Schoolshi Process Book

Introduction
Schoolshi Process Book

Pronit Roy, 5/4/21
Schoolshi Process Book Page 1

Introduction
The Project
This project was very open ended and allowed
us to research a topic of interest and identify design
opportunities. Through rounds of iteration, we were
able to collect lots of research on our topic, narrow
our research down to an area we could design for, and
figure out exactly what the right message, people, and
way is for our design. The project concluded with
designing three pieces to tell the story of the system
we had worked to design.

Discovery
Phase I
The first phase of this project was the discovery
phase, here we identified our topics of interest
and conducted in-depth blended research. From
the research, we identified top facts and design
opportunities.

Discovery
Topic Ideation
To begin our topic selection, we were asked to 1. Sushi
list twenty areas of interest. These were sorted in 2. Baltimore Ravens football team
order of what we were most passionate about. My list: 3. Beluga whales
4. Dogs
5. Sea Turtles
6. Performance Art
7. Hawaii
8. The Museum of Modern Art
9. Roland TR-808 drum machine
10. Bering Sea Fishing
11. The Great Barrier Reef
12. Paris Fashion Week
13. Rei Kawakubo
14. Scuba Diving
15. Supercars
16. Switzerland
17. Electric Vehicles
18. Japanese stationery
19. Ambient music
20. Sunflower farming

Discovery
Topic Selection
We were able to gauge class interest in our
top three topics to help choose an area to research.
By doing this, I was able to find out that the class
was particularly interested in the topics of Sushi
and Beluga Whales, but not so interested in the
Baltimore Ravens.

Discovery
Sushi & Beluga Whales

Based on the class feedback, I decided to start my
research with two topics: Sushi and Beluga Whales. I
planned to start with basic research using Google and
Google Scholar to get a better understanding of these
two topics.

Discovery
Beluga Whale Threats

I started my research focusing on Beluga Whales Melting Sea Ice. Hunting.
and found out about the variety of threats to survival
that they face. These threats include noise from ships, Beluga Whales live in the cold waters of the Hunting has historically been a serious threat
melting sea ice, and hunting. Arctic, and as global warming causes more Arctic to Beluga Whale survival. In the St. Lawrence River
sea ice to melt, they face serious threats to their food in Canada, Beluga Whale populations have dropped
Noise from Ships. chain and species survival. from around 10,000 to 500 in less than a century,
hunting contributing significantly to this decline.
One of the greatest threats that Beluga Whales The Canadian Government even bombed some of
face is noise from ships. This noise can cause these whales in WWI and WWII, because they feast
behavioral disturbances and mask the whales’ on valuable cod.
communication signals. This problem is becoming https://doi.org/10.1036/1097-8542.YB040140
https://www.loe.org/shows/segments.html?programID=96-P13-
more serious as Arctic sea ice melts and more ships 00039&segmentID=7
https://www.worldwildlife.org/blogs/good-nature-travel/posts/ten-interesting-
are traveling through Beluga Whale waters. facts-about-beluga-whales
https://www.nationalgeographic.com/environment/article/melting-sea-ice-brings-
boom-and-then-bust-for-arctic-iconic-whales
https://www.theguardian.com/environment/2017/mar/26/shrinking-sea-ice-
threatens-beluga-whale-robin-mckie
https://www.highnorthnews.com/en/unprecedented-lack-refreeze-across-arctic-
ice-continues-melt
https://www.fisheries.noaa.gov/feature-story/potential-impacts-noise-endangered-
beluga-whales-cook-inlet
https://repository.library.noaa.gov/view/noaa/15979
https://asa.scitation.org/doi/abs/10.1121/1.1288938 Schoolshi Process Book Page 7
http://climatechangeconnection.org/impacts/ecosystems-impacts/wildlife-
impacts/#Beluga
https://arcticwwf.org/newsroom/the-circle/underwater-noise/infographic/
Discovery
Beluga Whale Behavior

Much of the initial research also focused on Family.
Beluga Whale behavior, and revealed lots about how
these whales communicate and live. Much like humans, Beluga Whales value family
ties, ancestral roots, and culture. They have even
Acoustics. demonstrated ability to pass down information, like
migratory patterns, through generations.
One of the main behaviors of Beluga Whales
is their acoustic activity; they make a wide range of These whales are also very social and regularly
sounds and have a vocal range including low to high interact with close kin, including close maternal
pitches and a variety of textures. Sailors even call kin, as well as more distantly related and unrelated
them “sea canaries.” individuals.
Beluga Whales do not have vocal cords, and

they make these noises using nasal sacs near their
blowhole. A Beluga Whale in captivity was even able
to use this technique to spontaneously learn how to
mimic human speech.
https://books.google.com/books?id=h4r7uW8RuAUC&lpg=PR1&ots=eZANVP_
kvS&dq=beluga%20whales%20and%20music&lr&pg=PA10#v=onepage&q&f=false
http://www.bbc.com/earth/story/20150120-mystery-squeaks-of-beluga-whales
https://www.sciencedirect.com/science/article/pii/
S0960982212010093?via%3Dihub
https://www.fau.edu/newsdesk/articles/beluga-whales.php
https://www.smithsonianmag.com/science-nature/culture-guides-belugas-annual-
odysseys-across-arctic-180968761/
https://www.sciencedaily.com/releases/2020/07/200710212233.htm
https://blog.nationalgeographic.org/2011/10/03/beluga-whales-are-beautiful-
yet-toxic/

Discovery
Beluga Whales and Mercury

One of the most interesting facts about Beluga
Whales was about how they are impacted by mercury
levels in the ocean. Ocean and air currents typically
pull mercury and other contaminants north, where
they accumulate in Arctic wildlife and people. Beluga
whales are contaminated with particularly high levels
of methylmercury, and when pregnant Inuit mothers
consume these whales and other mercury-tainted
foods, the effect can be seen in their children’s IQ
scores.
Beluga Whales in the Beaufort Sea of the Arctic

have even seen their mercury levels rising since the
1990s, a sign that this problem is only getting worse.
https://www.nationalgeographic.com/science/article/150327-inuit-mercury-
beluga-iq-canada-nunavik-arctic-faroe-islands
https://doi.org/10.1016/j.jmarsys.2007.10.004

Discovery
Sushi and the Environment

After researching about Beluga Whales for some
time, the switch was made to begin research about
sushi. Some of the earliest research into this topic
revealed sushi’s negative impacts on the environment.
The global sushi industry is largely responsible

for population declines in Bluefin Tuna, including
Atlantic, Pacific, and Southern Bluefin Tuna. The
current Pacific Bluefin Tuna population is only at just
2.6% of its historical size, and fishing levels are three
times higher than what is sustainable. Continuing
to exploit the oceans at the current pace could see all
fish stocks collapse, and no more sushi, by 2048.
https://www.worldwildlife.org/species/bluefin-tuna
https://www.worldwildlife.org/magazine/issues/winter-2017/articles/what-is-the- Schoolshi Process Book Page 10
environmental-impact-of-sushi
https://mainichi.jp/english/articles/20180804/p2a/00m/0na/016000c
Discovery
Sushi and Health

One prominent area of research related to Despite the many health risks associated with
sushi is the health effects that come with eating it. sushi, Japanese consumers have a poor awareness
One concern with eating sushi is the possibility of about the risks, and the health concerns are not an
contracting parasites, this is especially concerning inhibiting factor in their sushi consumption.
for pregnant mothers. Most U.S. OB-GYN doctors
believe that eating raw or undercooked fish during
pregnancy is not safe, even though thorough freezing
of fish kills parasites.
Microbiological contamination is also one of the

biggest issues faced by the packaged sushi industry
because it is very difficult to reduce microbiological
growth on sushi. Multiple strains of pathogenic
Aeromonas bacteria have even been detected in fresh
retail sushi. Despite these facts, the microbiological
quality of industrially processed sushi is higher than
that of freshly prepared sushi, because the quality of
freshly prepared sushi depends largely on the skills
and habits of the preparation cooks, which can vary. This photo shows an Anisakiasis worm in a piece
https://onlinelibrary.wiley.com/doi/full/10.1111/j.1863-2378.2009.01310.x
of salmon, this is one of the most common parasites
https://www.tandfonline.com/doi found in sushi. Infection from these worms is most
epub/10.1080/10408398.2020.1840332?needAccess=true
https://doi.org/10.4315/0362-028X-71.4.860 prevalent in Japan, which sees roughly 3,000
https://doi.org/10.3389/fmicb.2017.00931
cases annually.
https://onlinelibrary.wiley.com/doi/full/10.1111/j.1745-4506.2006.00021.x
https://www.washington.edu/news/2020/03/19/sushi-parasites-have-increased-
283-fold-in-past-40-years/
Discovery
Sushi and Gender

One of the most interesting facts found in
early research was how sushi relates to gender. It was
revealed that sushi chefs have primarily been male
throughout history because of traditional Japanese
gender roles. Because of this, women struggle to
be taken seriously in the industry. There is even a
Japanese proverb that claims that a woman’s hands are
too warm to make sushi.
https://www.mashed.com/204798/the-real-reason-there-arent-many-women-
sushi-chefs/
https://www.smu.ca/academics/name-119750-en.html
https://www.vice.com/en/article/nzk35g/women-still-struggle-to-be-taken-
seriously-as-sushi-chefs-in-japan
https://link.springer.com/chapter/10.1007/978-1-4419-0618-2_13

Discovery
Narrowing Down
In the process of doing initial research I was
able to find many more angles and interesting ways
of looking at the topic of Sushi over Beluga Whales.
This led to the decision to solely conduct research on
sushi moving forward.
The research moving forward was also more

in depth and examined the topic from a variety
of different angles, as I aimed to become a subject
matter expert in sushi.

