Hussanara Alvi, their class-teacher asked the students to use their recess time in a constructive manner. While brainstorming for ideas, this group decided to create a detective agency which they called ‘Detective Investigation Department’ or D.I.D. Other groups engaged themselves in teaching English to younger students, creating artistic tattoos with paint and mehndi etc.

About the idea of starting a detective group, Ameya shares, “We used to frequently hear from our friends that they lost some of their belonging. Initially our group used to help our fellow students to trace their belongings, from there we thought why not start our own detective group and solve cases.” The kids of D.I.D spend a lot of time planning their work and thinking about their strategy to solve their cases. They have also put posters on prime locations at school with their names and how to get in touch with them. The group slowly and gradually became popular as they solved every mystery that came up. Till now the six have solved 25 cases on campus. The six have even traced a laptop that belonged to a class tenth student. They read relevant literature such as Sherlock Holmes and have invested their pocket money to buy gadgets to help them work more efficiently.

“I am so happy that the kids’ work is appreciated by the teachers and especially Mr. Pascal Chazot who has given value to their work and made them believe in their potential. MGIS has provided them the space where they can come up with their own ideas. This has helped them come up with innovative ideas” says Ms. Seema Joshi, mother of Ameya Joshi.

MGIS provides a platform where these children can express their own creative ideas. The atmosphere is student centric and is conducive for children to develop their academic pursuits and creative, social and community service interests. The teachers make children believe in themselves and this helps them develop an immense faith and self confidence. The case of D.I.D. reaching out to the school community, creating a city level interest in their efforts through their work and their communication skills and engaging with the print and broadcast media, on their own without the intervention of the school, is not only commendable, it is a also an integral part of the school philosophy. MGIS encourages its students to take initiative and create a space for themselves through constructive action. According to Mr. Chazot-

Although this effort (D.I.D.) can be seen alternatively as a game (fun) or a (serious) enterprise, it can also be seen as a fun enterprise. What is essential is that the students are learning and enjoying, while ‘doing’ and engaging in a specific project or task. The formation and activities of D.I.D reflect this powerful idea.

As these young detectives graduate to grade 5, we wish them luck and success in solving many more cases…

Queency Christ and Lissa Chazot report from MGIS campus with inputs from Ameya Joshi, Seema Joshi and Pascal Chazot.

Click here to view the embedded video.

Administered by the International Baccalaureate (IB), the IBDP is currently taught globally in English, French or Spanish. In order to participate in the IBDP, students must attend an IB school. IBDP students complete assessments in six subjects from the six different subject groups, and complete three core requirements. Subjects are assessed using both internal and external assessments, and courses finish with an externally assessed series of examinations, usually consisting of two or three timed written examinations. Internal assessment varies by subject (there may be oral presentations, practical work, or written works) and in most cases is initially graded by the classroom teacher, whose grades are then verified or modified, as necessary, by an appointed, external moderator.

Generally the IBDP has been well-received. It has been commended for introducing interdisciplinary thinking to students. The United Kingdom regards the IBDP as “more academically challenging and broader than three or four A-levels”;[1] however, a pledge to allow children in all areas to study the IBDP was shelved amid concerns that a “two-tier” education system was emerging as the growth in IB was driven by private schools and sixth form colleges. The United States has seen objections to the IBDP centered on the claim that the program is anti-American or promotes values of the United Nations.

Source: http://www.ibo.org/diploma

Subjects offered at MGIS at the Diploma Program Level are:

CORE:
TOK/CAS/Extended Essay
English HL/SL
Mathematics Studies/SL/HL
French Ab Initio/SL/HL

SCIENCES:
Physics(HL and SL)/Chemistry(HL and SL)/Biology(HL and SL)/Environmental Studies(Only SL)

ELECTIVES:
Psychology HL/SL
Economics HL/SL
Business Management HL/SL
Theatre Arts HL/SL

The school also offers the IB certificate.

The curriculum at MGIS strives to be considerate of the students’ interests. Subjects have in the past, been proposed by students and the administration has organized workshops on theatre styles such as Bhavai and physical theatre, dance, film making and fine art by popular demand.

Source: http://www.ibo.org/myp

Naren has been playing Ultimate Frisbee for a long time, and is considered an invaluable asset to his team. He plays for the Under Sixteen Team for the Ahmedabad Ultimate Frisbee Initiative. In his acceptance speech, he thanked MGIS, and MGIS alumni Parth Jain for initiating Ultimate Frisbee, inducting him into the team, and encouraging him.

In the past, Parth Jain and MGIS student Swatika Shah have also played and won for the Ultimate Team.

Félicitations Ahmedabad

Anurita Rathore

When acclaimed French feature films’ executive producer Bernard Marescot came to Ahmedabad three years ago, he hadn’t imagined, or known, he would be thoroughly familiar with every street, especially of the Old City of Ahmedabad, about 1000 days hence. Bernard revisited France of the 1960s when he saw fruit vendors, dalwada maker, chai wala, lohar, all working on Amdavadi streets and immediately felt the need to document it.“That is because I saw something similar in France about 50 years ago, they have all disappeared now. What if it disappears in India too…it was a good idea to document them in the form of a film,” he says, as he narrates the process that made these films (all compiled together to make Ahmedabad Promenade). As many as 75 students were involved in making films – on dalwada wala, kichu wala, dori wala, bartan wali, film poster wala, chai wala, etc. – each of who selected about 20 subjects relating to Ahmedabad. “Students could choose the subject they wanted to make a film on. Thereafter, the kids were involved throughout – from choosing topic to scripting, scooting, shooting and editing – and did it all together,” says Bernard, reliving the process they underwent as a team. “It was all quite an experience. Students were asked to find five locations… then I would go there along with them and explain which one would be the best. Each film is anything between two to eight minutes,” he adds. Besides teaching the art of film-making to an enthusiastic bunch, Bernard is glad these films, pieced together as a documentary of 52 minutes – Ahmedabad Promenade – will be shown on Arte French television channel, that is in colloboration with Germany. The best part about the excitement of making this film, recalls Bernard, was that “the kids would step out of home, take a rickshaw or reach school in car and with little or no knowledge about Ahmedabad city, would step out together to ‘learn’ about Ahmedabad.” And now, they know Ahmedabad a lot more than a lot many others! Lohar – The Blacksmith A film by Ruju Carlson, Wafa Refai, Mahi Baid, Chandrika Makwana, Sakhi Ganeriwala Rameshbhai works as a roadside blacksmith where he shapes and sharpens metal tools all day. In this documentary, Rameshbhai’s life is portrayed with an onus on his family and the precarious state of his profession. The students discovered that metal wielding is an art that is fascinating and more difficult than it appears. Mahouts – The Elephant People A film by Janvi Karwal and Krina Prajapati This film follows a day in the life of mahouts, the care they take of elephants. The main protagonist, Avdeshbhai Tivari, has been a mahout since the age of 14. He chose to live this nomadic life over the comfort of a sedentary married life. He shares his passion for elephants in this eight-minute long documentary which follows a day in his life. The elephants live in the Walled City of aapnu Amdavad, at the Jaggarnath Temple. Bollywood Canvas A film by Sharmeen Attarwala, Parin Sanghvi Earlier painters would adorn the entrances of cinema halls with artistic representations of movies and would earn their living through life-size posters of film stars and movie promotions. Today, digitalisation has made it difficult for these painters to compete with the accuracy, the speed and the cost effectiveness of printed bill boards. In this documentary, Gautambhai shares his tribulations and achievements as a painter. Blu Gene A film by Yatharth Shah, Tanveer Shah, Yash Patel Working on the theme of ‘Colours of India’, the students decided to portray the ubiquity of blue jeans. Dyed with indigo, which was amongst India’s biggest exports during the British Raj, this western article of clothing has become a vital part of the wardrobe of India’s youth. The film conveys the point. Street Games A film by Trusha Oza, Meet Shah, Yash Patel and Jainy Kothari The film chronicles one evening in the life of a young boy in the Walled City of Ahmedabad who is on the lookout for a playmate. Will he find a friend to play with? You need to watch the film to know that. Chaiwala – Tea maker A film by Vishal Pandit, Saumil Shah, Shaurya Sinha, Palaash Tarapore Chai ki kitlis, as they are popularly known in Hindi, are popular hangout points for people of diverse backgrounds. One can hear animated discussions on random topics over a cup of brewed tea. Students in this documentary catch up at a kitli owned by two brothers, just round the corner. Kichuwala- Today’s Special A film by Yesha Sanghvi, Tanvi Karwal, Sanaa Kochar, Rukmini Kaji and Jatin Solanki A group of hungry students stop by for a kichu and wonder how this dish is made. Pareshbhai and his family, who have been seriously doing their kichu business since four years opposite the Mahatma Gandhi International School, explain them the process of preparing this healthy Gujarati dish. Their clientele comprises students, MGIS faculty, parents…and well, plenty others who pass by. Doriwala – Kite thread maker A film by Aaliya Gandhi, Aamir Ranginwala, Pujan Patel, Srushti Bhandari Along with colourful kites in the sky, there is also the competition between kite fliers who turn ‘kite fighters’ on the days of kite flying. The preparation of the manja – the glass thread – begins three months prior to the festival. This documentary shows how the doriwalas go about preparing the thread.

