Location: Mumbai, India | Term: 2025-2026

The Driving Question

How can traditional garments be reimagined through the merging of innovation and contemporary ethics with a deep-rooted history and culture?

The Project: The Umushanana-Saree Fusion

In response to the driving question, Bernice developed a bespoke saree design that acts as a cultural bridge between Indian textile tradition and her own Rwandan heritage.

• The Design Goal: Working from a hypothetical client brief, Bernice sought to design a garment that felt “effortless and modern.” The result was a fusion concept inspired by the Rwandan Umushanana, reimagining the saree as a global garment suitable for high-profile celebrations like Rwandan weddings.
• Innovation & Ethics: Her design process prioritized “slow fashion” ethics, researching sustainable materials like Tussar silk and examining how digital looms and CAD programs can modernize production without losing the “sacred geometry” of hand-drawn motifs.

Field Research & Immersive Learning

To ground her design in “deep-rooted history,” Bernice engaged in extensive field research throughout Mumbai:

• Sacred Geometry: By studying the Kanheri Caves and the Global Vipassana Pagoda, Bernice analyzed ancient architectural patterns—such as the Flower of Life—and translated those spiritual symbols into contemporary textile motifs.
• Radical Resourcefulness: An excursion to the Dharavi informal economy provided a lesson in “contemporary ethics.” She observed how the community’s circular economy repurposes every scrap of fabric, proving that high-efficiency production can be deeply sustainable.
• Technical Workshops: Bernice took part in hands-on learning in Bandhani (Tie-dyeing) and Block Printing, mastering the technical precision required to balance traditional complexity with a modern, “effortless” aesthetic.

Final Product: A Bespoke Design Brief

The module culminated in a technical design for a 5,000-year-old garment reimagined for the 21st century.

• The Assessment: Bernice produced a final design specification, including a client needs analysis and a structural breakdown of the saree’s Par (border) and Pallu.
• The Summative Reflection: In her final analysis, she reflected on the ethics of cultural representation, arguing that the “Umushanana-Saree” is not just a piece of clothing, but a respectful evolution that celebrates diversity and the shared pride found in both Indian and Rwandan traditions.

Location: Hanoi, Vietnam | Term: 2024-2025

The Driving Question

How can traditional Vietnamese garments and fashion practices be reimagined through the integration of modern design, global influences, and ethical fashion business models?

The Project: Vietnamese Fashion & Business Exploration

In response to the driving question, Zach H. and Nora W. developed individual fashion-focused projects within a shared mentor group centered on fashion. While each pursued distinct creative directions, their work collectively explored the intersection of Vietnamese tradition, contemporary design, and ethical fashion systems.

The Design Goal

Working from a self-defined vision, the student aimed to create original fashion pieces inspired by traditional Vietnamese clothing, adapted to modern fashion culture.

• Creative Direction: Designs blended Vietnamese traditional aesthetics with contemporary, global influences.
• Production Process: The student collaborated with a local fashion house to manufacture garments, gaining hands-on experience in measurements, technical design, and communication with industry professionals.
• Final Outputs: The project included a design portfolio, three completed garments, and a modeled photoshoot.

Innovation & Ethics

The project explored how innovation and ethics intersect within the fashion industry:

• Sustainable Practices: Research into local production revealed the use of natural dyes and self-grown materials.
• Transparency in Production: Through shared experiences with Zach H. and Nora W., the group examined how ethical brands prioritize openness and accountability.
• Comparative Analysis: A research component highlighted structural differences between Western fashion industries and Vietnamese systems, with the latter often emphasizing environmental awareness and ethical production.

Field Research & Immersive Learning

To ground their projects in real-world context, Zach H. and Nora W. engaged in extensive fieldwork across Hanoi:

• KILOMET109:
  A key experience where the group interviewed artisans who produce garments entirely from raw materials, including growing cotton and creating natural dyes, demonstrating a fully sustainable production model.
• Chula Fashion:
  Visited by Zach H. and Nora W. this Spanish-Vietnamese fusion brand emphasizes inclusivity, employing a majority of staff with physical disabilities. Its open workshop model provided insight into transparency and ethical production.
• Manufacturing Experience:
  Regular visits to a local fashion house allowed the student to oversee garment production and build practical industry skills.
• Mentorship & Collaboration:
  Ongoing meetings with their mentor Sophie, alongside Zach H. and Nora W., supported iterative design development and critical reflection.

Final Product: A Comprehensive Fashion Project

• The Assessment:
  A completed design portfolio documenting the full creative process, alongside three original garments produced in collaboration with a local fashion house.
• Academic Component:
  Completion of the Parsons School of Design Fashion Business Essentials course and a comparative research paper analyzing Western and Vietnamese fashion industries.
• The Summative Reflection:
  The student reflected on the complexity of the fashion industry, particularly the range of choices surrounding transparency, cost, and ethics. The project challenged initial expectations, strengthened technical and professional skills, and ultimately affirmed a commitment to pursuing fashion in the future.

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.

Getting into the field of robotics with little hardware knowledge was both challenging and exciting. I learned that I can find ways to implement existing knowledge into a new field and that there’s always room to lead my own learning experience if I work hard enough. My biggest takeaway is always approaching any new project with a positive, open, and flexible mindset.

-Class of 2023 Student Bido H.