Discovery
The History of Sushi

To develop a full understanding of sushi, I
started with its history. Sushi was developed in China
between the 5th and 3rd century BC as a way to
preserve fish with salt and rice. The earliest mention
of sushi was found in a Chinese dictionary around
200 AD. The food was introduced to Japan in the
7th century AD and evolved in the region around
Lake Biwa.
These pictured pieces of sushi are nigiri, and
Yohei Hanaya is considered the father of modern Yohei Hanaya is credited with inventing this form
sushi. In 1824 he started selling bite-sized nigiri sushi of sushi.
https://izzycooking.com/salmon-nigiri/
pieces from a sidewalk stand to busy people on the
go. His stand became an overnight success and the
nigiri sushi piece became a symbol of modern sushi.
https://doi.org/10.1111/j.1541-4337.2011.00180.x
https://books.google.com/books/about/The_Sushi_Book.
html?id=VaSAvKFLZCMC
https://books.google.com/
books?id=A96zFxJemHAC&printsec=frontcover#v=onepage&q&f =false

Discovery
The Popularity of Sushi

It’s no surprise that sushi is an extremely popular The last decade has even seen a large demand
food, in a matter of a few decades it has gone from a for ready-to-eat food products, including sushi.
traditional element of Japanese culture and cuisine, to Advanced Fresh Concepts Corp. runs 900 sushi
a global status cuisine. The cuisine is even commonly counters in supermarkets in the United States
cited as a successful, multi-directional product and Canada and posts more than $100 million
of globalization. in annual sales.
In the U.S. the number of businesses in the sushi

restaurant sector has increased every year from 2011
to 2019. This number experienced a slight dip in
2020 and is forecasted to rise in 2021. In the United
Kingdom, Pret A Manger started selling sushi in its
shops in the year 2000 and now sells approximately
25,000 to 30,000 of its “sushi deluxe” packs weekly. https://doi.org/10.1111/j.1745-4549.2008.00208.x
https://www.reddit.com/r/sushi/comments/9gb5ry/i_think_i_found_heavenlook_
http://followthethings.com/howsushiwentglobal.shtml
at_the_quality_and/
https://doi.org/10.1111/j.1541-4337.2011.00180.x
https://www.statista.com/statistics/1178964/number-of-sushi-restaurant-industry-
businesses-us/
https://doi.org/10.1111/j.1541-4337.2011.00180.x

Discovery
Sushi Variations
Sushi does not come as one form and the idea Maki. Oshi/Kansai.
that there is a rigid conception of what constitutes
sushi is contrary to the original idea of sushi. Some of Maki is one of the most common forms of sushi. Oshi or Kansai style of sushi developed in
the variations are discussed here. It is sushi that is wrapped and rolled with seaweed, Osaka in the early 1800s around the birth of modern
and it was developed in 13th century Kyoto temples sushi. This style is pressed into a box shape with
Spam Masubi. by buddhist monks. rice and fish.
Spam Masubi is a style of sushi from Hawaii

which utilizes grilled Spam, rice, and seaweed.
https://books.google.com/books?hl=en&lr=&id=0ut9nOwsFegC&oi=fnd&pg=
PR1&dq=tamago+sushi&ots=oL-K4_0jFT&sig=68JVeaFm8dtT9RdyooGUCnigxuw#v
Edo. =onepage&q&f=false
https://books.google.com/books?hl=en&lr=&id=ccy_o8xh_BwC&oi=fnd&
pg=PA12&dq=sushi+etiquette&ots=15-4MPOpOD&sig=q2UQG10Oa8EnxZt3_
Around the birth of modern sushi in the early feW273NiXw#v=onepage&q=sushi%20etiquette&f=false
https://books.google.com/books?hl=en&lr=&id=RJxuV-0eT4UC&oi=fnd&p 1800s, one distinct style emerged from Tokyo http://kansai-odyssey.com/yoshino-sushi-osaka-oshizushi/
g=PR13&dq=sushi+in+space&ots=9pZq_z0OVH&sig=Uj_UvPckhgnEX2ksDVq0-
Wqu9TY#v=onepage&q=all%20sushi%20bars%20are&f=false called Edo.
https://www.thedailymeal.com/americas-most-ridiculous-sushi
https://sylviawakana.com/spam-musubi/
PR1&dq=tamago+sushi&ots=oL-K4_0jFT&sig=68JVeaFm8dtT9RdyooGUCnigxuw#v Schoolshi Process Book Page 16
=onepage&q&f=false
https://www.japancentre.com/en/recipes/1540-hoso-maki-thin-sushi-roll
https://books.google.com/books?hl=en&lr=&id=ccy_o8xh_BwC&oi=fnd&
pg=PA12&dq=sushi+etiquette&ots=15-4MPOpOD&sig=q2UQG10Oa8EnxZt3_
feW273NiXw#v=onepage&q=sushi%20etiquette&f=false
https://sushischool.jp/what-is-edomae-sushi/
Discovery
Sushi Variations (continued)

Gimbap. Temaki. Kazarimaki-sushi.
Gimbap is a style of sushi developed in Korea Temaki is a variety of sushi that is wrapped by Kazarimaki-sushi translated as decorative sushi
which utilizes rice wrapped in seaweed and differs hand in a cone shape. They are meant to be eaten by rolls or deco sushi, is a modern way of presenting
in certain ingredients such as the use of sesame oil hand and are not easy to handle with chopsticks. sushi rolls in a very creative way utilizing special
to season rice instead of vinegar. Meat is also often designs and dyes. This form of sushi originated from
found in gimbap. the Boso Peninsula of Japan.
=onepage&q&f=false
Kaburazushi. https://www.thespruceeats.com/temaki-hand-rolled-sushi-party-tips-2030925 https://ebookcentral.proquest.com/lib/gatech/reader.action?docID=4413778
https://resobox.com/event/kazari-maki-zushi-vol-6/
Kaburazushi is a traditional Japanese sushi,

introduced in the middle ages, which is made by
fermenting salted yellow tail, salted turnip, and
malted rice.

https://www.maangchi.com/recipe/gimbap
https://www.jstage.jst.go.jp/article/bbb/77/10/77_130550/_article/-char/ja/
https://www.nippon.com/en/japan-video/vi001020/turnip-sushi-and-pickled-
sardines-fermented-delicacies-of-kaga-and-noto.html
Discovery
The Sushi Chef

Becoming a sushi chef is a tough path that Sophisticated sushi chefs even change their Becoming a sushi chef, or working in the
traditionally requires tough on-the-job training plating arrangements in accordance with the seasons. sushi industry in general, is also a way for many to
characteristic of shokunin (artisan/craftsperson) It is no wonder that the presentation of sushi is the immigrate—U.S. consular offices in Japan grant more
training in Japan. The first one to two years of last thing a sushi chef learns to perfect; the approach than 1000 visas a year to sushi chefs, tuna traders,
apprenticeship usually involve menial labor and do he takes resembles that of an artist painting on a and other workers in the sushi business.
not involve making sushi at all. blank canvas. https://dash.harvard.edu/bitstream/handle/1/8852152/Feng06.html?sequence=2
The skill of the sushi chef is devoted to keeping

the fresh and natural flavor of the ingredients. In
some Western cuisines you can taste the skill of the
chef, but in sushi the chef ’s skills are hidden so the
consumer can fully taste the materials themselves.
Sushi chefs also spend a lot of time focusing on

details precise slicing for different types of seafood,
the combination of ingredients on the plate, and
even the presentation down to the interplay of
colors. Seasoned sushi chefs even say that sushi must
be arranged like a landscape; with only a few sushi
pieces, the composition must display the qualities of
simplicity, ephemerality, and humility.
https://link.springer.com/content/pdf/10.1007%2F978-1-4419-0618-2.pdf
https://books.google.com/books?hl=en&lr=&id=z0QHEAAAQBAJ&oi
=fnd&pg=PT33&dq=sushi+and+japan&ots=0-qKQVz1Bt&sig=gxmG-WhanA-
https://www.tripadvisor.com/LocationPhotoDirectLink-g1066450-d12787116-
5lEdKd6NnPZKJDeI#v=onepage&q=sushi%20and%20japan&-f=false
i356406531-Cooking_Class_Japan_Cross_Bridge-Meguro_Tokyo_Tokyo_Prefecture_
https://muse.jhu.edu/article/402343/summary
Kanto.html