Patel Colony- Looking for Mr SmithA film by Shriraj Sagara, Shripal Shah, Parth Jain, Zara Desai Mithakali Gam (where MGIS is located) is a residential area predominantly populated by the Patel community. Every second person here is Mr Patel. Oblivious to this fact, our protagonist tries to locate Mr Patel in the Patel Colony… The film tells whether or not she finds the right Mr Patel.

Bartan Lady- Tubs and Buckets A film by Nirav Sanghvi, Sanskriti Nahata, Rutvi Ajmera and Rajvi Shah In the lanes and bylanes of Ahmedabad, a bartan lady calls out… She is practicising an age-old profession of barter of old clothes in exchange of new vessels. This documentary captures a slice of life of this disappearing tradition.

On the 14th of December, the resource room will screen films that were made in the past school year with Bernard Marescot. This is the third of many private screenings that MGIS hosts for parents and children featuring student films

In the past, the students of MGIS have created many films such as Ahmedabad Promenade

Open for students from Grade 8 to 12 and parents.

Time: 6:00 to 9:00 pm

This day provided the ideal platform for what the student’s quite simply termed “Liberation Day”. The participating students were informed in advance about the objective of this specific day, which was essentially, to present to a class any item, event, medium or idea that they felt would shock, scandalize or unnerve their audience. It could be from popular culture or history, a personal recollection or a vivid description of something they had heard about, as long as it illustrated their freedom of expression and highlighted the purpose of the concept.

On Liberation day, students brought to class an assortment of odd descriptors. Zara Desai brought to class a song and its lyrics, classified under the genre of punk. She explained that the track symbolized a tyrannical government and its overthrowing. The band was called Anti Flag, and their lyrics openly opposed the American government, in the most explicit way possible. She said, “This song was inspired by certain reforms that the government made at that specific period of time, and adversely affected the people. They wrote the track to express their anger.” The reason she proposed it in class was to question whether or not the way they did could be considered a dignified way to utilize their freedom to express.

Two other students, Aakash Sharma and Shriraj Sagara wrote a song about “sexual encounters”. Aakash played the guitar as Shriraj recited the lyrics. The song, they said was designed to “unsettle and amuse the audience!”, as evidenced by its suggestive and blunt wording.

Student Anmol Jain brought to the discussion two videos from a South Park episode. The videos essentially, entailed a great deal of inappropriate swearing and the purpose behind showing it to a class, who were no strangers to such examples from popular culture, was to see if it would unnerve them in the presence of an authority figure.

The entire process was carried out within an enclose room, and the students were especially careful to limit the observations exclusively to the senior class at MGIS.

It was, in the words of a spectator, “Interesting to see how even in a liberal and open environment, people are still prone to discomfort at the slightest mention of things that are considered shameful.” After the class was over, students discussed how best to remedy that, and maintain an insightful outlook on the clearly controversial “freedom of expression.”

Diploma students are gearing up for their final production, in which they tackle Commedia Dell’Arte. This theatre style has been the origin of many others, and apart from being a part of theatre students’ theoretical component, it is also preparing them for a key theatre style. Improvisation.

Taking the basic plot, inspired from a traditional Commedia Dell’Arte street play, student’s began rehearsals, and found that the plots create themselves.

The production is still a work in progress, but is scheduled to premiere in late December. Audiences are promised a play on a proscenium stage, deviating from the conventional street play method, vibrant costumes, and excited actors. Be there for all the action! Watch this space for more.

The last two years have seen topics like “aerated drinks” and “chocolate”! This years topic was conceptualized after a great deal of brainstorming and head scratching. According to the logistics of Group 4, the topic should be one that fuses all the core science subjects, and leaves adequate potential for research in all specific fields. The output is meant to be an inter-disciplinary evaluation of the topic. This years topic is, quite simply, a chicken egg. Students must postulate experiments on the specimen chosen, and consequently collaborate on a report.

As work continues on experiments, students make more and more unusual creations. The pictures below were taken were all the action is,  the science lab!

Have you cursed your fate when you went off to see a film at a local mall, on a sudden whim egged on by your kids on an outing, only to realise that all of you are in flimsy and thin summer clothes and that none of you have anything warm? But how could you have remembered because outside it is 40 degrees Celsius! So you spend your time watching a film with clenched teeth and your hands under your arm-pits in order to keep them warm.

Most of the airports and shopping malls keep their temperatures at 18 degrees while the outside temperature is mostly double. Any wonder then that as you weave in and out of these complexes, you return home and the next day you are down with a cold and a fever? Air-conditioned rooms carry more germs and bacteria and contribute to infections.

