Driving Question:

How does capoeira embody the essence of Afro-Brazilian culture and history?

Module Summary:

The teacher-led module “Capoeira” explores the history, cultural significance, and practice of Capoeira, a Brazilian martial art with roots in African traditions. Students examine how Capoeira developed during colonial times, its periods of restriction and criminalization, and its eventual legalization and global spread. Through this lens, the module highlights Capoeira as both a physical discipline and a cultural expression deeply connected to Afro-Brazilian identity.

Throughout the module, students engage in hands-on learning and cultural immersion to develop their understanding of Capoeira. Learners participate in weekly Capoeira classes, where they practice movement, rhythm, and technique, as well as learn to play traditional instruments such as the berimbau. They explore different styles of Capoeira, including Angola and Regional, and deepen their skills through an intensive training experience with expert practitioners, including sessions at ABADÁ-Capoeira, a globally recognized Capoeira organization.

In their final assessment, students create and perform a choreographed Capoeira piece that incorporates the styles and techniques they have learned. The process requires collaboration, creativity, and communication, as students from diverse backgrounds work together to build a cohesive performance. Through this experience, the module emphasizes the importance of cultural appreciation, physical expression, and teamwork, allowing students to engage with Capoeira as both an art form and a living cultural tradition.

Driving Question:

How can we use multimedia literary expression to tell the story of conservation of biodiversity in Brazil?

Module Summary:

The teacher-led module “Narrative of Life” explores how storytelling can be used to communicate the importance of biodiversity conservation in Brazil. Guided by the driving question, how can we use multimedia literary pieces to tell the story of conservation of biodiversity in Brazil, students investigate environmental issues through creative expression, combining research with artistic interpretation to raise awareness about human impact on nature.

Throughout the module, students participate in a range of field experiences, workshops, and expert-led sessions that deepen their understanding of conservation and storytelling. Learners engage with professionals such as an agroforestry project leader, take part in poetry and vocal workshops, and join a boat expedition with a marine bioacoustics expert. A key highlight of the module is a week spent in the Amazon, where students gain firsthand insight into biodiversity and conservation efforts, supported by local organizations and experts.

In their final projects, students create immersive multimedia literary pieces that communicate environmental narratives in creative ways. These projects include performances, writing, and audiovisual storytelling that aim to inspire awareness and action. For example, students present works such as a song that personifies nature to highlight the impact of human exploitation, using artistic expression to convey complex environmental issues. Through this interdisciplinary approach, the module emphasizes the power of storytelling in driving meaningful change and fostering a deeper connection to the natural world.

Driving Question:

To what extent does football contribute to Brazil’s economy?

Module Summary:

The teacher-led module “Footballnomics” explores the cultural, social, and economic impact of football in Brazil. Guided by the driving question, to what extent does Brazilian football impact its economy, students investigate how football shapes communities and contributes to economic systems. The module highlights football not only as a sport, but as a powerful social force that connects people and influences national identity.

Throughout the module, students engage in experiential learning, field visits, and academic study to better understand football’s role in Brazilian society. Learners participate in activities such as playing beach football, attending live matches, visiting stadiums, and exploring favelas, gaining firsthand insight into how football is embedded in everyday life. They also collaborate with organizations that use football as a tool to support youth and provide safe community spaces.

Academically, students explore both the economics and psychology of football, including topics such as supply and demand, financial systems within the sport, marketing strategies, and concepts like tribalism in fan culture. The module is further enriched by guest speakers, including former professional players, coaches, and advocates addressing issues such as racism in football and the global influence of the sport. In their final projects, students apply their learning by creating games and simulations that reflect the economic and strategic aspects of football, demonstrating how the sport operates both on and off the field.

Driving Question:

How can we improve earthquakes preparedness in Vancouver through collaboration and innovation?

