I missed my flight after checking in from Mumbai to Ahmedabad because the scanner at the security was not working. When the scanner got working, the security man disappeared to have tea. By the time he returned, the gates were closed and I was left stranded with my eight-year-old daughter. My fretting and fuming amused them. A couple of other passengers who had missed their flight to Kolkata said there was nothing I could do. Security forces have over-reaching powers. I then remembered my identity card as a diplomat issued by the Indian government. Within minutes, the security became deferential. Airlines people materialised, apologised. The VIP lounge was opened, I was escorted to the plane for a later flight and had a vehicle waiting for me when I landed in Ahmedabad.

A passenger can be seen virtually unclothed to the team of security scrutinisers at some airports in US and London

I am all for supporting any procedure that ensures safety of passengers. But today, the fear and the paranoia have become a tool for manipulation and a carte blanche for irresponsible behaviour. The recent bomb hoax to avoid missing a flight is one of the many examples. The other is the introduction of body scanners that can view the passenger with an X-ray vision sans the clothes worn. In what is already starting to happen in some airports in the USA as well as in Heathrow in London, the passengers can be seen virtually unclothed to the team of security scrutinisers, sitting in a separate room of the airport. Some human rights groups are crying foul for the violation of the right of privacy that the use of these machines in public places constitutes. Notwithstanding these objections, the French lower house of parliament has just voted the introduction of these machines on an experimental basis for the next three years at some selected airports.

And this is the point that leads me to the proposed ban of the burqa in France. The burqa has religious connotations as a dress form. When the head scarves were banned in schools in France, I had explained the reasons to Indian friends. French public schools are laique or secular. Overt religious display of any symbol of any religion is banned. This includes wearing the cross on a chain. This rule is applicable to all religions. But if you wish to wear anything outside the school premises, no legislation can prevent it. The debate then spread to wearing the turban for the Sikhs. Now it is the burqa.

The burqa has been linked to suppressing the liberty of women in France. But it was argued that some women wore it by choice. Then, a new argument took birth —it was for the general security of the masses. The socialists who have been opposing such a legislation have a tough time trying to find a counter-argument to this. The question is that when anyone can be undressed (even virtually) in public places for security reasons like for the air transport, how can anyone object to forcing every women to show their face in public, for the same security reasons?

As we see it, the problem may be more complex than it appears and cannot be reduced to a comparison between the ban of the burqa in western countries and that of the mini skirt in some traditionalist countries. Individual liberty fought an unequal match with public morality but now new legislations will be passed under the veil of public security!

The above article was published in the Ahmedabad Mirror on 13/02/2010

All of the French students and teachers were put up with host families from MGIS, and over the past couple of weeks, have been involved in a number of interesting activities at the school that have exposed them to the different facets of life in India. They participated in garba-classes, and an art workshop with Mr. Toofan Refai, they learned about and celebrated holi; they visited the many heritage sites in the city, and also made a three-day trip to Zainabad.

At the same time however, these exchange programmes serve another very important purpose: of doing meaningful and beneficial work in assistance of the underprivileged .The French students were here especially to collaborate with MGIS on various community-service projects, and to set up a micro-credit programme for those in need.

The exchange programme culminated yesterday with a retrospective of sorts. grade 10/11 MGIS students put up stalls of the different activities that had taken place (tie & die, henna, block-printing, Indian games). While the French students expressed their own experiences of their time here through role-plays, songs, collages/visuals, and a short film.

Here’s to the success of another wonderful and enriching exchange, and to the hopes of many more in times to come.

Click here to read a student’s account of the opening day of the exchange

Click here to read related press article

The students enjoy lunch at the Natraani Cafe

Learning to use a Charkha

A visit to the city museam

MGIS and Lycee international students have dinner at Rajvadu

Celebrating holi on campus!

Block-printing stall on last day

A french student at the henna stall on the last day of the exhange programme

The students during their trip to Zainabad

Pics: Reema Shah

The Lone Tree:

The first of the two workshops, this one was for students of grade 3 and 5.
Nature and the evniournment were the principle themes here, and the students were first divided into groups to conduct research on the various plants that grow around them, and their traditional uses.

After this, the students were asked to draw illustrations of particular species, and eventually they produced posters and collages pertaining to all the information that they had acquired.