Air-conditioning is a major contributor to air-pollution and global warming. According to statistics, almost 55 per cent of greenhouse gas emissions come from the power sector. The costs of air-conditioning are phenomenal and all that it takes is simply to turn the thermostat up to a reasonable temperature of 24-25 degrees for the human body to feel comfortable. Instead, in most developing Asian countries, strangely all luxurious boutiques, hotels, shopping malls, airports and institutions, temperatures are set at 14-18 degrees. I read somewhere that each degree under 25 celsius, makes air-conditioning costs higher by 15% in terms of electricity. Obviously, the customer or the consumer pays the direct financial cost while the planet pays the long-term cost due to pollution.

All it would take is a simple legislation that monitors the level of temperature in all these places. Self-discipline meanwhile is even better.

There are renewable and alternative means being developed ranging from solar energy to geo-thermal energy. The San Francisco Airport is using solar energy, the airport in Leh is being made on the same lines.

The Indira Gandhi International Airport in New Delhi will use energy generated from municipal waste. The Orly airport in Paris is being readied for thermal heating that uses the heat of the Earth’s core. Two shafts drilled 1,700 m will carry thermal water pipes that will re-induct heat into the building using natural pressure after being naturally heated under the Earth’s surface.

Meanwhile, this Diwali, use oil lamps rather than artificial light. Use fans in combination with your air-conditioners at home during hot weather. Fans blow away the heat from your body and keep you cool.

Thus, the air-conditoner can function at 24 or 25 degree celsius. I hope that as a society we will make efforts to reduce air-conditioning that is ruining our children’s health and the planet’s health. Saal Mubarak to everyone!

(Published in the Ahmedabad Mirror on 6/11/2010)

The MITR hospital, run by Dr. Mahesh Chudgar, has been active in its rehabilitation and treatment for 30 years. The doctors and wardens were informative and extremely helpful, and were left impressed with the students’ knowledge of abnormal psychology.

Along with MGIS’s psychology professor Esha Patnaik, the student’s interviewed patients* suffering from clinical disorders like Obsessive Compulsive Disorder and BiPolar Mood Disorder, in order to better understand the workings of these patients.

It was an enlightening experience for the students, and left them with much to think over, and discuss in the consequent classes.

*Details have not been mentioned to safeguard patients’ privacy.

The play opened the Literacy Festival, inaugurated by the Honorable Minister of Education Shri. Kalicharan Saraf on 19.11.2010. In his speech, he appreciated the play’s attempt to portray a lesser known aspect about Tagore and his world view.

Mahatma Gandhi International School is the first school to have touring theatre performances across the country. After the premiere at Natarani, the play which commemorated the 150^th centenary celebration of Rabindranath Tagore also traveled to Pune, where it received rave reviews.

Photograph Courtesy: Smit Shah, Grade 11, MGIS

The event comprised of a series of dances put up by every class, and performed to an upbeat audience. It was enjoyable to watch and perform! After the performances, the students began freestyle garba,and was incredibly entertaining, whether it was to traditional garba music or hip hop!

It was a fun filled MGIS event, and promises to be more fun year after year.

Under his mentoring, Bernard will take workshops on lighting, sound and editing. When asked why he enjoys working with students so much, he said “You want to transmit your knowledge, otherwise it gets lost”, a thought appreciated by students who are learning so much.

As of now, the students are in the process of scripting, which entails hours of brainstorming. Bernard advices the students to “keep it simple” to build a strong script, which will be the foundation of their film.

The students are working eagerly, and it promises to be a heartfelt and honest journey, more importantly, a great experience.

Apart from the cultural exchange, there is an important element of community and service to this visit as well. Being inclusive is a vital aspect of MGIS’s pedagogy, and thus it integrates 20% socio-economically underprivileged children in every class. Mecredes College students visited heir homes and interacted with them and their families.

The students of both schools  organized exhibition of their culture specific traditions such as rangoli, tie and dye, rugby, etc. There were also activities and performances to create intercultural awareness. There were several interactive sessions on Gandhian philosophy, comparative study of recycling and preserving resources, Heritage walk in the old city, excursions to local monuments and temples such as Adalaj, Gandhi Ashram and so forth. With their visit coinciding with Navartri, the Australians have, from the very onset, gotten a taste of Indian festivities and traditions; the colorful attires and accessories, the food, and most importantly Garba, a folk dance from Gujarat!