Module Summary:

The teacher-led module “Quake Quest” explores the science, history, and societal impact of earthquakes in Vancouver and the surrounding region. Guided by the driving question, how can we improve earthquake preparedness in Vancouver through collaboration and innovation, students investigate the risks associated with seismic activity and the strategies communities use to prepare for and respond to natural disasters. The module emphasizes interdisciplinary learning, combining science, mathematics, history, and technology to better understand earthquake preparedness.

Throughout the module, students learn from guest speakers, field experiences, and hands-on investigations that deepen their understanding of earthquakes and disaster response. Students explore Indigenous knowledge through stories such as the Thunderbird and Whale, which help explain natural phenomena and preserve historical records of seismic events. They also receive training in emergency preparedness from Christine Bodnarchuk of the BC Earthquake Alliance, learning essential safety practices such as “Drop, Cover, and Hold On.” Additional speakers introduce topics including search-and-rescue operations with trained dogs, artificial intelligence in disaster response, and the role of satellite data in detecting ground movement after earthquakes.

Students also participate in experiential learning opportunities, including visits to local geological landmarks along the Sea-to-Sky corridor and the Museum of Anthropology, where they explore both the geological causes of earthquakes and their cultural and historical impacts. In their final assessments, students apply their learning by creating tabletop games that incorporate earthquake science and probability concepts, as well as developing AI-based proposals aimed at improving earthquake preparedness, response, and recovery. Through these projects, students demonstrate how collaboration, technology, and education can help communities better prepare for future seismic events.

Driving Question:

How can we understand the impact of equity and Canadian policies on the unhoused populations of Vancouver to propose new policies?

Module Summary:

The teacher-led module “Roof Rights” explores the challenges of housing affordability and homelessness in Vancouver. Guided by the driving question, how can we understand the impact of equity and Canadian policies on Vancouver’s homeless population in order to propose new policies, students investigate the social, economic, and political factors that shape housing access in the city. The module encourages learners to analyze real-world systems and develop policy-based solutions to address the housing and homelessness crisis.

Throughout the module, students conduct independent research, field visits, and discussions with experts to better understand the issue. Learners visit sites such as the Chinatown Foundation and East Hastings, where they observe initiatives focused on supporting unhoused individuals and revitalizing communities. They also explore other areas of Vancouver, including Deep Cove, to examine the contrast between neighborhoods with high livability and those facing significant housing challenges. These experiences help students understand how access to services, resources, and inclusive infrastructure shapes quality of life in urban environments.

Students also learn from guest speakers and researchers who share insights into homelessness, drug policy, and social support systems in Vancouver. Speakers include filmmaker Dominic Streeter, author Travis Lupick, and researcher Jing Xue, who discuss topics such as substance use, safe injection sites, and experimental housing initiatives. The module culminates with students developing policy proposals aimed at improving support systems for unhoused populations, addressing areas such as community centers, rehabilitation programs, mental health resources, and housing assistance.

Driving Question:

How can we apply our learning of indigenous environmental advocacy in Canada to create a sustainable NGO in our home country?

Module Summary:

The teacher-led module “Beyond Existing” explores the intersection of Indigenous environmental advocacy and NGO development in Canada. During the module, students examine how Indigenous perspectives, histories, and cultural traditions shape approaches to environmental stewardship and community advocacy. The module challenges students to consider how these lessons can be applied globally by asking the driving question: how can students use their learning about Indigenous environmental advocacy in Canada to create a sustainable NGO in their home countries?

Throughout the module, students engage in an immersive learning experience that combines research, workshops, guest speakers, and field experiences. Learners begin by building foundational knowledge about Indigenous history, culture, and social narratives in Canada before exploring real-world examples of advocacy and nonprofit work. Students also travel to Bowen Island, where they meet Indigenous artist and storyteller Simon James and learn about cultural practices such as totem pole carving, as well as visit the Chinatown Storytelling Centre to explore the relationship between governments and NGOs.