Discovery
The Sushi Consumer

Japan. United States. Other Nations.
The sushi consumer varies depending on what In the U.S. the sushi consumer is very different In Norway, a study found that younger
part of the globe they are from. In Japan, sushi is than in Japan. Studies have suggested that Americans consumers report the most frequent sushi
more than just a way to satisfy hunger, it is a cuisine have an “internal ambivalence” toward their feelings consumption. This is the opposite from Japan,
that is connected to local identities. This makes sense, about sushi. They see it as both fashionable and where older consumers consume more sushi
considering that Japan is the only nation to take the strange, as well as both traditional and modern. Many than younger ones.
initial form of sushi (fermentation of rice together sushi consumers in the US also avoid unfamiliar
with fish—which existed in many parts of Southeast elements of the dish such as tobiko, which are small In India, and in the US, frequency of sushi
Asia) and refine it over the past thousand years. fish eggs. Some also struggle with the unfamiliar act consumption is a significant and substantial predictor
of eating raw food. of acceptance to eating insects—a food with low
Surveys have looked at the sushi preferences environmental impact and high protein content.
of Japanese consumers as well. A survey in Japan To engage American consumers, sushi in the
found that Japanese consumers rated chutoro as U.S. often reflects American consumers’ value of In Brazil, specifically Sao Paulo, people can
their favorite sushi. This is a portion of tuna belly creativity and innovation, with sushi chefs in America get some of the best sushi outside of Japan. This
with a medium range of fattiness between toro and filling sushi with a variety of ingredients from fruit to is largely due to the fact that this city has the
otoro, other types of sushi with less and more fat fish to even candy. These unique variations on sushi largest community of Japanese people living
respectively. This survey also found that Japanese are even sold as a ‘reverse-import’ into Japan and outside of Japan.
consumers enjoyed salmon sushi heavily. This was the sold to Japanese consumers as a playful take on their https://doi.org/10.1080/10454446.2015.1121434
https://doi.org/10.1016/j.foodqual.2019.01.013
top pick of participants aged 10–39 and got the more traditional cuisine. https://www.forbes.com/sites/katiesola/2016/06/17/the-most-popular-sushi-
https://uh-ir.tdl.org/bitstream/handle/10657/3518/MCDONALD- orders-in-major-u-s-cities/?sh=6f1165196dd7
votes from women than any other ingredient. THESIS-2016.pdf?sequence=1&isAllowed=y
http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=cph http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=cph
&AN=73162174&site=ehost-live&custid=git1 &AN=73162174&site=ehost-live&custid=git1
https://japantoday.com/category/features/food/japanese-diners-pick-their-8-
favorite-types-of-sushi

Discovery
Sushi and Etiquette

There is no correct way to eat sushi, but there are
certain interesting practices that people have when
consuming it. Sushi was originally created to be eaten
with fingers in bite-sized pieces as an early form of
fast food. Nowadays the cuisine is commonly eaten
with chopsticks and is not strongly associated with
fast food.
World renowned sushi chef, Nobuyuki “Nobu”

Matsuhisa, says that most people use too much soy
sauce on their sushi and dip their nigiri sushi rice-first Pictured above is a sushi roll with only one
into soy sauce. He claims that soy sauce is not very vegetable and no fish, these are generally some of the
healthy and contains lots of sodium and recommends most inexpensive sushi rolls you can buy.
that people dip the fish-side of their nigiri into soy
sauce so the sushi piece absorbs less. Ginger is also pictured next to the sushi above.
Ginger is meant to be eaten between sushi servings to
At sushi restaurants, sushi experts tend to cleanse and refresh the palate, it is not meant to lay
order more traditional rolls, which are often just on sushi pieces. This is something that many sushi
one or two types of veggies and no fish. These are consumers may be unaware about.
https://www.wabisabi.co.mz/product/cucumber-maki/
inexpensive and healthier alternatives to more https://www.shogunorlando.com/how-to-properly-incorporate-wasabi-and-
popular pieces of sushi. ginger-when-eating-sushi/
https://www.insider.com/right-way-to-eat-sushi-according-to-chef-2018-5
https://www.thrillist.com/eat/nation/an-expert-s-guide-to-cheap-sushi

Discovery
Sushi and Sashimi Grade

Sashimi grade or sushi-grade seafood is typically Onboard handling of sashimi-grade tuna comes
believed to be seafood that is safe to be eaten raw. with very strict guidelines, including how to properly
In the U.S. however, there is no standardized federal handle the fish and kill it to keep its body in pristine
regulation of ‘sushi-grade’ seafood, and many shape. Gulf of Maine Sashimi is a company striving
consumers improperly believe that something labeled to teach these sashimi grade handling methods to
sushi-grade can be eaten safely raw. These health fishermen in New England and maximize the value of
concerns with sushi also parallel concerns that led to their locally harvested fish.
regulation of the meat industry.
Despite these concerns, there are still strict

handling practices that ensure seafood is sashimi
grade. Unfortunately because of this, the seafood
served in most American sushi restaurants is typically
imported from Japan; the handling techniques that
make seafood sashimi grade are common practice
for Japanese fishermen, but not widely known in the
U.S. Seizi Imura, a sushi chef and restaurant owner
from Cambridge, Massachusetts, has even reported
being disappointed that he cannot use some of the
https://spccfpstore1.blob.core.windows.net/digitallibrary-docs/
best seafood in the world from Massachusetts because files/36/36be3734bb4dc774e25780b012ec5326.pdf?sv=2015-12-11&sr=b&sig=
ZodC65CxTC0kw2gFLw2ZXNR4PMJ8jI6dLEoMDPqrp3s%3D&se=2021-09-
local fishermen do not use sashimi grade handling 06T23%3A47%3A48Z&sp=r&rscc=public%2C%20max-age%3D864000%2C%2-
techniques for fish. 0max-stale%3D86400&rsct=application%2Fpdf&rscd=inline%3B%20
https://heinonline.org/HOL/P?h=hein.journals/dlr116&i=500 filename%3D%22Blanc_96_OnboardHandlingTuna.pdf%22
https://www.nationalfisherman.com/northeast/local-sushi-building-markets- https://gmri.org/projects/gulf-maine-sashimi/
sashimi-grade-us-seafood https://diygabl.tumblr.com/post/173386318337/what-does-sushi-grade-fish-
actually-mean

Discovery
Sushi and Rice

Contrary to popular belief, the heart and soul of Rice for sushi should meet three criteria: it
sushi is the vinegared rice called sushi meishi, not the should have a glowing luster (tsuya), a pleasant
fish. If the rice is not cooked right, not only will the stickiness (nebari), and the correct taste (aji).
taste of a sushi piece be altered, the piece may even Complaining about the quality of the rice at a sushi
come apart before you place it in your mouth. restaurant will usually be taken very seriously.
Sushi is typically made using Japanese or To make the rice for sushi, typically an electric
Japonica rice, a short-grained rice cultivated in Japan. rice cooker is used. Nowadays, even tiny sushi
Much of the world eats long-grain rice and has for a restaurants use a rice cooker, a device which has
very long time, but the Japanese have been cultivating revolutionized Asia.
and eating short-grained rice. This short-grained rice
contains more cellulose and is stickier, which makes
sushi possible. Some popular variations of this rice are
Koshihikari, Sasanishiki, and Akitakomachi. Japonica
hybrid rice varieties also exist to make sushi. These
are not the traditional rice used for sushi and are
cultivated outside of Japan; but they taste reasonably
close to Japan-grown rice and are typically cheaper.
Eminokizuna is a also new rice variety bred to be a https://books.google.com/books?hl=en&lr=&id=0ut9nOwsFegC&oi=fnd&pg=
non-glutinous rice suitable for sushi. =onepage&q&f=false
https://books.google.com/
https://rices.com.vn/products/Japonica-Rice.htm
books?id=A96zFxJemHAC&printsec=frontcover#v=onepage&q&f =false
https://ebookcentral.proquest.com/lib/gatech/reader.action?docID=4413778
=onepage&q&f=false
http://www.naro.affrc.go.jp/english/laboratory/carc/files/CARC_Report_
Summary_05_1.pdf Schoolshi Process Book Page 22
Discovery
Sushi and Mislabeling

Mislabeling, when one fish species is served
under the guise of another, is a big problem in the
sushi industry. Studies have indicated that sushi
restaurants can be associated with very high levels
(>70%) of fish species substitution. Lower levels
of substitution were seen in the European Union
versus in North America. Seafood mislabeling in
general is a prevalent issue in the domestic and
international fish trade. DNA barcoding is becoming
an increasingly popular tool to identify mislabeled
products, and studies using it have found mislabeling
rates to typically be lowest at grocers and highest
at restaurants. Seafood mislabeling studies in the
Honolulu, Hawaii area even found that sushi bars
had the highest rate of mislabeling, followed by
restaurants and grocers.
Translation issues have also been a cause

for mislabeling. Sushi products in Hong Kong
are occasionally mislabeled with higher rates of
mislabeling happening in English than Chinese.
English labels translated from Japanese had an
especially high rate of mislabeling.
https://peerj.com/articles/1891/
https://conbio.onlinelibrary.wiley.com/doi/full/10.1111/cobi.12888
https://doi.org/10.1016/j.fsir.2020.100154
https://doi.org/10.1016/j.foodcont.2018.11.008 Schoolshi Process Book Page 23
Discovery
Sushi and Immigrants in the United States

Many of the sushi restaurants in the U.S. are The Japanese Ministry of Agriculture has even
owned by Chinese immigrants. This is due to several estimated in the past that only about a tenth of
factors including that customers are willing to pay Japanese restaurants in the U.S. were run by people
more for Japanese cuisine which has a reputation of of Japanese descent. And a survey of 33 Japanese
being trendy and refined, versus the cheap outlook restaurants in the Washington D.C. area revealed that
which often comes with Chinese food. Japanese, only six were Japanese owned.
https://www.washingtonpost.com/news/wonk/wp/2016/09/29/the-fascinating-
Vietnamese, and Korean immigrants have also story-behind-who-opens-sushi-restaurants-and-why/
historically taken advantage of this. In the 1980s,
Japanese, Vietnamese and Korean immigrants began
opening Japanese restaurants outside of major cities
in the U.S. to take advantage of Americans’ growing
appetite for the food. As Japanese cuisine soared in
popularity in the U.S. demand grew but high wages
in Japan meant that Japanese chefs only immigrated
to the states to work at the top restaurants often in
major cities. This created an opening for Chinese
American and other immigrants to open Japanese
restaurants in many parts of the U.S.
https://www.washingtonpost.com/news/wonk/wp/2016/09/29/the-fascinating-
story-behind-who-opens-sushi-restaurants-and-why/