Living Dreams:

The second workshop was conducted for the students of grade 6 and 7. As a prelude to the actual session, the students were asked several days in advance to write a short essay on what their ideal lifestyle would be like.

During the workshop itself, the children would try to articulate what they had conceived for the essay on paper, using creative painting, handicrafts, collages, and so on.

The students met the idea with tremendous enthusiasm, and seemed to have enjoyed themselves thoroughly, and in doing so, have managed produce an abundance of quality work! Here are some pictures from the event:

The script was based on the book ‘The Shadow of Imana’ by Veronique Tadjo which the students had studied earlier in the year. This particular module resonated with the students, and eventually led to the idea of presenting the series of events in dramatic form.

The production itself was a tremendous success, garnering much applause and possitive feedback. Well done, students!

Here are a few news paper articles that chronicle some of the the two teams’ feats:

MGIS Enters Final

MGIS Drowns Riverside!

MGIS Blanks JGIS

Surprise defeat for Kahaani Kougars

MGIS Clinch Sintex Cup

In April, 14 students and two teachers from MGIS went to France for a creative and cultural exchange programme. “We had a great time introducing Gandhiji and his philosophy of Ahimsa to French children from Class VI to XI, through interactive activities and a short film prepared by students,” says Minoo Joshi, a teacher who was a part of the exchange programme. The students who went to France elaborate on the warmth with which they were treated in the foreign land.

“The French people are really loving and their art is also impressive. Gandhiji is really respected there so the students were eager to learn more about his principles,” says Ahalya Gandhi who visited France.In February 2010, 15 students of Lycee International will come for two weeks to MGIS and collaborate on a series of community service projects and a micro-credit programme for the underprivileged. After this, another team from MGIS will visit France.
My friends Simon Behr, William Puyo and I have come down to work with the underprivileged in Kutch. We plan to start a micro-credit programme for them. Our other batchmates will arrive in February next year,” says Edward de Souchier, a visiting student from Lycée International.

Anju Musafir, the founder director of MGIS, explains the programme, saying, “Lycée International  is a very prestigious school in France. What’s special about this particular programme is that there is a lot of student-to-student and teacher-to-teacher interaction.”

She says that the students decide the projects well in advance and work on them together. “Schools in Gujarat are generally not the first choice when it comes to exchange programmes. This is a way of encouraging them to have many such cultural exchanges in Ahmedabad,” she adds.

The above article was published in the Ahmedabad Mirror on 21/7/2009

and then proceeded towards the activities prepared for them by the MGIS students of standard 10. There were interactive activity stalls of Indian food, music, art, dance and sports.

The French students and teachers enjoyed being a part of these activities. They relished the different flavours of the Indian street side food: Bhel & Pani Puri, and spontaneously shook a leg to some Bollywood songs. They also showed off their painting skills on the Indian diyas and dressed up in Indian clothes and jewellery.

We met these students and felt fresh vibes of energy. The students were also taught to write their names in our national language, Hindi and were introduced to traditional Indian games. They appreciated the diverse Indian culture and thoroughly enjoyed their first day.

- Harsimran Singh, Grade 10, MGIS

We’ve been very close to them while they were in school and we wanted to find out how they’re doing for themselves after passing out of MGIS.

Here is what they have to say…

Abhik Basu:
“I’m studying at FLAME College (pune) and I think that the most important asset that MGIS provided me with is a world-sensitive outlook. In the future, as I see myself move from place to place I think this is one thing that will help me no matter what what I do. Besides that, it gave me a pot full of amazing, and fun memories as well! Its funny but I’d like to graduate with Economics as my major as well as be a professional Golf player.”

Niyati Patel:

“I’m doing my B.A in English Literature from University of Warwick (UK). Being an MGIS graduate has helped tremendously because I have all the analytical and critical thinking skills that one is expected to have in university. And university doesn’t teach these skills right from scratch. They just throw you into deep waters and expect you to find your way. Thats why, it has helped being an MGIS graduate. The essays, the project submissions…doesn’t seem as daunting as it would have had I not got the grooming I received here.”