Driving Question: How can I design and build a robot – inspired by Expo 2020 and the Mobility Pavilion – that performs an action to increase our quality of life?

Our project is an autonomous conservational technology system that aims to provide efficiency in agriculture. NutriBot goes around agricultural fields and senses its surrounding environment to measure moisture levels and the type of nutrients in the soil. It then uses this data to evaluate the minimum quantities of water and nutrients necessary to keep the soil healthy and sprays them in the targeted blocks. Implementing this system will make farmers no longer have to apply water or fertilizers across entire fields. NutriBot can conserve up to 40% of water already wasted in agriculture alongside nutrients due to human error and inefficiency.

I gained a newfound appreciation for all of the work that goes into architecture. This module made me excited for the future since I got to learn about many new and upcoming sustainable technologies.

-Class of 2023 Student Saffron B.

My project, “Central Palm,” is located on the golden shores of Kite Beach. The central courtyard is the house’s spine, allowing year-round use due to the shade of the ghaf tree while still maintaining privacy from the outside world. The state-of-the-art Tesla solar roof reduces the owners’ reliance on the grid, even allowing you to sell excess solar energy back to the grid. Water-collecting tech that utilizes local sea breezes alongside sound-absorbing glass, inspired by the Czech Republic Expo pavilion, combines sustainability and modernity, thereby maintaining harmony with the local environment. The house features traditional Islamic design, such as columns, a majlis space for entertaining guests, and a prayer room. This house isn’t the future; this house is now.

Through many of the traditional cultural experiences we partook in during this module — a temazcal (sweat lodge), limpia( soul-cleansing ceremony), and meditation in the mountain forests of San Jose — I learned that connection with myself is an aspect of connecting with nature that is very important. I’m thankful for being given the opportunity to look inside myself.

-Class of 2024 Student Noah D.

For his first-ever personal project at TGS, CM1 Student Noah D. used his previous experience playing bassoon to answer the following driving question: “How can I convey knowledge of musical chords and national anthem history through a bassoon performance?”

Noah’s final project includes an audio recording of him playing the French and United States national anthems on his bassoon and showing the chords presented in each anthem. He also studied and provided information about each song’s history, intent, and meaning.

This module was unique to me, as I had never known how interested I was in architecture until I experienced it during these two months. I have also learned the importance of focusing on the journey and the learning instead of making my product look perfect.

-Class of 2023 Student Sara G.

Driving Question: How can I design and build a model home or community that will function efficiently in a desert environment?

Are you looking for a house that is both nature-friendly and luxurious? Then my project, “Fresh Air,” is perfect for you! Located in The Palm Islands, it combines different panoramic views, from the relaxing beach view to the moat with the fish, and finally, the lush green spaces all around the house.

This house combines many aspects of sustainability: It saves water by taking it from the beach and using it in the pool and the moat. The greywater is used for watering the garden and for the flowers all around the house. The materials used (concrete, bamboo, etc.) are very eco-friendly. Solar panels help produce electricity using solar energy. The fish in the moat produce waste that contributes to the growing of plants.

Driving Question: How can I apply my understanding of closed system ecosystems to design a better farming system in my city?

Module Overview: In the Biocities module, Seb looked at how naturally functional systems work and how we can apply that understanding to increase the efficiency of food production in a more sustainable and resilient fashion.

Project Reflection: “The Biocities module was really interesting. I loved the independence given by the educators and the ability to take the product where I wanted to take it. I learned so much about agriculture, useful 3D design skills, and animation techniques and was able to conduct a closed-system experiment via a BioBottle.”

Driving Question: How can I have a powerful impact on English and Hindi speakers through a bilingual album?

Project Overview: For his mastery project, Vansh creating a bilingual hip-hop album. The lyrics, sung in English and Hindi, reflected the various personal experiences Vansh has had in his life. In the final tracks, the vocals and the instrumentals sit peacefully beside each other with neither fighting for center stage.

What were your initial goals for this project? How did they change over time?

Initially, I wanted to finish an album within two years, but the more I learned about the process, I realized that being a good singer/instrumentalist was a completely different set of skills than transferring that quality onto a laptop. Because I did everything on my own, musically, I had to produce, arrange, record, play, mix, and master the track all by myself. I also had to learn elements of photography and videography, such as cloning and color grading.

Lastly, for marketing purposes, I also had to teach myself how to run an ad campaign and reach out to people kindly and ask them to listen to your music. I was not familiar with almost all of these processes, and learning all of them – at different levels – made me realize that I had to change my goals. I still ended up making many songs, but I didn’t finish any of them because mid-way through the project, my goal became to release a single before graduation. I definitely think I accomplished said goal.

What are you most proud of?

I’m really proud of the single I ended up creating because it’s a transition to a journey I’ve always wanted to embark on and marks the end of my impactful time here at TGS.

What are the biggest lessons you learned through the process of your mastery project?

I learned how much knowledge there is on the internet and the difference having a supportive community, like TGS, makes when one is pursuing a project of this magnitude.

Driving Question: How can I utilize my knowledge of Mayan mythology to create an original piece of Mayan artwork?

Project Description: For this personal project, Noemie set out to demonstrate creativity by creating an art piece inspired by Mayan culture. The piece was based on experiential research Noemie performed during her time in Tulum, Mexico.

The Final Piece: