The Driving Question

How can we use mathematical concepts to create visual representations that capture the essence and diversity of Brazilian music?

The Project: Visualizing the Numbers in Music

In response to this question, Huxley developed a computational and cultural exploration of music, transforming sound into data-driven visualizations that reveal its hidden mathematical structures while honoring its cultural roots.

The Conceptual Goal

Huxley challenges the idea that music is only what we hear, proposing instead that music exists across multiple forms such as video, sheet music, and MIDI. His goal was to redefine music as a combination of human experience, cultural identity, and structured patterns.

Mathematics & Technology

Using Fourier transforms and programming, Huxley converted audio signals into numerical data. These numbers were then analyzed and translated into visual representations, allowing patterns like rhythm, melody, and harmony to be seen rather than just heard.

Decoding the Visuals

The resulting visualizations communicate multiple musical elements simultaneously:

• The central spectrum represents the frequencies present in the sound.
• Color indicates root notes and tonal shifts.
• Texture reflects noise levels and rhythmic complexity and spiral shapes and spacing reveal drum patterns and timing structures.
  

Cultural Context & Meaning

To ground his project in lived experience, Huxley explored the deep cultural significance of music in Brazil:

• Music as Identity: In Brazilian culture, particularly in Bahia, music is inseparable from daily life, history, and spirituality.
• Spiritual Foundations: Through Candomblé, an Afro-Brazilian religion, rhythm becomes a form of connection between people and deities (orixás), each associated with specific musical patterns.
• Celebration & Community: Events like Carnival demonstrate music as a collective expression of joy, resistance, and cultural pride, where rhythm and movement unify communities.

Final Product

The project culminated in a presentation combining cultural analysis, mathematical modeling, and interactive visualizations.
Huxley demonstrated how computational tools can uncover the structural patterns of music while maintaining its human and cultural significance.

The Summative Reflection

He concludes that while there are “numbers in the music,” music itself cannot be reduced to data alone. It is ultimately defined by the people behind it—their experiences, emotions, and cultural contexts—making music both a mathematical structure and a deeply human expression.

The Driving Question

How can accessible, community-driven solutions help restore polluted marine environments?

The Project: Improving Water Quality in Hawaii’s Ala Wai Canal

In response to the driving question, Kenzo W. developed a service learning project focused on improving water quality in Hawaii’s Ala Wai Canal. By collaborating with the Genki Ala Wai Project, he explored how natural, low-cost solutions can address pollution while engaging the local community.

The Design Goal

Working from a personal connection to the marine environment, Kenzo aimed to implement a sustainable solution to reduce pollution in a highly contaminated waterway.

• Creative Direction: A bioremediation approach using natural microorganisms to restore ecological balance.
• Production Process: Coordinating the creation, drying, and preparation of Genki Balls with local partners.
• Final Outputs: Deployment of over 1,000 Genki Balls and documentation of environmental impact.

Innovation & Ethics

The project highlighted how simple, nature-based solutions can drive change:

• Sustainable Practices: Use of effective microorganisms and organic materials to break down pollutants.
• Accessibility & Community Impact: A low-cost, hands-on process enabling participation across age groups.
• Environmental Responsibility: Focus on natural, long-term restoration methods.

Field Research & Immersive Learning

Kenzo grounded his project through direct engagement with his local environment:

• Ala Wai Canal: A heavily polluted waterway impacted by sewage runoff and unsafe bacteria levels.
• Genki Ala Wai Project: A key partnership supporting implementation and learning.
• Community Collaboration: Over 30 volunteers contributed to producing and deploying the Genki Balls.
  

Final Product: A Community-Based Environmental Intervention

• The Assessment: Successful production and deployment of 1,000+ Genki Balls.
• Academic Component: A collaborative, hands-on initiative involving local volunteers.
• The Summative Reflection: Featured on Hawaii News Now, expanding awareness.

The Summative Reflection:

Kenzo recognized the power of accessible, natural solutions in addressing complex environmental challenges, highlighting the impact of community-driven action.

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:

How can I contribute to solving a problem in my local community?