Discovery
Sushi and the Law

A surprising angle of research was sushi’s There is also a highly poisonous type of sushi
connection to the law. One large connection is the called Fugu; it is sushi made from pufferfish and
sushi industry’s involvement with illegal fishing. In contains fatal poison which has to be removed
the U.S. 20–32% of wild caught seafood imports are carefully before consumption. It is rarely available
illegal, unreported, and unregulated (IIU) products. outside of Japan and Japanese sushi chefs must obtain
Global losses to IIU fishing are estimated to be worth a special certification to prepare and serve fugu. These
$10–23.5 billion and involve 11–26 million tons of chefs must train for at least three years and take a test
seafood. A significant amount of this seafood ends up that only 35% pass. Eating fugu from an unlicensed
in the global sushi industry. chef can be fatal, and between 2006 and 2015, 10
people died from eating the fish—most of whom
Pictured above is the highly poisonous fugu sushi.
There are also types of sushi that are illegal to had prepared it themselves. The Japanese Ministry https://www.openrice.com/en/hongkong/p-hikari-japanese-cuisine-p1524293
serve. Whale meat is illegal to serve in the U.S. and of Health even reports that about half of all food
Hump sushi restaurant in Santa Monica, CA was shut poisoning deaths in Japan come from eating blowfish
down in 2010 and had its chefs and owners charged (fugu). In 2016, police in Osaka arrested eight
with crimes for illegally serving whale meat off-menu people, including a restaurant manager, on suspicion
to customers. of illegally serving fugu.
https://spendmatters.com/2017/04/19/fish-fraud-mislabeled-sushi-supply-chain- https://link.springer.com/content/pdf/10.1007%2F978-1-4419-0618-2.pdf
traceability/ https://www.theguardian.com/world/2016/aug/05/last-supper-japan-killer-puffer-
https://www.latimes.com/local/lanow/la-me-ln-sushi-chef-whale-meat-20150518- fish-fugu
story.html https://www.nippon.com/en/column/g00468/
https://www.tokyoreporter.com/japan/osaka/osaka-cops-arrest-8-in-poisonous-
pufferfish-probe/

Discovery
Sushi and Culture

Sushi is a food that has strong ties to culture.
The acceptable tastes for sushi deliver regionally and
the cuisine has adapted to various cultural norms
around the world. Also, because of the amount of
cultural heritage immersed in the production and
consumption of sushi, it has been able to retain its
Japanese identity while having its image transformed
to become “cool,” “modern,” and globally accepted.
Because of Japan’s long and close industrial

and cultural relationship with the US, its culture
including sushi, has penetrated essentially
all American children’s lives consciously and
unconsciously. Furthermore, America’s fusion of sushi
has similarities to the fusion of sushi in Japan. This
makes it very likely that sushi will continue to evolve
and reinvent itself depending on the different cultures
to which it is introduced.
https://nathanaelb.com/apps/folio/documents/GlobalSushi.pdf
https://ssrn.com/abstract=2603315
https://scholarworks.wmich.edu/cgi/viewcontent.
cgi?article=3431&context=reading_horizons
http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=cph
&AN=73162174&site=ehost-live&custid=git1

Discovery
Selecting Top Facts

I selected three facts that I thought were the
most insightful from my research into sushi. I
would go on to use these facts in my search for
design opportunities.
1. Population declines for Bluefin Tuna 2. The seafood served in most American sushi 3. The acceptable tastes for sushi deliver
(including Atlantic, Pacific, and Southern Bluefin restaurants is typically imported from Japan. The regionally and the cuisine has adapted to various
Tuna) are driven largely by the demand created handling techniques that make seafood sashimi cultural norms around the world.
from the global sushi market. The Pacific Bluefin grade are common practice for Japanese fishermen,
population is currently at just 2.6% of its historic but not widely known in the US.
size, and fishing levels for them are 3 times higher
than what is sustainable.

Discovery
Gauging Class Interest

I was able to share my top facts with the class to
gauge interest and help me understand which facts
were most insightful for the most amount of people.
The feedback I got allowed me to rank my top three
facts in order of most to least interest.
1. The acceptable tastes for sushi deliver 2. The seafood served in most American sushi 3. Population declines for Bluefin Tuna
regionally and the cuisine has adapted to various restaurants is typically imported from Japan. The (including Atlantic, Pacific, and Southern Bluefin
cultural norms around the world. handling techniques that make seafood sashimi Tuna) are driven largely by the demand created
grade are common practice for Japanese fishermen, from the global sushi market. The Pacific Bluefin
but not widely known in the US. population is currently at just 2.6% of its historic
size, and fishing levels for them are 3 times higher
than what is sustainable.
This fact received the most interest from the This fact received mixed interest from the class, This fact received the least interest from the
class, people seemed curious about how sushi differs some were intrigued, but others were not as interested class, nobody was too surprised about overfishing and
around the world in different cultures. as they were in the top fact. population declines in the oceans.

Planning
Phase II
The second phase of this project was the
planning phase, here we took our top facts from
research and worked to identify design opportunities.
We iterated to come up with the right message, right
people, and right way for our design.

Planning
The Big Three

The Big Three refers to the right people, right
message, and right way for our designs. We worked
through an iterative process to come up with the best
Big Three that we could.

Planning
Big Three Ideation

To start ideating for the Big Three, I used my 1. 2.
three top facts from research, added two more facts, Right message: Be proud of your culture and Right message: An explanation of the
and came up with a right message, people, and way native cuisine. techniques required to handle fish to make it
based on each fact. Right people: Immigrants living in the US. sashimi grade.
Right way: A fair where immigrants from Right people: US Fishermen.
different countries can make sushi rolls using their Right way: Signs placed on fishing vessels.
native ingredients and flavors, and share with others. Fact: The seafood served in most American sushi
Fact: The acceptable tastes for sushi differ restaurants is typically imported from Japan, because
regionally and the cuisine has adapted to various the handling techniques that make seafood sashimi
cultural norms around the world. grade are common practice for Japanese fishermen,
but not widely known in the US.
3. 4. 5.
Right message: We need to take action and stop Right message: You are welcomed in this Right message: Benefits of eating insects: highly
the destruction of Earth’s natural landscapes. country and we want to help you start a new life here. nutritional and low environmental impact.
Right people: People who enjoy eating sushi and Right people: New Chinese immigrants coming Right people: People who enjoy eating sushi and
care for the environment. to the US in search of new opportunities. trying new foods.
Right way: Sushi fundraiser for causes Right way: An organization teaching these Right way: Restaurant serving sushi rolls made
opposing deforestation, oil and gas development, new immigrants the skills needed to work in a sushi using insects in some way.
climate change, and other factors which lead to the restaurant and connecting them with other Chinese Fact: Frequency of sushi consumption is a
destruction of natural landscapes. Sushi that is sold immigrants who own these restaurants to place them significant and substantial predictor of acceptance
should be arranged in ways that emphasize the beauty in good jobs. to eating insects—a food with low environmental
of Earth’s landscapes. Fact: Many of the sushi restaurants in the US are impact and high protein content.
Fact: Seasoned sushi chefs say that sushi must owned by Chinese immigrants. This is due to several
be arranged like a landscape; with only a few sushi factors including that customers are willing to pay Schoolshi Process Book Page 31
pieces, the composition must display the qualities of more for Japanese cuisine which has a reputation of
simplicity, ephemerality, and humility. being trendy and refined, versus the cheap outlook
which often comes with Chinese food.
Planning
Class Feedback
I was able to share my top Big Three idea with
the class and receive feedback.
1.
Right message: Be proud of your culture and The feedback I received informed me that
native cuisine. my right message and right people were working
Right people: Immigrants living in the US. together, but the right way was not strong enough
Right way: A fair where immigrants from yet. Asking immigrants to make sushi felt like a
different countries can make sushi rolls using their solution which was too prescribed; we were after new
native ingredients and flavors, and share with others. and unique solutions.
Fact: The acceptable tastes for sushi differ
regionally and the cuisine has adapted to various
cultural norms around the world.

Planning
1. 2.
Big Three Refinement Right message: Don’t be ashamed of your native
culture and cuisine; celebrate it and learn about the
Right message: Celebrate your native culture
and cuisine as a family, and expand your worldview
Based on the feedback I had received, I cultures of others. by learning about other immigrant cultures who are
decided to come up with five new Big Three sets, Right people: Children of immigrants from low represented in the United States.
all stemming from the same fact and spreading income households. Right people: Middle class immigrant families
a similar message. In these sets, I also tried to be more Right way: A food truck driving to schools with children living in the US.
specific, especially when describing the right people. and teaching about different immigrant cultures by Right way: A family cooking classes where
feeding students sushi prepared in different ways with families can learn to make their own version of sushi
different ingredients. together, and share with everyone in attendance after
Fact: The acceptable tastes for sushi differ finishing.
regionally and the cuisine has adapted to various Fact: The acceptable tastes for sushi differ
cultural norms around the world. regionally and the cuisine has adapted to various
3. 4. 5.
Right message: Don’t lose your heritage and Right message: Celebrate your native culture Right message: Be proud of your native culture
culture in the United States, celebrate it and share it and cuisine as a family, and expand your worldview and cuisine; celebrate it and learn about the cultures
with others. Take advantage of the melting pot you by learning about other immigrant cultures who are of others.
live in, and also learn about others’ cultures. represented in the United States. Right people: Children of immigrants.
Right people: Immigrant families living in Right people: Hard-working immigrant families Right way: An amusement park exhibit
the US. with children living in the US; any parents or celebrating different immigrant cultures by preparing
Right way: A sushi restaurant with a rotating guardians in these families working at least one job. and offering guests sushi made with different
menu where all the rolls are made from recipes of Right way: A Community cookout every techniques and ingredients from across the globe.
immigrants living in the community. People eating at weekend where immigrant families can share their Fact: The acceptable tastes for sushi differ
the restaurant should have an opportunity to submit own interpretation of sushi. regionally and the cuisine has adapted to various
their own recipes. Fact: The acceptable tastes for sushi differ cultural norms around the world.
Fact: The acceptable tastes for sushi differ regionally and the cuisine has adapted to various Schoolshi Process Book Page 33
regionally and the cuisine has adapted to various cultural norms around the world.
Planning
Class Feedback SWOT Analysis: Food truck right way
Again, I was able to share my top Big Three idea Strengths Weaknesses
with the class to receive feedback. The main feedback
was that the right way for my design still needed
work, a food truck is not the best way to approach
Food truck Food truck is
children of immigrants from low income households.
allows these students too expensive for low
I had to also do more research about exactly who
to try sushi from income households,
needed the right message the most, to finalize the
different cultures. and children may
right people for this design.
not want to try new
foods at a food truck.
The SWOT analysis pictured here helps plot out
the strengths, weaknesses, opportunities, and threats
of the food truck idea for my right way. There are
Food truck Food trucks may
too many weaknesses in this idea, and it needed to
could provide a have negative stigma
be changed.
fun way for these around them, unsure
children to learn if people would want
1.
about new cultures. to eat sushi from a
Right message: Don’t be ashamed of your native
food truck.
cultures of others.
Right people: Children of immigrants from low
Opportunities Threats
income households.
Right way: A food truck driving to schools
and teaching about different immigrant cultures by
feeding students sushi prepared in different ways with
different ingredients.
Planning
Additional Research From reading dozens of personal stories on the

lunchbox moment, I found out that Asian-American
One Asian-American mother from Texas
even explains that the anxiety from her childhood
In order to finalize my right people and right children typically experience their first lunchbox lunchbox moments followed her to motherhood
message, additional research had to be conducted. moment in elementary school. But this shame for and impacts how she approaches packing her kids’
First, I wanted to know who needed this message the their ethnic cuisine can stay with these kids for a long lunches.
most, so I researched when people felt shame about time. A study on college students found that social
their native culture. Second, I wanted to know when pressures cause some immigrants and their children It was clear to me that the lunchbox moment
people would likely eat sushi from different cultures, to choose American foods over traditional fare. The was a big problem, so I was especially interested in
so I researched food psychology and where people study found that the threat of appearing un-American one story which ended up having a positive outcome.
specifically try new foods. Some of the findings are influenced Asian-American college students’ food A Filipino-American immigrant tells the story of a
discussed here. choices. time in kindergarten when he was very embarrassed
because his mom brought traditional Filipino food
When researching where people feel shame Mei Fong, a mother and an immigrant to the for the class, but was surprised to find that all the
about their native culture, I immediately came across U.S. from Asia, experienced the lunchbox moment kids enjoyed the food and happily ate it. This was
dozens of stories from Asian-Americans who have for the first time through her 6 year old son. Mei especially interesting to me because I believed the
all felt shame about their native cuisine—usually in writes about sending her 6 year old son to school lunchbox moment could be overcome if children
a school cafeteria. This experience is so popular, in with oxtail, one of his favorite ethnic dishes. She could taste the ethnic foods they think are gross.
fact, that it has been called the “lunchbox moment.” comes to find out that he hadn’t finished it because https://hellogiggles.com/lifestyle/lunch-box-moment-anxiety-childhood-to-
motherhood/
The lunchbox moment is identified as a negative his friends at school called it stinky and that some https://www.chicagotribune.com/dining/ct-food-immigrant-food-and-childhood-
influencer to one’s sense of ethnic/racial identity. One of the bullies tormenting her son for his ethnic food 0801-story.html
respondent in a study explains that this is a typical were Chinese immigrants themselves. A conversation
experience for children of color and specifies that “my with one of their mothers revealed that the child’s
mom would pack some kind of Korean food or rice father is a first-generation Chinese immigrant who
and they [peers] would just be like, ‘Oh my God, had once been teased in school for his lunches, and
that’s so gross. What is that?” did not risk the same happening to his children. Her
https://www.nbcnews.com/video/voices-lunch-box-moment-677883971990
https://www.nytimes.com/interactive/2014/09/21/opinion/sunday/exposures- story is an interesting look at the wide impact of the
children-immigrant.html
https://deepblue.lib.umich.edu/handle/2027.42/149642
lunchbox moment. Schoolshi Process Book Page 35
https://consumer.healthday.com/vitamins-and-nutrition-information-27/food-
and-nutrition-news-316/immigrants-eat-american-junk-food-to-fit-in-study-652584.html
https://www.nbcnews.com/think/opinion/my-son-was-mocked-his-stinky-ethnic-
lunch-then-we-ncna822711
Planning
Additional Research (continued)

When researching where people try new
foods, I came across a study which concluded that
introducing unusual foods in a setting in which
other people are eating the foods seems to encourage
some people to overcome their reluctance to try new
foods. Social facilitation allows for conditions under
which neophobia weakens and is replaced by more
adventurous eating activities.
With this data, I was able to get closer to

finalizing my Big Three. I left the right message
relatively unchanged. I knew the right people had to
be Asian-American elementary school children, the
group that first experiences the lunchbox moment.
And I knew that the right way had to involve these
children trying new foods in a group setting, where
they will be least reluctant to trying new things.
https://www.tandfonline.com/doi/full/10.1080/10454440903413316

Planning
New Big Three

Based on my additional research, I wrote out my
new Big Three for my design.

cultures of others.
Right people: Children of immigrants from
South or East Asia attending public elementary
schools in the United States.
Right way: Organization visiting public
elementary school cafeterias during their lunch break
to teach kids about immigrant cultures and feed them
sushi as a way for them to try flavors and ingredients
that are native to different cultures around the world.

Planning
Class Feedback
I was able to present my new Big Three for
the class and receive feedback. The main feedback
I got was that the right way was not working yet,
elementary school cafeterias are crazy and trying to
teach in there would be a tough situation. I was also
informed that teaching these children during lunch
may not be the most engaging way for them to learn.
I had to do more research into a new right way, and
I also had to do more research into the right people,
and whether to narrow it down to specific grades of
an elementary school.

cultures of others.
schools in the United States.
Right way: Organization visiting public
elementary school cafeterias during their lunch break
to teach kids about immigrant cultures and feed them
sushi as a way for them to try flavors and ingredients
that are native to different cultures around the world.
Planning
Additional Research I started to come across more examples of

successful elementary school cooking programs
Studies have even proven the benefit of cooking
classes for all ages, saying the classes are associated
I knew the design had to allow children to learn around the country. At Sylvan Rodriguez Elementary with improved attitudes, self-efficacy, and healthy
about new cultures and cuisines, and to taste them in in Houston, first through fifth graders attend dietary intake in adults and children. Research on
a group setting. This led me to think about a cooking gardening on Mondays, nutrition on Tuesdays children, specifically, showed that youth who cook
class for elementary school students, and I began and cooking on Thursdays, each a 55-minute class at home have a greater sense of self confidence and
researching the feasibility of this. that’s part of their core curriculum. Thursdays in feeling of contributing to their families. They also
particular are “always exciting,” said Paola Tello, an spend time cooking instead of engaged in screen
It turns out that cooking classes are actually instructor for Recipe for Success, which administers time. A review on studies using cooking education
increasing in popularity in elementary schools around the program. Another national program is Common on children (aged 5–12) also found that cooking
the U.S. In Champlain Elementary in Vermont, all Threads, a nonprofit organization bringing nutritional programs may positively influence children’s food-
students rotate through a monthly cooking class tied and culinary education to schools nationwide. They related preferences, attitudes, and behaviors. Research
to a federal initiative called Harvest of the Month, have in-school and after-school programs designed to published in the Journal of the Academy of Nutrition
promoting local, seasonal foods in the classroom. teach Pre K–8th Grade students about nutrition and and Dietetics even stated that children who engaged
Another program called CookShop is a federally healthy cooking. in handling foods, have less fear of food and greater
funded nutrition education program of the Food acceptance of eating a variety of foods.
Bank For New York City, and it has run cooking There are many good reasons that these classes
classes in New York City public schools since 1994. are gaining in popularity, cooking with children in This research highlighted the importance of
schools promotes the lifetime skill of healthy cooking cooking classes in elementary schools, and how these
Advocates in support of cooking classes in starting at a young age. Deborah Kane, director of classes can even change children’s food behaviors and
elementary schools say they are raising a new the USDA’s Office of Community Food Systems, be a tool to fight against the lunchbox moment.
generation of home cooks who are confident in their oversees the national Farm to School program and https://link.springer.com/content/pdf/10.1186/s40795-019-0293-8.pdf
https://kers.ca.uky.edu/core/reports/Story/s/6817
skills and well-versed in the language of cooking, even says “we are absolutely seeing greater use of https://pubmed.ncbi.nlm.nih.gov/24845782/
nutrition, and the food system at large. cooking classes as an educational tool in schools https://kers.ca.uky.edu/core/reports/Story/s/6817
https://www.epicurious.com/expert-advice/kids-cooking-classes-elementary-
school-article across the country, particularly when it comes to
teaching nutrition education.”
https://www.epicurious.com/expert-advice/kids-cooking-classes-elementary-
school-article Schoolshi Process Book Page 39
https://www.commonthreads.org/programs/
https://healthy-food-choices-in-schools.extension.org/cooking-with-kids-in-
schools-why-it-is-important/
Planning
Additional Research (continued)