Mihir Sharma:

” I was studying in Christ College, Bangalore but the course did not lend itself to research and I am personally inclined to research so I decided to move to Connecticut College in America, which allows me the opportunity to study for one year in Cambridge as part of an exchange program. I had to drop a year in order to transfer, and during that time I worked at the Bangalore International School teaching French for MYP, English as Second Language to Korean students, teaching football, assisting in Theory Of Knowledge (TOK) classes and learning Spanish, music and photography.”

Isha Jhaveri:

“MGIS is an unforgettable experience of learning and acquiring knowledge through extraordinarily original yet fantastic ways of learning. It not only opened new doors but taught us how to glide through the journey of life by making us not only students but by making us composed, aware, sensitive, pensive †and responsible human beings.†(Isha is doing a B.Com degree and got the highest scores in the history of her college).”

Sunaina Shah:

“I took a year off and have been pursuing a childhood dream, that of traveling the world. MGIS gave me the courage and self confidence required to break away from the mould and do something I really wanted to do. During the year, I went to Cambridge Summer School and did well, learnt Spanish in Spain, worked in a Kibbutz in Israel, lived in Bangalore learning the flute for two months with the money I earned…And now I’m focusing on the Entrance exams for Architecture Schools in India. I feel so fulfilled and happy! I know that no matter what, I can survive.”

Meenakshi Makwana:

“I’m doing my BBA, parallel to my studies I’m working. Now, I earn for my family and I feel proud. I want to do an MBA and be hired in a good institution. In MGIS, I was on complete scholarship and during those seven years of schooling I’ve had the opportunity to develop qualities I had in me but were lying dormant. Working with people on projects, having free access to computers, having a platform to express myself…all these together have expanded my horizons, my knowledge and have made me clearer about my goals in life.”

Tasha Mangaldas:

“The IB course was very difficult and was in many ways a pre-university grooming. I think MGIS gave me the freedom to make my mistakes and learn from them, What I learnt went beyond academics and thats what I will take ahead with me. Also, the self discipline that came with the freedom I enjoyed in school, setting up my own work schedule, meeting deadlines…these are real life skills that will come in handy at any point of time.”

Avni Sethi:

“ I am currently studying at Shrishti College, Bangalore. Being in MGIS I learnt to make choices and take responsibility for those choices. In my previous school I was noticed as a dancer but it was sheer luck, I’m sure there were other more talented dancers who didn’t get noticed but in MGIS if you have it,  you get the platform to showcase it. Everyone does. I did and I’ve learnt to become very comfortable with myself.”

Anahita Sarabhai:

“I decided to come back to MGIS to assist the DP Theatre Arts teachers and I’m loving it! One thing I think I really owe to MGIS is my new found interest in teaching. If it weren’t for the impact the incredible teachers of MGIS made on me, especially in the last two years, I wouldn’t have known how important it is to have a real passion and love for a subject in order to teach it well. So one of my most recent goals is to teach theatre and make it a more prominent part of the education system in this city (and that of the country !!!).”

Sukruti Sayal:

“I am studying in the University of Bordeux. Earlier, I was studying in Law School but did not find it as intellectually stimulating as I thought it would be. So, I decided to work, I worked as the sub-editor of the first page of DNA, Ahmedabad.
In MGIS, I learnt to empathize and be open to others’ perspectives. When things don’t go my way, I have the patience to listen and to understand the “other’s” point of opinion. This is TOK applied in real life. I also learnt not to accept things at face value, to probe further, to pay attention to detail… These are valuable life skills.”

Malvika  Bhagwat:

” I’m doing my Bachelor in Fine Arts from FLAMES and it feels like an extension of MGIS! We have projects, group assignments, field trips, interviews and other activities which we have done as students of MGIS so it feels familiar and its easier for me to grasp difficult concepts faster. (Malvika came sixth in her university)”

Zuheir Desai:

“Being an MGISian, I am capable of communicating effectively and can hold my ground when I participate in a group discussion. Instead of just observing passively, I understand and participate in what is going on rather than simply observe what is going on. (Zuheir got 40 in his Diploma Exams but decided to reappear for a few papers to improve his grades and take the necessary time to work on his applications to top most universities)”

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Read about previous batches:

Class of 2007

Class of 2008

Class of 2009

The school invites all of you to come and see them

An overview of the films:

Blu Gene: (A film by Yatharth Shah, Tanveer Shah, and Yash Patel)

Synopsis:

Working on the theme of ‘Colours of India’, The students decided to portray the ubiquity of blue Jeans and how this western article of clothing has become a vital part of the wardrobe of India’s youth.