(please click on the fist picture to view slideshow)

Highlights of the exchange programme:

-Interactive sessions with grade 10 on the philosophy of Mahatma Gandhi

-Presentations by grade 10 comparing methods and policies pertaining recycling of resources in India and Australia

- Navratri celebration in school with performances of garba, rass, and other folk dances of the state by MGIS students

- Indo-Australia day, a sort of cultural fair with activities and stalls, both Indian and Australian (tie and dye, rangoli, making boomerangs, rugby, food, block printing, henna etc.)

- The Heritage walk and excursions to the Gandhi Ashram and various historical temples and monuments of the city.

- Cultural exchange night (organized by the 10th graders)

- Four-day trip to Udaipur

Thoughts from students and teachers:

“The people here are a lot more religous, but I think they’re also really friendly. The food is also very different, it is tastier and more authentic, especially the tea! My experiance here so far has been extremely enjoyable, but it has also been spiritual and eye-opening”

Laurence Lacoon Williamson, Mercedes college student

“So far, I think India’s great, I don’t want to go home. The people are really friendly, and I’m fascinated by how people drive here, without the lanes and everything. I think the heat’s nice too! It’s just been really exciting, the navratri festival, and the excursions. I’m also really looking forward to Udaipur and the rest of our stay”

Alex Ryan, Mercedes college student

“I’m hosting two Australian students, and this is the second time I’m doing it, but it’s still been really great. I really like introducing them to the city and our culture. I’ve been taking them on Rickshaw rides… I also took them to a Gurdwara. I really cherish this opportunity to interact with people from another culture.”

Harsimran Kaur, MGIS student

“I’m really excited to be here, just immersed in a mix of cultures, with people free to express themselves and… make noise. I think, as a whole, my experience so far has just been extremely positive and intensely rewarding, and something I will never forget. This is probably one of the highlights of my life”

- Esther Lamb, Mercedes College Teacher

“We’ve been having educational exchange programmes with Mercedes College since 2004. This is actually the 5th exchange programme that I’ve been a part of. I think it is a wonderful amalgamation of both cultures with students brought together through sharing, collaborative teamwork and learning about each other. One of things I’ve realized is that, we are intrinsically the same as human beings. That’s really one of the most exciting facets of these exchange programmes, celebrating our differences as well as enjoying our similarities through a healthy platform of exchange “

Minoo Joshi, Middle Years Programme Coordinator, MGIS

“This is my second trip to MGIS, I appreciate India immensely. MGIS has been really welcoming, and every time I’m here there’s always something new to experience and look forward to. Also, I think it’s just wonderful watching the kids and my collegues, who are all here for the first time, interacting and living new experiences. The IB promotes the idea of holistic learning, and I think this is a living example of the same. Being immersed in an entirely new culture, and having the opportunity to learn more about it, interacting with new people promotes understanding, tolerance and empathy”

- Paul Wordsworth, Head of Middle School, Mercedes College

The British Council had organized a “Counselors / Principals Inward Mission” between 1 – 6 September 2008. Ravinder Kaur, our Diploma Programme Coordinator took part in this mission and went to visit the universities and colleges in United Kingdom. The main objective of this mission was to bring awareness about the variety of courses and options available, the scholarships and facilities provided by the Universities in UK. She visited the University of Ulster, Queen’s University, University of Manchester, University of Central Lancashire, Blackpool and the Fylde College, Aston University and the London Metropolitan University. During the visit, counselors and coordinators not only got first hand experience to know about the university courses and programs but also about the career service, placements and links with employers.

Pascal and Anjou with Monique, former President of IBO

Pascal Chazot and Anjou Musafir attended the annual meeting of the Education Committee of the Governing Board of the International Baccalaureate Organisation in Geneva.In this meeting, the new President of the IBO was nominated and a grand farewell was given to the previous President, Dr Monique Seefried. Monique visited MGIS  few years ago and greatly appreciated the work done in the school,news about her visit was published in the IB World Magazine.

Click here to read the article written by Dr Pascal Chazot in Ahmedabad Mirror

Click here for the related article published in the IB World Magazine

Wing-Tsu demonstration by Sifu Salih Avci

In February 2009, our parent Donald Melville, a senior martial exponent, invited his teacher Sifu Salih Avci to train the Indian Police Force and Commandos in Escrima and Unarmed Combat techniques. Sifu means father and master in Japanese. Under the roof organisation of Wing Tsun Escrima International Organisation, Sifu Avci teaches in more than 100 schools across Europe. He has an illustrious history of training the Police Force of France, Sudan, Germany, Turkey etc. On 27 February, he came to MGIS and gave a demonstration for the students. This was followed by an animated discussion on personal security measures. Our student, Janvi Karwal trained under him during his stay in Ahmedabad.