I knew I wanted to move forward with an
elementary school cooking class, but had to do
more research to decide whether some grades
should be excluded.
A guide to cooking skills by age recommends

that children aged 5–7 can be introduced to small
sharp cutting tools and trickier techniques used
in food prep. This allowed me to feel comfortable
with designing a cooking classes for all grades in
the elementary school, because even the youngest
students would be able to use basic equipment to
prepare meals.
https://www.bbcgoodfood.com/howto/guide/guide-cookery-skills-age

Planning
The Best Big Three SWOT Analysis: Elementary school cooking class
Using the additional research, I was able to Strengths Weaknesses

come up with my strongest Big Three yet. A SWOT
analysis is used here to show the strengths of the
right way.
A cooking class Cooking class
allows these children needs to teach
Right message: Embrace your native culture and
to learn about new cultures properly and
cuisine without shame, and learn about and celebrate
cultures and cuisines effectively for this
the different cultures that others come from.
in a fun way. to work.
schools in the United States (aged 6–12 yrs).
Right way: Cooking classes held in elementary
Cooking classes A portion of
schools where students make sushi using ingredients
allow children to schools may not
and methods native to different cultures, while
develop more positive have facilities for
learning about these cultures, and get to share the
and inclusive food a cooking class,
food with their classmates.
behaviors, attacking the class should be
the lunchbox adaptable so it
moment problem can be held in a
at the root. school cafeteria.
Opportunities Threats

Planning
Designing the System

With the Big Three finalized, I began to design
the system around the elementary school cooking
class (my right way).
The first iteration of this planned to have the

cooking class be a federally funded initiative for
public elementary schools around the country. A
stipend for fresh local ingredients would be sent to
the schools along with some base materials to get the
program started.
The class itself would meet weekly for all

students (1st through 5th graders), and the difficulty
of the information, recipes, and techniques taught
should increase for older students. The class should
also be tailored so it can be held in a culinary
classroom or cafeteria kitchen depending on the
resources of the school.

Planning
Class Feedback
I was able to discuss the system around my right
way with the class and receive feedback. The main
feedback I received informed me that this program
should not be federally funded. The U.S. government
trying to teach about other cultures will probably not
go well. I realized that I was missing an opportunity
to involve foreign embassies into this program so they
can make sure their native cultures are being taught
in proper ways.

Planning
System Around the Right Way

Using the class feedback, I was able to finalize
the system around the right way for my design.
The cooking class would now be sponsored

by embassies of other countries in the U.S. These
embassies would have a direct hand in making sure
that their cultures and recipes are properly taught
to the children.
The class would still remain a weekly class for 1st

through 5th graders, with techniques and materials
being easier for younger students and harder for older
students. All students would get to work with knives
to practice skills, smaller children-friendly knives
would be used for 1st graders, but all other grades
would use small adult knives for any cutting required.
The class would also still be held in a culinary

classroom or school cafeteria kitchen depending on
the resources of the school.

Planning
The Creative Brief

The creative brief is the culmination of phase
II of this project. The brief is based on all the
iterations of the Big Three that took place during the
planning phase. As the Big Three were being changed
iteratively throughout the planning process, the
creative brief was also being changed.
The brief contains nine sections: background

summary, overview, drivers, audience, competitors,
tone, message, visuals, and details. The nine sections
of the final creative brief are laid out over the next
nine pages, and provide a collection of information
which will go on to inform future design decisions.

Planning
Final Creative Brief– Background Summary

Sushi is truly a global cuisine, although it
is associated with Japanese culture, the food has
adapted to various cultural norms and tastes around
the world. Even in Japan itself, sushi changes forms
and flavors based on the different regions it exists in.
Sushi in the US has taken on a life of its own and
often reflects the values of creativity and innovation
that are important for American consumers.
Americanized sushi has also started being imported
back into Japan as a playful take on a traditional dish.
These facts make sushi the perfect food to celebrate
the many cultures and cuisines of immigrants living
in the United States.

Planning
Final Creative Brief– Overview

Sushi is a dish which ties together so many
different cultures, and all these cultures have their
own take on the dish. In the world we live in,
immigrants are often seen with much fear and hate
because their cultures are misunderstood. Specifically
in elementary schools around the US, children of
immigrants are often ridiculed for the food they
bring to lunch, and this leaves many with shame
surrounding their native cuisine. Sushi can become
the vessel to promote cultural exchange between these
children and help dispel fears they have about each
other who they may not completely understand.

Planning
Final Creative Brief– Drivers

Objectives include:
1. Allowing children to make sushi using
ingredients and techniques native to different
immigrant cultures.
2. Teaching children about the cultures around
the ingredients and techniques they use.
3. Fostering cross cultural exchange by allowing
children to share their dishes with other kids.

Planning
Final Creative Brief– Audience

The audience is children of immigrants from
schools in the United States. They are in the 6–12
year age range, and being children of immigrants
means that they juggle their native culture with
seeming “American.” It is important for these
children to see their native cuisine enjoyed and
celebrated, so it is not something that they associate
with shame.

Planning
Final Creative Brief– Competitors

There is increasing popularity of cooking classes
in elementary schools, but very few focus on cross
cultural exchange between the students—none of
them use sushi as the vessel for this exchange.

Planning
Final Creative Brief– Tone Words

The three tone words for this design are Fun,
Authentic, and Proud. Pictured here are examples of
designs that evoke these tone words, these would be
very important to inform future design decisions.
Fun Authentic
https://www.trendhunter.com/trends/colorful-packaging-
design
Proud
https://99designs.com/blog/creative-inspiration/33-cool-
creative-packaging-designs/
https://worldbranddesign.com/loud-and-proud-
packaging-design-for-self-promoted-yarza-beer/

Planning
Final Creative Brief– Message

Embrace your native culture and cuisine without
shame, and learn about and celebrate the different
cultures that others come from.

Planning
Final Creative Brief– Visuals

Visuals should look fun, should appeal to
children with fun colors and icons. Some examples
are pictured here.
https://99designs.com/blog/creative-inspiration/33-
cool-creative-packaging-designs/
https://www.creativebloq.com/packaging/
inspirational-packaging-912837
https://blog.edisonnation.com/2015/06/10-creative-
packaging-designs-for-candy/ Schoolshi Process Book Page 53
Planning
Final Creative Brief– Details

Should be considered how elementary school
children will respond to the design, they are the
audience, and the design will have to teach about
cultures in a way that they will understand.

Planning
Final Creative Brief– Fact

The acceptable tastes for sushi differ regionally
and the cuisine has adapted to various cultural
norms around the world.
This is the fact from research that led to this

creative brief.

Create
Phase III
The third phase of this project was the create
phase, here we identified three pieces to design to tell
the story of our system, and then iterated to design
these pieces. The creative brief was used to help make
design decisions throughout this process.

Create
Three Deliverables
The three pieces I thought to design to tell the
story of my right way system were a recipe card
for students to follow while preparing food, an
ingredients bag which can contain some ingredients
required in class recipes, and a plating dish for
students to place their finished pieces of sushi on.

Create
Round 1
For the first round, I called the program “Sushi
in Schools” and began trying to design the three
deliverables. Many decisions had to be made such
as picking typefaces, picking a color palette, and
creating a logo.
I also rendered out two of the pieces to get a

better idea of how they would look in the real world.
The three round 1 deliverables are spread over the
next three pages.

Create
Round 1– Recipe Card Sushi in Schools

The round 1 recipe card had only one side,
Korean Edition
pictured here.
Gimbap
(Korean
Sushi)
recipe:
1. Cook rice and
combine with seasame oil.
2. Cook omelette and carrots on stovetop.
3. Boil spinach.
4. Spread rice on seaweed sheet.
5. Add vegetables on rice along with Radish Gimbap developed in Korea during Japanese
Pickle and Burdock Root. occupation after Koreans started adopting Japanese
6. Roll Kimbap using a rolling mat. foods such as sushi. The Koreans added their own
7. Slice into pieces and serve. flavors to the dish and Gimbap was born. A key
difference in Gimbap versus sushi, is that sushi is
typically seasoned with rice vinegar, but Gimbap is
seasoned with seasame oil

Create
Round 1– Ingredients Bag Sushi in Schools

For the round 1 ingredients bag, I designed the
front and back decals, and rendered how it may look
in the world.
Ingredients Bag
Korean Edition
Does not include any perishable ingredients

Contents
• Dried Seaweed Sheets

• Seasame Oil
• Yellow Radish Pickle (Danmuji)
• Edible Burdock Root (Ueong)
Fun Facts
• Seaweed is a very healthy food packed with vitamins and minerals.
It can also be one of the best sources of Iodine, which supports the
Thyro
• Danmuji is a pickled preparation of Daikon Radish which

originated in Japan, but spread to Korea under Japanese rule and is
an element of Korean cuisine today.
• Ueong is edible Burdock Root which is an incredibly

common ingredient in Korean cuisine praised for its numerous
health benefits.