Project Summary:

The Service Project “Emergency Box” focuses on improving emergency preparedness in the Township of Georgian Bay, Ontario, where many residents live far from hospitals and first responders. Through this project, Maya G. examines how remote communities face increased risks during medical emergencies due to long response times and limited access to life-saving equipment.

In this project, Maya G. investigates how the lack of nearby emergency services can lead to higher risks of fatalities and long-term health complications. Her proposed solution is the installation of community emergency boxes containing critical first-aid equipment such as an AED (defibrillator), EpiPens, naloxone for drug overdoses, snake bite kits, and other medical supplies. Maya has already taken concrete steps toward implementing this solution by writing and presenting a motion to the Township of Georgian Bay council, which has passed its first round of approval and is currently under review by staff.

A key component of the project is ensuring that these emergency boxes are strategically placed and accessible, with the first proposed location near Gibson Lake, where both road-access and water-access cottages could reach the equipment within minutes. Maya also emphasizes the importance of public awareness and education, explaining that community members must know where the boxes are located and how to use the equipment. Her long-term goal is to expand the initiative to more lakes across the township and potentially throughout Ontario, improving emergency response in remote communities.

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 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 I refurbish a van to a standard at which I can comfortably travel, live, and thrive in ?

Project Summary:

Sally, a grade 12 student from the UK, has always had a passion for adventure and the outdoors. Whether playing rugby, helping in the garden, or camping, she was often found outside, regardless of the weather. This love for nature inspired her mastery project: transforming a cargo van into a tiny home on wheels, aptly named “Vroom Room.”

The project began with Sally purchasing a 2016 Renault Kangoo van, which she named Reggie. The process was lengthy, involving careful consideration of mileage, age, and build size. Once she had the van, Sally embarked on learning interior design, focusing on color schemes and creating electrical systems, particularly solar-powered ones. She developed a 3D model using an analogous color scheme with yellows, greens, and oranges.

Sally faced significant challenges, especially with the electrical system. Despite seeking help from friends experienced in robotics, she had to experiment repeatedly before successfully creating a dual system powered by solar energy and the van’s starter battery. This system now supports a fridge, USB ports, spotlights, and a water pump.

The construction phase involved measuring, cutting, insulating, and wiring the van. Sally encountered multiple obstacles, such as ensuring the wiring wouldn’t break from the van’s vibrations and addressing condensation issues to prevent mold. Time constraints also pressured her, but with the help of an external mentor specializing in furniture design, she completed the interior furnishings swiftly.

With the assistance of another mentor in renewable engineering, Sally learned wiring, soldering, and connecting systems. After overcoming numerous hurdles, she successfully transformed the bare cargo van into a functional tiny home. The finished van includes a bed, foldable tables, flowing water, and fully operational electrics.

Driving question:

How can I create a prosthetic device using my knowledge of haptics, brain computer interface and human body?

Product output from this module:

1. A virtual environment

2. A pair of haptic gloves

3. A system that uses the above along with a BCI to allow someone with disability in hand to function as a prosthetic device.

Module Summary:

Mishkatul, one of our senior students, from Bangladesh, presented her mastery project, VRTouch, which aims to integrate haptic technology with virtual reality (VR). Inspired by her early interest in creating devices, such as a traffic LED glove for her country’s congested roads, Mishkatul explored the potential of haptics to enhance VR experiences. She aimed to create a haptic device that allows users to feel weight and tactile sensations in a virtual environment.

Mishkatul’s project involved creating a haptic feedback glove with actuators that simulate pressure, temperature, texture, and weight. She encountered various challenges, particularly with soldering small components, but her passion and perseverance helped her overcome these obstacles. She constructed prototypes and tested them, integrating them with VR technology to create immersive experiences like a virtual gym.

Throughout her project, Mishkatul was guided by mentors, including Kenzie from TGS and Ross, a PhD student from Berkeley, who provided support and resources. She also conducted extensive research, reading over 50 academic papers to deepen her understanding of haptics and VR.

Mishkatul’s future plans include studying biomedical engineering at the University of Rochester, where she hopes to further develop her ideas and contribute to advancements in haptic technology for prosthetic and robotic arms. Her project exemplifies her dedication to blending technology and empathy to create innovative solutions.

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.