In the later stages of the module, students participate in workshops focused on NGO development and social entrepreneurship, learning how to craft mission statements, develop a theory of change, and frame social issues effectively. Students also meet leaders such as Chloë Fraser, an environmental advocate and TGS alumna, and community figures including Karlen Thomas and Manvi Bhalla, who share their experiences in advocacy and nonprofit leadership. The module culminates in a charity ball event, where students pitch their NGO ideas to a panel of guests in order to secure support for their initiatives and demonstrate how they can apply their learning to create meaningful change.

Driving Question:

How might we demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness while attending TGS?

Project Summary:

Andrea, David, and Doeun presented their project, “Building Grit Through Physical Education,” highlighting how physical activity at TGS fosters resilience, community, and personal growth. Each shared personal anecdotes illustrating their journeys through physical challenges and the support they received from their peers and mentors.

David shared his experience of running a quarter marathon in Greece despite a shin splint, emphasizing how community support helped him recover and persevere. Doeun recounted her struggle to maintain physical activity, ultimately achieving a 10K run through persistence and encouragement from friends. Andrea discussed her fencing project across different countries, overcoming challenges like adapting to new teachers and techniques, and how sports can unite people regardless of cultural differences.

The trio emphasized the importance of community in PE, citing their weekly “tough tummy time” sessions led by their PE coach, Shasta, which fostered a sense of togetherness. They also highlighted student-led sports sessions, where students like Aryna, Luiza, Sally, and Liam took on leadership roles to coach and support their peers, developing personal skills and contributing to the community.

The project showcased how TGS’s physical education program instills values such as grit, ubuntu (togetherness), and responsibility, leaving a lasting impact on the students.

Driving Question:

How might we understand the relationship between humans and energy in the past, present, and future of Japan?

Module Summary:

The module “Wall-EEE: Exploring the Eras of Energy” investigated the relationship between humans and energy in Japan, focusing on past, present, and future perspectives. Students learned about energy management, use, and production from cultural, spiritual, and scientific viewpoints. The module included guest speakers: one discussed Shinto Buddhism, another from the Japanese government, and a historian/scientist on atomic bomb survivors.

Their investigations involved exploring Hiroshima’s energy systems, experimenting with renewable energy models, and visiting various sites. These included a Shinto Buddhist temple, Disneyland, museums, a nuclear power plant, and Mazda’s factory, to understand different aspects of energy use and management.

The module culminated in creating a model and theoretical framework for an energy system in Hiroshima, addressing existing gaps. They employed human-centered design principles, inspired by insights from Disney and Mazda, to ensure user-friendly and efficient designs. They concluded by inviting attendees to see their demonstrations and final products.

For their final product, Sigurd R. and Sarfo A. developed an automated circuit designed to store and utilize the limited power generated by solar panels for Hiroshima’s tram system. Their aim was to eventually take tram stations off the grid with an effective battery management system. During their survey of Hiroshima, they noticed tram stops that provided shelter to passengers. Inspired by this, they proposed installing solar panels at these stops to harness energy.

In Hiroshima, trams are much more prolific there than in most other cities, which typically have metro systems without above-ground stations and therefore cannot utilize solar energy. Additionally, the tram system of Hiroshima was one of the first infrastructures rebuilt after the bomb, symbolizing hope and reconstruction after the war.

Driving Question:

How can we apply the Japanese approach of cultural conservation to design for architectural renovation or innovation in our own home cities?

Module Summary:

The teacher-led module “A Tale of Two Cities” focuses on architectural innovation and cultural conservation. The students got to explore how Japanese cultural conservation approaches could be applied to architectural renovation in their home cities. Throughout the term, they had the opportunity to learn from local and global architectural techniques and delve deeper into their own cultural techniques.

Kenzo W.’s 3D design for the Tale of Two Cities module is a modern Japanese resort/vacation home located in Karuizawa, a town in Nagano prefecture, Japan. This house is designed to accommodate 2-4 residents during the summertime and integrates both traditional and modern Japanese architectural concepts and furnishings, reflecting a blend of his artistic choices and elements from the Japanese lifestyle.