Create
Round 1– Plating Dish Sushi in Schools

For the round 1 plating dish, I designed the top
Plating Dish
of the box and the plate surface, and rendered how it
may look in the world.
Korean Edition
Place Sushi Pieces Here

Create
Class Feedback Color Palette
I was able to share my round 1 with the class

and receive feedback. The main feedback I received
informed me that the name had to be changed, and
that the plating dish was not working.
The current name felt too boring to be engaging

for children, and one of the most helpful pieces of
feedback was to change the name to Schoolshi. I
loved this name, and was already looking for a clever
name which ties together school and sushi, this would
be the name for the project going forward.
I also knew I needed to come up with a third

deliverable to replace the plating dish. The dish did
not feel like something that belongs in an elementary
school, dishes are typically fragile, and children are
better off eating on paper plates.
The color palette was one element that did not

need to be changed, for it fit the three tone words of
fun, authentic, and proud, quite well. This palette is
pictured here.

Create
Final Three Deliverables

The final three pieces I decided to design to tell
the story of my right way system were the recipe
card which I planned for students to take home, an
ingredients bag, and a craft box which I also planned
for the students to take home with them.
The craft box would feature a native craft from

the culture that students are learning about, it would
be something they can explore further at home. By
allowing these students to take home the recipe card
and craft box, they get to keep a piece of Schooolshi
with them and some will likely be very interested in
the culture they are learning about and will want to
learn even more.

Create
Round 2
For the second round, I changed the name of the
program to Schoolshi, created a new design for the
third deliverable: the craft box, and added a second
side to the recipe card.
I also rendered out two of the pieces to get a

better idea of how they would look in the real world.
The three round 2 deliverables are spread over the
next three pages.

Create
Round 2– Recipe Card South

Korea
The round 2 recipe card had two sides, they are

pictured here.
Schoolshi Gimbap
Gimbap recipe:
3rd Grade Edition
1. Cook rice and combine with seasame oil.
Ingredients: 2. Cook omelette and slice into strips.
• 4 Dried Seaweed Sheets 3. Boil spinach and mix with seasame oil.
• 4 Yellow Radish Pickle (Danmuji) 4. Slice Danmuji and Ueong.
• 3 Edible Burdock Root (Ueong) 5. Spread rice on seaweed sheet over rolling mat. Gimbap developed in Korea during
• 2 Tbsp Seasame Oil 6. Add sliced Danmuji, Ueong, ham, and Japanese occupation after Koreans started
• 2 Eggs omelette to the rice. adopting Japanese foods such as sushi. The
• 1 Cucumber Koreans added their own flavors to the dish
7. Add a layer of boiled spinach over the filling. and Gimbap was born. A key difference in
• Sliced Double Smoked Ham
8. Roll Gimbap using rolling mat. Gimbap versus sushi, is that sushi is typically
9. Slice into bite-sized pieces and serve. seasoned with rice vinegar, but Gimbap is
seasoned with seasame oil.
Front Back

Create
Round 2– Ingredients Bag Schoolshi

For the round 2 ingredients bag, I designed the
front and back decals, and rendered how it may look
in the world.
Ingredients Bag
Gimbap Recipe
South Korea
3rd Grade Edition
Contents
• 4 Dried Seaweed Sheets

• 2 Tbsp Seasame Oil
• 4 Yellow Radish Pickle (Danmuji)
• 3 Edible Burdock Root (Ueong)
Fun Facts
• Seaweed is a very healthy food packed with vitamins and minerals.
It can also be one of the best sources of Iodine, which supports the
thyroid.
• Danmuji is a pickled preparation of Daikon Radish which

originated in Japan, but spread to Korea under Japanese rule and is
an element of Korean cuisine today.
• Ueong is edible Burdock Root which is an incredibly

common ingredient in Korean cuisine praised for its numerous
health benefits.

Create
Round 2– Craft Box Contents

30 8in. square pieces of Hanji paper, assorted colors.
For the round 2 craft box, I designed the

dieline for the box, and rendered how it may look
Schoolshi Hanji (Korean Paper)
Schoolshi
Schoolshi
in the world.
Hanji is a traditional handmade paper from Korea. It is made from the inner bark of the Paper
Mulberry tree, a tree native to Korea that grows well on its rocky mountainsides. Hanji is well
known for its high durability, even well preserving ancient texts over 800 years old.
Hanji can be used to make a wide range of art, and is commonly layered in collages or used to
make sculptural objects similar to paper mache.
South Korea
Hanji Craft Box

South Korea
3rd Grade Edition

Create
Class Feedback
informed me that the striped motif and globe icons
that I was using were not working, and a full redesign
would be necessary.
I was also informed that the Schoolshi logo

should be written out in two typefaces with a ‘softer’
effect on the “shi” part of Schoolshi.

Create
Round 3
For the third round, I tried to redesign two of
my deliverables: the ingredients bag and the craft
box. I did not use the same stripes motif or globe
icons that I had used in previous rounds. I also
tried to redesign the Schoolshi logo and feature it
on these pieces.
I rendered out these two pieces to get a better

idea of how they would look in the real world. The
two round 3 deliverables are spread over the next
two pages.

Create
Round 3– Ingredients Bag

For the round 3 ingredients bag, I redesigned the
Schoolshi
front and back decals, and rendered how it may look Ingredients Bag
in the world.
Gimbap Recipe
South Korea
3rd Grade Edition
What’s Inside?
• 4 Dried Seaweed Sheets

• 2 Tbsp Seasame Oil
• 4 Yellow Radish Pickle (Danmuji)
• 3 Edible Burdock Root (Ueong)
Fun Facts
Seaweed is a very healthy food packed with
vitamins and minerals. It can also be one of
the best sources of Iodine, which supports the
thyroid.
Danmuji is a pickled preparation of Daikon

Radish which originated in Japan, but spread to
Korea under Japanese rule and is an element of
Korean cuisine today.
Ueong is edible Burdock Root which is an

incredibly common ingredient in Korean
cuisine praised for its numerous health benefits.

Create
Round 3– Craft Box What’s Inside?

30 8in. square pieces of Hanji paper, assorted colors.
For the round 3 craft box, I redesigned the

dieline for the box, and rendered how it may look
in the world. Schoolshi Hanji (Korean Paper)
Schoolshi
Schoolshi
Hanji is a traditional handmade paper from Korea. It is made from the inner bark of the Paper
Mulberry tree, a tree native to Korea that grows well on its rocky mountainsides. Hanji is well
known for its high durability, even well preserving ancient texts over 800 years old.
Hanji can be used to make a wide range of art, and is commonly layered in collages or used to
make sculptural objects similar to paper mache.
South Korea
Hanji Craft Box
3rd Grade Edition

South Korea

Create
Class Feedback
informed me that the current designs were not fun
and would not appeal to children.
To address this issue, I began to search for a

motif for my designs which could make them fun,
and keep with the theme of the project.

Create
Round 4
For the fourth round, I redesigned all of
my deliverables. I tried to use a motif of colored
ingredients coming together, and making all the
deliverables look like sushi. I thought this decision
would also make the pieces more fun for the audience
of elementary school children. In this round, I also
played around with my typeface choices.
I rendered out two of the pieces to get a

better idea of how they would look in the real
world. The round 4 deliverables are spread over
the next three pages.

Create
Round 4– Recipe Card

Gimbap
Schoolshi
The round 4 recipe card shape changed to ap Recipe
circular to look more like sushi, it has two sides Gimb ok rice and combine w
1. Co ith
sea
Danmuji, Ueong, ha
pictured here. at
.
Ad
d slic
ed m,
an
do
sa
me
oi
l
6. m
.
el
2.
lin
et
Co
rol
te
ok
Ingredients
to
er
om
t ov
ric
elet
e.
.
d rice on seaweed shee
erve
4 Dried Seaweed 2 Eggs
te wi
7. Ad
Sheets Gimbap, a Korean The Koreans added
pieces and s
1 Cucumber
version of sushi, their own flavors to
d a layer of boiled
th eggs and slice

4 Yellow Radish 1 Sliced Double
Pickle (Danmuji) Smoked Ham
developed in Korea South Korea the dish and Gimbap
3 Edible Burdock during Japanese was born. A key
2 Tbsp Seasame Oil
Root (Ueong) occupation after difference in Gimbap
-sized
Koreans started versus sushi, is that
e adopting Japanese sushi is typically
prea
foods such as sushi. seasoned with rice

t
i
i
n
ob
spi
t
vinegar, but Gimbap
o st
5. S
t
na
n
is seasoned with
i
rip
ch
il ce
seasame oil.
.
ng
s
ov
S
.
e
o
.
rt
9
3.
Ue
he
t.
Bo
d
fill
il
sp ing ma an
ina . 8 ing uji
. Roll roll
ch
and Gimbap using anm
mix liceD
with se .S
asame oil. 4
3rd Grade Edition
Front Back

Create
Round 4– Ingredients Bag

Schoolshi
For the round 4 ingredients bag, I redesigned the
shape and layout for the front and back decals, and
rendered how it may look in the world. The redesign Ingredients Bag
was supposed to make the decals look more like sushi. What’s Inside?
4 Dried Seaweed Sheets
2 Tbsp Seasame Oil
4 Yellw Radish Pickle
(Danmuji)
3 Edible Burdock Root
(Ueong)
Gimbap Recipe
3rd Grade Edition
Seaweed is a very healthy

food packed with vitamins and
minerals. It can also be one of
the best sources of Iodine,
which supports the thyroid.
Fun
Danmuji is a pickled Historically, Koreans
preparation of have used seasame oil
Daikon Radish which for medical purposoes
Facts
originated in Japan, beyond cooking. The
but spread to Korea oil is said to be good
under Japanese rule for gut health, skin
and is an element of infections, and
Korean cuisine today. even hair.
Ueong is edible Burdock Root

which is an incredibly common
ingredient in Korean cuisine
praised for its numerous
health benefits.