Filmmakers’ comments:

‘We felt that Blue is especially relevant to India, as during the British Raj, indigo was amongst India’s biggest exports. Furthermore, one of it’s principle uses, both then and now, was in the making of Jeans.‘

‘Through the entire process, we feel we’ve learned a lot- how to use camera, how to plan a shot, how to write a script; Basically the many different aspects of filmmaking. But also, general skills- we learned how important public relationships are, and how important it is to always be prepared and make plans well in advance.’

Click here to read a news-paper article covering the above film

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The Colourful Concrete: (A film by Amitesh Chaudry, Samvid Sheth, Aakash Brahmbhatt, Salma ranginwala)

Synopsis:

The film chronicles a day in the life of a foreigner as he spends time travelling around the city, seeing the many sights, eating lunch, and clicking pictures. Watch as these seemingly mundane events all culminate in forming his perception of the city.

Filmmaker’s Comments:

‘We worked on the idea of capturing the colours that represent the city of Ahmedabad and decided to use architecture as a medium in order to do so. That’s why we shot different buildings from different time periods, not only to depict the city’s palette of colours, but also to show the modernisation of its architecture.’

‘Doing this project changed our perspective about what Ahmedabad was and what it is now. It also taught us a lot about filmmaking, things like the suitable conditions for a shoot, how to write a script, the different factors that go into making a shot

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Today’s Special (Ashini Jagtiani, Rutvi Ajmeira, Anjali Bhavre

Synopsis:

Portraying the colours of India’s cuisine, the film is a documentary about how a traditional Gujurati thali is made for an event. The students went into Mitakali gaam, recorded the entire process and interacted with all the cooks. This shows the audience a slice of life of villagers living within the heart of the city.

Filmmaker’s Comments:

‘It was such an educational experience, especially in terms of the film making process. I didn’t even know how to set up a tripod before this project. We learned all about script writing and camerawork and so on.’

‘What was difficult and also interesting about making a documentary was that although we had a basic script, while actually shooting and interacting with those people, there were a lot of unexpected changes that we had to adapt to.

Also, we learned how challenging it was to try and interact without coming across as intrusive or being a hindrance. Some of the cooks were quite hesitant to speak initially, and we had to really coax them into it’

- Ashini

It was also a new experience this time because we had to pretty much work without the aid of a script.’

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Super Tare Zameen par and Mini Tare Zameen par (Standard 8 and 9):

The two classes have been working closely with Mr. Bernard Marescot in learning the different aspects of the film-making process; everything from the budgeting process, to the proper methods of using a camera, to auditioning for roles and so on.

As a way to culminate this module, and try and apply what the students have been learning, they decided to recreate a particular scene from the film ‘Tare Zameen Par’. The idea was to have the students divide themselves into groups and actually work every element of the film entirely by themselves!

]]> http://www.mgis.in/2009/12/student-films-screening/feed/ 1 http://www.mgis.in/2009/12/the-students-take-up-recycling/ http://www.mgis.in/2009/12/the-students-take-up-recycling/#comments Fri, 11 Dec 2009 13:43:23 +0000 lissa.chazot http://www.mgis.in/?p=1131 At MGIS, a great deal of importance is placed on the enviournment and the issues that pertain to it in today’s day and age. This is done often by integrating various enviournmental concerns into classroom projects, or assimilating them into ongoing modules. However, one common green theme that persists every year, and ranges across classes and age groups, is the principle of striving to be as enviournment-friendly as we can in our own practices.

This year, this principle manifests itself in the school’s “recycling project”. Aiming to minimise the waste of fresh paper and promote recycling on campus, the project  involves students from a number of classes all contributing in their own way. For insance, some are working to put into place a system that segregates waste into that which can and cannot be reused. This task is supplemented by the data- regarding the usage of paper in various classes -that other kids are collecting and analysing through surveys, graphical plots, and statistics.

Apart from finding ways to improve the school’s work habits, students will also be involved in creating awareness about some of today’s major enviournmental hazards through role plays and by other means. The idea is not only to try and create change, but to also document the process thoroughly; so that at the end of the year, everyone can look back and reflect on the project as a whole. Evaluate the successes as well as the shortcomings, and ultimately, leave a foundation for future students to build upon.

