Bangtan Hermana Notes: Canon in Motion: BTS, Leitmotif, and the Arirang Concert

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Bangtan Herman Notes: BTS is Our 7

BTS is ARMYs’ 7. Our 7.

Bangtan kicks off DDay of Arirang Tour in Goyang today at 6pm. Watching the three MVs together, as I wait. I’m starting to feel like they tell a story about Bangtan’s return.

First comes Swim. To me, it feels like a love letter to ARMY.

The imagery carries symbols of time and memory. A compass, a museum, the sense of distance and history. And yet the message underneath feels simple: no matter how far the journey takes them, the connection remains. Near or far. Past or present. The compass always finds its way back.

Then comes 2.0. The tone shifts. Suddenly Bangtan feels like they’re stepping back into the arena. But not with anger or noise. With something sharper: art, culture, humor, media literacy, even filial piety. It’s almost as if they’re saying they know the industry they’re returning to is more complex, more competitive than ever.

And they’re ready for it. Not just with music, but with wisdom and composure.

If Swim is the promise of connection, 2.0 feels like the preparation and the approach.

And then we arrive at Hooligan. Here the energy transforms again.

The rebellion is back. The trickster is out of the box. The voices, the symbolism, the choreography. Everything feels like Bangtan remembering who they have always been.

Auteurs. Storytellers. Myth-makers.

In Hooligan, the past and the present seem to exist in the same frame. The rebellious youth. The seasoned artists. Seven voices moving like a single current. OT7. But also something stronger now. OT7 2.0. When I look at the three MVs together, they don’t just feel like separate releases but, a series!

First, the reminder that the connection still exists. Then, the preparation for the world they’re returning to. And finally, the arrival.

Bangtan stepping back onto the stage not as they were before, but as a whole. OT7. And the story continues.

To ARMYs from all over, wherever you are, in whatever way or manner you are watching the concert and with whom you share this joy, BTS is “OUR” 7.

Apobangpo! Purple and true 💜 

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The Lighthouse Diary Entry # 83: From KWL-I to Writing the Inquiry Paper (1 of 2)

A Report on Cohort Progress in Extended Essay Preparation

This report summarizes the progress of the cohort during the initial stage of the Extended Essay preparation. The instructional sequence was designed to introduce students to the fundamentals of research inquiry while supporting the development of early research skills.

The process began with the KWL-I activity (Know–Want to know–Learn–Inquiry), which served as a diagnostic and exploratory tool. Through this activity, students identified their prior knowledge about potential topics, articulated areas of curiosity, and began framing possible directions for investigation. The KWL-I exercise encouraged students to reflect on their interests while recognizing gaps in their knowledge, which is an essential step in forming meaningful research questions.

Following this exploratory stage, students developed their Inquiry Papers, which function as the first formal articulation of their proposed research direction. The Inquiry Paper corresponds with Phase 1 of the school’s Research Design Cycle: the Inquiry Phase, where students begin to define their object of study, clarify relevant concepts, and formulate preliminary research questions.

To support students in this process, several instructional interventions were implemented. Students were provided with a rubric for the Inquiry Paper, allowing them to understand expectations regarding topic selection, conceptual framing, research questions, and methodological planning. In addition, students participated in three input sessions focused on the following areas:

• the structure and purpose of the KWL-I framework,

• Criteria A and B of the new Extended Essay Guide, particularly relating to focus, method, and conceptual understanding,

• and the nature of the Inquiry Paper as a preparatory stage for the Extended Essay investigation.

Students were also given opportunities for individual consultation sessions, during which they discussed the clarity of their research questions, the feasibility of their topics, and possible analytical approaches.

Based on the submitted Inquiry Papers, students demonstrated several emerging research skills. These include the ability to identify a potential object of study, formulate preliminary research questions, and begin connecting their topics to relevant concepts or theoretical frameworks. Many students also showed growing awareness of the need for clear research methods, particularly in distinguishing between descriptive topics and analytical investigations.

Overall, the cohort has begun developing key competencies necessary for the Extended Essay, including question formulation, conceptual thinking, and research planning. While some students continue to refine the focus of their topics, the Inquiry Paper stage has successfully established a foundation for the next phase of the research process, where students will further develop their research design and analytical approach.

Book Review by Kuwento Kultura on Filipino Folktales for Children

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