Create
Round 4– Craft Box

For the round 4 craft box, I redesigned the
dieline for the box to make it look more like a piece
of sushi, and rendered how it may look in the world.
Hanji Craft Box Hanji (Korean Paper)
Schoolshi
What’s Inside? Hanji is a traditional handmade paper
from Korea. It is made from the inner
bark of the Paper Mulberry tree, a tree
30 8in. square pieces of Hanji paper, native to Korea that grows well on its
assorted colors. rocky mountainsides. Hanji is well
known for its high durability, even
well preserving ancient texts over
800 years old.
Hanji can be used to make a wide

range of art, and is commonly layered
in collages or used to make sculptural
objects similar to paper mache.
3rd Grade Edition

Create
Class Feedback
I was able to share my round 4 with the class and
receive feedback for the final time. The main feedback
I received informed me that I had over designed and
needed to streamline all three pieces. The deliverables
all being different shapes did not help this fact. I also
was notified that the pieces needed to better explain
what Schoolshi actually is.
I was also informed that the typeface pair I

was using was not working well, I was encouraged
to search for a more robust typeface to use on my
deliverables and leave a script typeface just to use in
the logo.

Create
Final Round
The fifth round of redesigning ended up being
the last for this project. In this round, I worked to
better streamline my three deliverables by keeping
a consistent shape and motif. I still wanted all the
pieces to look like sushi because I felt this was fun
and would connect well to an audience of children.
I also readjusted the typefaces on all the

deliverables to read more clearly, and included more
information about Schoolshi on the pieces.
It is also important to note that all of the final

deliverables are designed for a 3rd grade class of
Schoolshi, and they aim to teach students about
South Korean cuisine and culture.
I rendered out all of the pieces in this final round

to get a better idea of how they would look in the real
world. The final deliverables are spread over the next
three pages.

Create
Final Recipe Card

Gimbap
Schoolshi
The final recipe card shape stayed circular to look bap Recip
like sushi, it has two sides pictured here. Gim
1. C
ook r
ice and combin
ew
e
ith
se
. liced Danmuji, U sa
at dd s eon m
m 6. A g, e
ng ha oi
m
lli
,a
l.
e.
ro
2.
er
rv
nd
Co
ov
se
ok
om
Ingredients
nd
et
om
he
ele
sa
ed s
tte
ece
elet
4 Dried Seaweed 2 Eggs
to ri
nto bite-sized pi
rice on seawe
Gimbap, a Korean The Koreans added
te wit
Sheets 1 Cucumber
version of sushi, their own flavors to
c
4 Yellow Radish
e. 7. Add a
1 Sliced Double developed in Korea the dish and
h eggs and sli

Pickle (Danmuji) Smoked Ham South Korea
during Japanese Gimbap was born.
3 Edible Burdock 2 Tbsp Sesame Oil
occupation after A key difference in
Root (Ueong)
pread Koreans started Gimbap versus
adopting Japanese sushi, is that sushi
ice i
la
foods such as sushi. is typically
ye
l
c
5. S
r of
S
seasoned with
e
9.
i
rice vinegar,
nto
bo
g.
but Gimbap is
at
ile
on
str
m
seasoned with
d
Ue
i
g
p
sp
sesame oil.
n
s
na
i
lli
.
nd
ch ro
3.
a
B ov g i
oi er sin uj
ls
pi the
fi ba pu nm
na lling. 8. Roll Gim
ch Da
and . Slice
mix 4
with sesame oil.
Sp
on
sor ea
ed f Kor
by the E lic o
3rd Grade Edition mbassy of the Repub
Front Back

Create
Final Ingredients Bag Schoolshi
For the final ingredients bag, I redesigned the

shape and layout for the front and back decals, and
Ingredients Bag
rendered how it may look in the world. The redesign
was supposed to keep the sushi look of the decals, What’s Inside?
but make them circular to better fit with the other 4 Dried Seaweed Sheets
2 Tbsp Sesame Oil
4 Yellow Radish Pickle
deliverables. There is also more information about (Danmuji)
3 Edible Burdock Root
Schoolshi on the back decal, to better explain the (Ueong)
system. I also added color to the bag itself in the

Gimbap Recipe
render, something which seemed to make the design
more fun and proud.
3rd Grade Edition
What is Schoolshi?
Schoolshi is an educational
program for public elementary
schools in the United States; it
aims to teach 1st through 5th
grade students about cooking
techniques and different
cultures, using sushi as the
medium to do so. Schoolshi
is sponsored by various
embassies which have a hand
in making sure students are
properly taught about their
nation’s culture.
Sp
on a
so ore
red
by t of K
he E blic
mbassy of the Repu

Create
Final Craft Box Schoolshi

Culture Box
For the final craft box, I redesigned the

What’s Inside?
shape of the box itself to make it look more like a 30 6in. square pieces of Hanji
paper, assorted colors.
piece of sushi, and so it better fits with the other

deliverables. I also added information to make it
more clear what exactly Schoolshi and the purpose
of this box is. Then I rendered this new design to see Hanji Craft Box
how it may look in the world. 3rd Grade Edition
What is a Schoolshi culture box?

Schoolshi is an educational program for public elementary schools in the United
States; it aims to teach 1st through 5th grade students about cooking techniques
and different cultures, using sushi as the medium to do so. Schoolshi is sponsored
by various embassies which have a hand in making sure students are properly
taught about their nation’s culture.
Schoolshi conducts cooking classes where students get to make varieties of sushi
based on different cultures around the world. Schoolshi also gives each student a
culture box to further explore a foreign culture by learning about some of their
native crafts.
Hanji
(Korean Paper)
Hanji is Hanji can be

a traditional used to make a
handmade paper wide range of
from Korea. It is art, and is
made from the commonly
inner bark of the layered in
Paper Mulberry collages or
tree, a tree native used to make
to Korea that sculptural
grows well objects similar
on its rocky to paper mache.
mountainsides.
Hanji is well
known for its high
durability, even
well preserving
ancient texts over
800 years old.
Sp
on
sor ea
ed b Kor
y the E ic of
mbassy of the Republ

Conclusion
Project Reflection
This project was a lot of work, and it was very
rewarding to see it all come together in the end.
There were many points throughout the process that I
felt frustrated and stuck, but these were all overcome
through the iterative design process.
Through this project, I gained a lot of trust

in the design process and the power of feedback. I
will continue to use similar processes on projects in
the future. This project also opened my eyes to the
amount of research that goes into graphic design.

Schoolshi Process Book

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Schoolshi Process Book

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Introduction

Schoolshi Process Book

Schoolshi Process Book Page 1

Schoolshi Process Book Page 2

Schoolshi Process Book Page 3

Schoolshi Process Book Page 4

Schoolshi Process Book Page 5

Sushi & Beluga Whales

Schoolshi Process Book Page 6

Beluga Whale Threats

Beluga Whale Behavior

Beluga Whales do not have vocal cords, and

Schoolshi Process Book Page 8

Beluga Whales and Mercury

Beluga Whales in the Beaufort Sea of the Arctic

Schoolshi Process Book Page 9

Sushi and the Environment

The global sushi industry is largely responsible

Sushi and Health

Microbiological contamination is also one of the

Sushi and Gender

Schoolshi Process Book Page 12

The research moving forward was also more

Schoolshi Process Book Page 13

The History of Sushi

Schoolshi Process Book Page 14

The Popularity of Sushi

In the U.S. the number of businesses in the sushi

Schoolshi Process Book Page 15

Spam Masubi is a style of sushi from Hawaii

Sushi Variations (continued)

Kaburazushi is a traditional Japanese sushi,

Schoolshi Process Book Page 17

The Sushi Chef

The skill of the sushi chef is devoted to keeping

Sushi chefs also spend a lot of time focusing on

Schoolshi Process Book Page 18

The Sushi Consumer

Schoolshi Process Book Page 19

Sushi and Etiquette

World renowned sushi chef, Nobuyuki “Nobu”

Schoolshi Process Book Page 20

Sushi and Sashimi Grade

Despite these concerns, there are still strict

Schoolshi Process Book Page 21

Sushi and Rice

Sushi and Mislabeling

Translation issues have also been a cause

Sushi and Immigrants in the United States

Schoolshi Process Book Page 24

Sushi and the Law

Schoolshi Process Book Page 25

Sushi and Culture

Because of Japan’s long and close industrial

Schoolshi Process Book Page 26

Selecting Top Facts

Schoolshi Process Book Page 27

Gauging Class Interest

Schoolshi Process Book Page 28

Schoolshi Process Book Page 29

The Big Three

Schoolshi Process Book Page 30

Big Three Ideation