if altogether they cease throwing off candy wrappers anywhere they please.

Of course, waste management is more than that. But actually, if we did that, it would be nice. But let’s not limit ourselves to candy wrappers. I have seen a woman, who seems to be educated, who threw an empty tetrapack juice container while riding a jeepney in front of her child. Clearly a bad example. Last month, I scolded a friend who wanted to throw a plastic of garbage out of the van’s window while we were cruising down McArthur Hiway.

Why do Filipinos treat their surroundings a big trash can? We often talk about cultural preservation. If you ask me, this is certainly one aspect of Pinoy and Pampango culture which never in my wildest ambitions will I participate in conserving.

Congratulations


I’d like to applaud the other finalists of the tilt. “Uling Keka” (words by Nerian Miranda and Kenneth Macapugay, interpreted by Kate Ibanez), “Kanta Ning Indung Labuad” (words by Wilfredo Cunanan, interpreted by Anne Valerie Vital), “Berding Yatu” (words by Jun Gatbonton, interpreted by Lemuel Paras), “’Me Ko Keni, Tara Na” (words by Benny Guinto, interpreted by Bea Austria), “Misasanmetung” (words by Arnie Zablan, interpreted by Bin Bondoc), and “Pakamalan Ta Ya” (words by Ver Orquia, interpreted by Ana Nicolette Kho).

Except for “Uling Keka,” all songs were arranged by Aslag’s very own “Big Ben,” Mr. Ben Escasa. Fr. Ronnie Cao and Ms. Deng Escasa served as Kapampangan vocal dubbing supervisors.

K4ad is currently K3ad

A noticeable thing in the event is the K4ad’s temporary reduction to K3ad, as one of their members, Mark Jedh Yutuc, who happens to be the winner of the contest, can no longer participate due to, according to him, his busy schedule with other matters. Fr. Ronnie Cao told me they are currently in search for a replacement to Yutuc.