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

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

At the beginning of this module, I wasn’t quite sure what blockchain was and all I wanted to do was figure it out. By the end of the module, I was able to go beyond just understanding basic blockchain I was able to merge it with something that I enjoyed in my summative product.

What new things did you learn about yourself?

I learned to embody the TGS core value of grit, as I was online because of COVID this term. It really taught me to be patient with myself and to let my curiosity fuel me and challenge me to learn something new. This term was full of a lot of personal growth and I can proudly say I’m not the same as I was in the beginning of the term.

What are your big takeaway lessons from this project?

I think that my biggest lesson is to trust myself. At the beginning of this project, I was scared that I wouldn’t understand anything because I didn’t have a background in tech and coding. I thought I would really struggle, and before I even started the module, I was stressed about it. But I convinced myself to open my mind and be positive and to link it with something I understood.

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

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

My goal for this module was to develop a solid and applicable understanding of blockchain. Coming in, I knew absolutely nothing about NFTs, cryptocurrency, decentralized finance, or web 3.0. Now, I can say that I have a significant knowledge bank about these emerging technologies. I was able to apply my understanding to create a wireframe and white paper for a decentralized face-to-face loaning platform: Cash $Back.

What new things did you learn about yourself?

Through this module, I learned a lot about the feedback process. I had multiple ideas for my module summative that I was really excited about. However, when I brought them up with guest speakers and module leads, they got picked apart and heavily criticized. I realized that I didn’t know quite as much as I thought about blockchain, and as such was able to begin seeing this feedback not as something to fear, but something to learn from. By the end of the module, I hoped for critical feedback on my work, as I knew that that is what would help me the most.

What are your big takeaway lessons from this project?

From this module, I took away a really good understanding of a technology that could be very relevant to all of us in the future. I found a passion for design – spending hours on end choosing color palettes, font combinations and arranging features for my wireframe. I came to new realizations about how educational access and wealth inequality can hinder or aid the adoption of new technologies – an insight into the privilege I have to do so. Finally, I came up with an idea that, if developed properly, could lead me to a path of dApp development and entrepreneurship. Blockchain is now a huge passion of mine.

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

What were your goals for this module?

My goal for this module was to design a decentralized app, token/coin, or NFT collection based on a concrete understanding of what blockchain is. I achieved my goals by being particularly attentive with our guest speakers and asking many questions to understand what blockchain is.

What new things did you learn about yourself?

I learned how interested I am for the potential impact of Web 3.0 on our world.

What are your big takeaway lessons from this project?

Blockchain is the future.

When starting this project I was extremely passionate about psychology and mental health. I wanted to expand on the knowledge that I had gained in AP psychology, and the next natural step for me was to focus on the brain. I wanted to understand its different components, what everything was responsible for, and what would happen if certain parts got damaged.

-Class of 2022 Student Effie H.

For her personal project, Class of 2022 Student Effie H. focused on the driving question: How might I expand my knowledge of the brain and discover what makes it so unique?

Effie’s project on brain anatomy focused on the intricacies of the brain and what allows us all to be individuals. Her project highlighted the emotional and memory functions of the brain and how without them, we would all essentially be a vegetable.

Her final work consisted of diagrams showing different parts and functions of the brain. Her goal was to help people see that the brain isn’t scary and that it’s fascinating to learn about — the concept doesn’t need to be a scary one, and can easily be broken down into more palatable sections.

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.

One of my favorite sessions was right after our wexplore, visiting Tierra del Sol. It was unbelievable. The place was fantastic and so heart-warming. Everything was so thought out and showed an impressively accurate representation of what a community space should look like. I spent such a great time there and hope to go again. I learned more than I could’ve imagined.

-Class of 2023 Student Mila F.

Driving Question: How might we use our understanding of architecture through time to design a context-informed structure?

Our group designed what we believe is a modern take on a traditional Oaxacan house and gastronomical hub which showcases the Oaxaca’s rich food and drink diversity.

What new things did you learn about yourself?

We learned about the impact of colonialism on Mexican architecture through our experience through seeing the use of traditional European elements that incorporate Mexican structures.

What are your big takeaway lessons from this project?

Our biggest takeaway was the process of the environmental impact analysis as I feel like the process of environmental impact analysis will be very important in any project I want to do that involves construction thinking about input and output I am putting in the environment.

This module was one of my favourites, as I learned more about the ins and outs of sustainable buildings in the state of Oaxaca and a little bit of architecture. Ever since TGS introduced the core value of Pixki, I have become more aware of the environment and the impact humans have had and will continue to have on the world around us. Every small project like this makes me think more and become conscious of my actions.

-Class of 2022 Student Viktoria L.

Driving Question: How might we use our understanding of architecture through time to design a context-informed structure?

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

Our goal this term was to create a sustainable settlement that involved the development of a community garden, greenhouse, and administrative building to encourage ethnobotanical practices in the city of Oaxaca. We achieved this by creating an environmental impact statement, presenting it to a panel of Oaxacan architects, and applying the feedback we received from them to build a miniature settlement in real life.

We acquired the knowledge to do so from our weXplore, where we first practiced building models and creating environmental impact assessments. Tierra De Sol also factored in, as it’s where we learned more about sustainable practices. Oaxacan architects also played a large part, as they answered our questions even after the panel.

What new things did you learn about yourself?

We learned that we are very good at building expandable walls as a team. At Tierra De Sol, we were given the chance to do so, and we were the fastest, most efficient group of all. We sawed and drilled twice as many sticks as everyone else. Our secret was that everyone had a role in the activity, and we worked the best we could.

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 might I build an app that uses music therapy to improve the emotional wellness of teens?

Module Summary: Music therapy is a unique form of rehabilitation that helps people of all ages deal with emotional, physical, and mental ailments by creating and listening to music. For her first TGS mastery project, CM1 Student Yeli K. coded an app that uses music therapy to help teens deal with emotional issues and created a corresponding pitch video to showcase the app.

Student Reflection: “I am doing this project because mental illness has affected so many of my friends and me, and I believe that music therapy is an amazing non-invasive solution for adolescents. This project could bring about true change in our society. Additionally, this project introduced me to advanced coding concepts, which I would eventually like to pursue as a career.” -CM1 Student Yeli K.