View their project here: https://viktorial33.wixsite.com/kolmnaist/

Driving Question: How might we use blockchain technology to create future innovative ventures?

What were your goals for this module?

Helena: My biggest goal for the module was having good teamwork with my peers, learning about blockchain, and applying it to something I am really passionate about. Having an impactful final summative that showcases an issue is so important for our community, and I’m proud to see that we achieved all of them together.

Methini: For our module summative, my teammates and I designed a project called Kolmnaist, which means three women. The theme of our project was using blockchain technology to create an NFT collection that empowers women from India, Estonia, and Brazil.

My goal for this module was to understand what blockchain is and how it works because blockchain was a whole new topic for me. When we started learning about blockchain, all I could think about was its negative aspects, like affecting the environment and people. But later on, we explored how we can use blockchain for a positive impact.

Studying the fourth industrial revolution is genuinely a shock on how innovative the world is becoming.

What new things did you learn about yourselves?

Helena: I learned that I am actually very interested in exploring this technology that, at first, I didn’t think I was ever going to connect to.

Methini: I learned to develop my pitching skills and also realized that I’m not too fond of blockchain and its future roles in our day-to-day life.

What are your biggest takeaway lessons from this project?

Helena: I think I learned a lot about adversity and dealing with things going out of plan, but still being able to adapt and make the most out of it.

Methini: My biggest takeaway from this module is to be confident while pitching/presenting, have clear eye contact with the audience, and understand ways to use blockchain positively.

Driving Question: How can we improve our spice tolerance through a mixture of science and cultural understanding?

Project Summary: This project was a dive into the science and Mexican cuisine and culture. Saffron and Santiago researched many different kinds of chili peppers before deciding on five local peppers that they and a group of volunteers would be eating to increase their spice tolerance: costeño, pasilla, jalapeño, chiltepín, and habanero. The pair recorded themselves doing so to share their findings.

Student Reflection: “Working on this project was painful, but it was so fun and totally worth it. I learned that eating spicy food can make you feel like you’re being stabbed and yet fill you with a rush of adrenaline, and to be able to share that feeling is simply amazing.” – Class of 2024 student Santiago D.

Driving Question: How can we represent the evolution of leftist movements in Mexico through a zine?

Project Summary: Ella and Luiza’s project is about the evolution of leftism in Mexico, especially in the region of Oaxaca. They explored the Mexican Revolution, the Feminist Movement in Mexico, and the future of Indigenous leadership throughout the term, which cumulated in a final zine showcasing their learning.

Student Reflection:
“I loved this project. Truly, I cannot describe how proud I am of this Zine and the work Luiza and I accomplished. Also, there is no way to describe the joy and relaxation of sitting cutting out magazines for hours on end; it is the best thing ever.”- Ella M.

Driving Question: How can I use video to present my investigations (SPEED factors) into the lives of the Zapotec people of Oaxaca, Mexico?

Project Summary: In this project, Zoya looked at the lives of the Zapotec community in Oaxaca, and how their lives are impacted by their exposure to Spanish. Her film explores the different aspects of Spanish language exposure (in education, economy, and stigma) and what it meant for the Zapotec people, with a question left to the audience: What does the future look like for the Zapotec?

Driving Question: How can I use video to present my investigations (SPEED factors) into the lives of the Zapotec people of Oaxaca, Mexico?

Project Summary: For his project, Diego focused on the death of indigenous languages in Oaxaca and how the Zapotec people are fighting to keep their language alive, despite the odds.

Student Reflection:
“Even though I live in Mexico, exploring another side of the culture was really interesting, such as language death. Connecting with people and learning about the story was something special that I can’t really put into words.”

Art is such a big part of Oaxaca’s culture and its diversity is what makes it so unique. We had the chance to talk to artists who make art for a living, and it has been in their family for 5 generations. We also had the chance to talk to newer artists who may not depend on it for an income. It has been a very interesting experience to take in all the different perspectives of these artists, and learn about how they all coexist in the same place.

-Class of 2024 Student Keetah B..

Driving Question: How might we convey the intersection of local arts and economy through documentary filmmaking?

What were your goals for this module? How did you achieve them?

During the AyAyAyAyAy module, my goals were to improve my filmography skills while gaining an in-depth understanding of art and economy here in Oaxaca.

Through this module, we were filming and editing for hours at a time, so I improved my filmography skills through constant practice and analyzing what I did wrong and how I could improve it. We also got feedback from local videographers, which was very useful when using Premiere Pro for the first time.

During both the weXplore and back at the main residence, the experiential learning really helped me feel like I understood Oaxacan art. We even got to take part in making the art and talk to the artists. I now have a greater understanding of the relationship between art and economy, art and politics, and art and culture. I feel that I have also learned about how vital artisanship is here and the perspective more modern artists have of artisans.

What new things did you learn about yourself?

I learned more about my filming style and what I can improve on when filming. I also learned that I’m a perfectionist, especially when it comes to editing.

I learned that my perspectives of what art is and the motivations people have for art don’t always align. I also learned how people’s perspectives of art itself might change depending on why they do art.

Driving Question: How might we convey the intersection of local arts and economy through documentary filmmaking?

What were your goals for this module? How did you achieve them?

To inform others about local artists in Oaxaca relating to art and the economy. 

What new things did you learn about yourself?

Throughout this module, we learned multiple different things: From how art and economy in Oaxaca are changing to learning how to edit and film our very own documentary. This module also tested our limits, as it was very demanding no matter how interesting, and we can say that we are very proud of our final result.

What are your big takeaway lessons from this project?

Our biggest takeaway is how the art industry has evolved here and how that impacts the artists here in Oaxaca, and how there is more openness to expressing oneself through art.

Driving Question: How can we utilize principles of cinematography, storytelling, and editing to create a two-piece film?

Project Summary: For their joint mastery project, CM2 Students Che and Alf set out to create a holistic anthology consisting of two films. Both films fall under the same concept but possess their own unique properties and location. The films were crafted independently of one another, formed from footage and recordings gathered by the pair of students.

Student Reflection: “By embarking on this project, not only did we hope to create videos that we would be proud of, but we also hope to be able to hone the skills of film making and video editing. Inspiration from films and videos often reaches the two of us easily, so by creating our own videos, we also hope to inspire other people, too.” -Che and Alf

Driving Question: How can I modernize traditional Filipino fashion?

Project Overview: For her mastery project, CM1 Student Gigi Engalla set out to create a fashion collection that modernizes the traditional Filipino. To do so, she mastered elements of couture craftsmanship and developed a deep understanding of Filipino fashion by learning about its significance and how its classic features can be integrated into a modern medium.

Driving Question: How can I study the psychological impact of video games?

Module Overview: For her project, Zoya focused on psychological research by measuring the emotional and behavioral impact of violent and non-violent video games. Her correlative research looked at how playing video games affects individuals by observing them in their natural environment. The participants reflected on their mood and behavior, and Zoya evaluated this research to arrive at her conclusion.

Project Reflection: “Through this project, I learned that I am quite interested in psychology. Conducting research was exciting; however, reading about existing research and previous studies was also quite fascinating. I learned so much about different research methods, and I made so many mistakes while conducting my research. Learning from my own mistakes, however, makes me confident about conducting more investigations in the future.”