The exchange will involve students from grade nine to eleven, who will be going to Mombasa from February 15th to March 2nd. Whilst there, the students will collaborate with 10 students of the Aga Khan academy in putting together a theatre piece that deals with Diaspora experiances (Kenyans of Indian descent, and the Kenyan/Sidi community in India)

As a part of the project, during the months leading up to the exchange, the students will be involved in conducting pertitant research. The Kenyan students will go out and interview members of the indian community, and similarly, our students will go out into Ahmedabad (and possibley other parts of the state) in order to interact with the Sidi communities. All of this research will be documented and will form the basis of the brainstorming process when the two groups meet and begin work on their theatre production.

Having completed the course, our teachers Seema Joshi, Ravinder Kaur, and Deepa Shah have been working to integrate more environmental-centric material into classroom activities and projects, so as to instill in students a greater sense of understanding and responsibility towards their surroundings. The teachers have been working with different batches of students on various projects all revolving around the contemporary issues regarding our environment: Sustainable development, global warming and so on.

The CEE recently acknowledged and applauded the three teachers by awarding each of them a ‘Gold Certificate’ for their contributions to the cause. All of us at the school are extremely proud of the wonderful work these teachers have done, and as other faculty members enroll and continue to participate in the Green teacher programme this year, we hope they will all come out equally industrious and determined to make a difference!

Facilitated by the British Council (for the Department for children, schools and families UK) in India, the ISA is an accreditation scheme that recognizes and rewards “good practice in adding an international dimension to the school curriculum”.

The award is judged on the basis of the range of international activity that takes place within a school year, and the winner is accredited for a whole three years. Here’s to the entire MGIS team and administration for the great work that has earned us this accolade!

Please note the List of Holidays between 20th November 2009 to 30th April 2010.

28 November 2009 – Saturday – Bakri Idd

25 December 2009 to 2 January 2010 – Christmas Vacation

14 & 15 January 2010 – Thursday, Friday – Uttarayan

26 January 2010 – Tuesday – Republic Day

12 February 2010 – Friday – Maha Shrivratri

27 February 2010 – Saturday – Idd e Milad

1 March 2010 – Monday – Dhuleti

28 March 2010 – Sunday – Mahavir Jayanti

Certificate of registration:

Students of grade 10 and 11 made short documentaries on disappearing street professions under the guidance of Bernard Marescot, an acclaimed French film producer. The films were entirely made by the students right from scripting, directing to editing. The article below chronicles the documentaries made as well as the student film makers.

Also, as we reported here, the film ‘Mahout’ has been nominated in the CMS Vatavaran Film Festival, New Delhi.  Janvi Karwal and Krina Prajapati, the directors, will be heading to Delhi on October 27 2009.

Furthermore, Mahout as well as a couple of the other films were recently screen – and extremely well received – at the National Institute of Design, as part of an ongoing film festival. The same set of films are also scheduled to be screened by the Shamiana short film club at the Darpana academy later in the month!

Some of the band members at their Jam room in school

As for the show itself, the band played a half-hour set which included several popular covers, and even two of their own original compositions. Whilst, their performance- along with the rest of the gig – was riddled with technical difficulties. This did little to deter them, and on the whole, the were largely well-received.

The school has always encouraged students with extra-curricular interests, and music seems to be burgeoning into an inherent part of the MGIS culture and student-life. The school’s previous band Experiment 7, which went on to become quite famous in the city’s music circles, also started off as merely a class-project, and the current band too have been provided with space and equipment so as to be able to practice on campus. We hope they continue to improve, and eagerly await their next performance!

Insomniac Dream is:

Aakash Sharma – Lead guitar
Anmol Jain – Bass
Shriraj Sagara – Vocals
Aayush Mehta – Rhythm Guitar
Parin Sanghvi – Drums

Using their own bodies, and a handful of props, the students create minimalist, symbolic images to represent some of the concerns of today: the peril of  the Iraq war, the struggles in aceh, Bhopal’s decadence, and so on.

The play was screened twice at MGIS, and then subsequently at the Darpana Academy on the 21st of July. The audience response at all the performances was great, and the play also received much favorable coverage from  the press:

Article one

Article two

Pictures from the play and preparations: