More Than a Game: Seeing Life Through Play, Sport, and Challenge with Ryan Hinds

Online Livestream

Tuesday, April 28, 2026

11 am

Livestream

Part of School Programs

This event has passed

Audience: Grades 6–12

Cost: Free for school groups (advance registration required)

Page Navigation

To celebrate the opening of Game On!, the Museum’s new exhibition exploring the art, culture, and social meaning of games, the Aga Khan Museum invites school groups to participate in a virtual, livestreamed program that brings together personal narrative, museum stories, and inquiry-driven engagement.

The program features a keynote talk by Ryan Hinds, whose journey as a professional athlete and equity leader offers a lived entry point into the exhibition’s core themes. Hind’s reflections on migration, access, mentorship, failure, and perseverance highlight how games and sport operate as systems of rules, opportunities, and constraints — mirroring many of the social structures explored in Game On!.

A moderated Q&A will follow the keynote, giving students the opportunity to ask questions directly about Ryan Hinds’ career path, decision-making, and the experiences that shaped his journey. This exchange encourages curiosity, dialogue, and critical reflection, positioning students as active participants in the learning experience.

About Ryan Hinds

Ryan Hinds is the Director of Equity, Diversity and Inclusion at the Dalla Lana School of Public Health (DLSPH), a role created to develop and implement a cohesive strategy aimed at addressing systemic equity-related issues at DLSPH, while creating a welcoming environment for staff, faculty and learners. In this role, he also creates and oversees the School’s outreach efforts to increase access for learners from and around the Greater Toronto Area.

Prior to this, Ryan held the role of Community Engagement Lead at Ontario Health Toronto Region, where he set and executed strategies to embed the voices of patients, families, caregivers and communities into Ontario Health (Toronto) strategies and operations. In this role, Ryan also led work focused on strategic equity initiatives while serving as the primary contact and support for Indigenous health service providers. In these capacities, he worked with Black, Indigenous and other underserved communities to better understand specific needs and inform system-level responsive strategies to achieve health outcomes.

Prior to his time in health care, Ryan was an athlete in the Canadian Football League (CFL), playing for Hamilton and Edmonton over a 6-year career and winning a Grey Cup in 2015. During that time, Ryan also helped create Ahead of the Game, a youth mentorship program that supported sidelined youth across Toronto, Brampton and Mississauga.

Schedule

11–11:05 am • Land Acknowledgment and Program Introduction

11:05–11:45 am • Ryan Hinds Presentation

11:45 am–12 pm • Live Q&A

Curriculum Connections

Grade	Subject	Strand and Overall Expectations	Specific Expectations
6	The Arts	D. Visual Arts D1. Creating and Presenting D3. Exploring Forms and Cultural Contexts	D1.1, D1.4 D3.1, D3.2
	Language	A. Literacy Connections and Applications A3. Applications, Connections, and Contributions	A3.1, A3.2
	Social Studies	A. Heritage and Identity: Communities in Canada, Past and Present A1. Application: Diversity, Inclusiveness, and Canadian Identities A2. Inquiry: The Perspective of Diverse Communities A3. Understanding Context: The Development of Communities in Canada	A1.1, A1.2, A1.4 A2.2, A2.5, A2.6 A3.1, A3.4, A3.11
	Health and Physical Education	A. Social-Emotional Learning Skills A1. Social-Emotional Learning Skills B. Active Living B.1 B1. Active Participation D. Healthy Living D1. Understanding Health Concepts D2. Making Healthy Choices D3. Making Connections for Healthy Living	A.1.1, A1.2, A.1.3, A1.4, A1.5, A1.6, B1.1, B1.2, B1.3, D1.1, D1.4, D1.5, D2.3, D3.1, D3.2
7	The Arts	D. Visual Arts D1. Creating and Presenting D3. Exploring Forms and Cultural Contexts	D1.1, D1.4 D3.1, D3.2
7	Language	A. Literacy Connections and Applications A3. Applications, Connections, and Contributions	A3.1, A3.2
	Health and Physical Education	A. Social-Emotional Learning Skills A1. Social-Emotional Learning Skills B. Active Living B.1 B1. Active Participation D. Healthy Living D1. Understanding Health Concepts	A.1.1, A1.2, A.1.3, A1.4, A1.5, A1.6,.B1.1, B1.2, B1.3, D1.6,
8	The Arts	D. Visual Arts D1. Creating and Presenting D3. Exploring Forms and Cultural Contexts	D1.1, D1.4 D3.1, D3.2
	Language	A. Literacy Connections and Applications A3. Applications, Connections, and Contributions	A3.1, A3.2
	Health and Physical Education	A. Social-Emotional Learning Skills A1. Social-Emotional Learning Skills B. Active Living B.1 B1. Active Participation D. Healthy Living D3. Making Connections for Healthy Living	A.1.1, A1.2, A.1.3, A1.4, A1.5, A1.6,B1.1, B1.2, B1.3, D3.4

Grade	Subject	Strand and Overall Expectations	Specific Expectations
9	Visual Arts	A. Creating and Presenting A3. Production and Presentation B. Reflecting, Responding, and Analysing B2. Art, Society, and Values B3. Connections Beyond the Classroom	A3.3 B2.1, B2.2, B2.3 B3.1, B3.2, B3.3
	English	A. Literacy Connections and Applications A3. Applications, Connections, and Contributions	A3.1, A3.2
	Learning Strategies 1: Skills for Success in Secondary School (GLE1O)	D2. Learning Through the Community D3. Exploring Careers	D2.1, D2.2, D3.2
	Health and Physical Education	AA. Living Skills A1. Active Living C. Healthy Living C1. Understanding Health Concepts C3. Making Connections for Healthy Living	A.1.3, D1.1, C1.1, C3.2
10	English	Strand: Oral Communications 1. Listening to Understand	1.1
10	Visual Arts	Strand B. Reflecting, Responding, and Analysing B1. The Critical Analysis Process, B2. Art, Society and Values	B1.1, B1.2, B1.3, B2.2, B2.3
	Career Studies (GLC2O)	B. Exploring and Preparing for the World of Work B3. Identifying Possible Destinations and Pathways	B3.1 B3.2
	Health and Physical Education	A. Active Living A1. Social-Emotional Learning Skills C. Healthy Living C1. Understanding Health Concepts C2. Making Healthy Choices	A.1.1, A1.2, A.1.3, A1.4, A1.5, A1.6,.B1.1, B1.2, B1.3, C1.1; C2.3
11	Visual Arts	A. Creating and Presenting A3. Production and Presentation B. Reflecting, Responding, and Analysing B2. Art, Society, and Values B3. Connections Beyond the Classroom	A3.4 B2.1, B2.2, B2.3 B3.1, B3.2, B3.3
	English	Oral Communication 1. Listening to Understand	1.1, 1.2, 1.3, 1.5, 1.8, 1.9
	Designing Your Future (GWL3O)	Personal Knowledge and Management Skills Interpersonal Knowledge and Skills Exploration of Opportunities	Self-knowledge. Connecting with the Community. Opportunities.
	Health and Physical Education	AA1. Living Skills Personal Skills (PS) Interpersonal Skills Critical and Creative Thinking (CT)	AA1.2; AA1.3; AA1.4; AA1.5
12	English	Strand: Oral Communication Listening to Understand	1.2, 1.4, 1.6
	Visual Art	Strand B B1. The Critical Analysis Process B2. Art Society and Values	B1.2, B2.2, B2.3
	Healthy Active Living Education	AA. Living Skills AA1. Living Skills Personal Skills (PS) Interpersonal Skills Critical and Creative Thinking (CT) A. Active Living A1. Active Participation C. Healthy Living C2. Making Healthy Choices	AA1.2; AA1.3; AA1.4; AA1.5; A11; A1.2; A1.3; C2.4; C2.5

Learning Outcomes

Through this online program, students will:

Understand games and sport as cultural systems by examining how rules, strategies, and forms of play reflect social values, power dynamics, cooperation, and competition across cultures and historical contexts, as explored in the Game On! Exhibition.
Make connections between lived experience and museum objects by linking Ryan Hinds’ personal narrative — his journey through migration, professional sport, mentorship, and failure — with artistic and historical representations of games that illustrate how play shapes identity, belonging, and community.
Critically reflect on access, opportunity, and equity by considering how social, economic, and structural factors influence who gets to participate in games, sport, and other systems of opportunity, and how these dynamics are mirrored both in contemporary life and in the museum’s objects and stories.
Recognize failure, resilience, and mentorship as essential learning processes by exploring how setbacks and guidance function as formative experiences in both games and life, drawing parallels between Ryan’s experiences as an athlete and the trial-and-error inherent in play, strategy, and artistic experimentation.
Develop transferable decision-making and self-reflection skills by examining how small choices made within games — strategic moves, ethical decisions, teamwork — parallel everyday decision-making, reinforcing Ryan’s central message about the cumulative impact of choices over time.

Government Partners