The key Japanese architectural concepts Kenzo W. focused on were Oku (depth) and the Doma (earthen floor), which were highlighted by guest speaker Professor Daniel during the Kyoto Wexplore. Professor Daniel explained these concepts and their connection to Japanese culture, and the session venue itself represented Oku, the Doma, and the Nakaniwa. In Kenzo’s design, Oku is represented through the flow of the house, emphasizing the concept of depth within a building. The bedroom, the most private part of the house, is the room that requires the most walking to reach, with personal activity spaces like the living room, recreational room, and dining room leading up to it. Despite the large windows on the second floor, there is no direct access to the outside environment.

The Doma is incorporated through the literal use of an earthen floor in the entryway, serving as a foundation and a slight height difference from the garden and the interior of the house. This facilitates the Japanese tradition of removing shoes when going inside and outside, supported by a shoe box, and acts as a border and gateway to the outside spaces of the house. Kenzo also included Shoji, Tatami, and Futon furnishings to suit the Japanese lifestyle for the intended residents, making the house cozy and representative of a traditional Japanese lifestyle, ideal for his family as a vacation home.

One of the unique elements Kenzo W. focused on is the roofing, which he considers a key identifying feature of a Japanese house. The design features an angled sloped gable roof fused with a smaller gable roof at a 90˚ angle, emulating the curves of natural environments and avoiding a cubic appearance. This roof design opens up on one side to create more space for windows in the living and recreational areas, directing the house’s face towards a scenic view.

Kenzo chose to incorporate modern architectural elements as a personal aesthetic preference, inspired by the style of Japanese villa homes, such as those designed by M’s architect. This is reflected in his choice of a gray and brown color scheme from wood and metal materials. He also considered the environment by incorporating large windows facing a predominant direction to take advantage of views such as a sunrise, sunset, or mountain scenery.

Driving Question:

How can Japanese visual storytelling techniques document historical and cultural events?

Module Summary:

The Manga Evolution module explored how Japanese visual storytelling techniques document historical and cultural events. The module covers traditional Japanese art forms like sumi-e (ink painting), ukiyo-e (woodblock printing), kamishibai (oral storytelling), and manga (contemporary art form).

The students practiced dynamic movement in sumi-e, created layered prints in ukiyo-e, analyzed anime like “Demon Slayer,” and learned to read and draw manga. They visited the Manga Museum in Kyoto, attended drawing workshops, and honed their storytelling skills by creating narrative storyboards based on photos taken in Hiroshima.

Field experiences in Kyoto and Tokyo included visits to the Studio Ghibli Museum, TeamLab Planets, and the Tokyo National Museum. The final project required students to choose a significant historical or cultural event in Japan, create an eight-frame storyboard, and bring one panel to life using their chosen medium.

Esha V.’s final product is a scaled-up version of a Hanafuda card of her own design. This artwork incorporates watercolor, an element she integrated based on her experience with sumi-e. Through practicing sumi-e, Esha learned about opacity and color, skills she then applied to her final product. By iterating on her design and creating multiple drafts before commencing the final piece, she ensured she evaluated numerous ways of presenting her ideas. This thorough process allowed her to ultimately decide on a composition that effectively communicates the story within the frame.

For her final project, Nefertari J. chose a historical and cultural event to explore the meaning of being in Japan: the Atomic Bomb. Creating a storyboard helped her turn complex events into a coherent visual story, enhancing her narrative skills, whilst the module’s workshops and practice improved her artistic abilities. She examined the distinctions between Japanese culture and her own, particularly the Atomic Bomb.

Balancing research, creativity, and technical skills, she thoughtfully selected scenes, showcasing her growth in visual storytelling. The project refined her techniques and allowed her to experiment with traditional art forms.