Chiayi County Shengping Junior High School - Thousand Cherry Blossoms Project

[The Thousand Cherry Blossoms Project: A Response to Cross-Domain Integration and Local Aesthetics]

I. Student-Centered "Sensory Resonance": The Practice of Popular Cross-Disciplinary and Inclusive Education The core of this project's development begins with enhancing students' self-directed learning. The popular song "Senbonzakura," which has high popularity and cultural resonance, was chosen as the entry point to bridge the gap between traditional Chinese music and the life experiences of junior high school students, and to stimulate "learning motivation" through "familiarity."

•  Cross-domain dialogue and adaptive development: The arrangement boldly breaks with traditional structures, introducing Western jazz drums, not only to pursue the auditory beauty of "East meets West," but also to implement inclusive education. By creating jazz drum performance opportunities tailored for students with disabilities returning to school, music is transformed into an outlet for emotional regulation and a stage for self-identity, realizing the educational value of "art as healing and connection."
• Self-directed learning through participation in arrangement: Through joint arrangement with professional guidance and student opinions, students participate in the "re-creation" process of the music, enabling them to gain a higher level of "cultural participation" and "technical mastery" in their performance.

II. "Cultural Practices" Using the Land as a Stage: Connecting Site Aesthetics with Local Understanding. Curriculum development should not be confined to the classroom but should extend into the community, emphasizing the deep integration of art and local life.

• Faith and Campus Integration: By participating in the local "Welcoming Guanyin and Inviting Mazu" procession, the school space intersects with the local religious center. The students' performances at the temporary temple are not only a display of their skills, but also a concrete expression of their local identity, establishing an aesthetic awareness that the school is a community center.
• Cross-domain aesthetic transformation: From the architectural aesthetics of the Southern Branch of the National Palace Museum and the modern landscape of the High-Heeled Chapel to the traditional temple entrance, this project also features diverse site interpretations. Students can practice perceiving the interactive relationship between "space" and "performance content" by performing in public spaces of different natures, and cultivate the aesthetic adaptability to different cultural contexts.

Third, "Aesthetic Deepening" through Writing as Translation: The meaning construction of multimedia interweaving is based on the strategy of combining with the main course, emphasizing "sensory transformation" and "knowledge transfer".

• The continuity and extension of imagery teaching: The course design builds upon the aesthetic foundation of the existing two pieces, "Snow Plum Blossom Chant" and "Tung Blossom Sentiment," and translates the imagery of "flowers, memories, and a sense of the times" into literature. Through written creation, students are guided to move beyond simple auditory impact and elevate their understanding to a profound reflection on the imagery of life.
• The spontaneous emergence of interdisciplinary abilities: This project unexpectedly fostered the spontaneous integration of "literature, music, and art". Students actively used the "photography and videography" skills they learned in art class to record moments of the performance and use them as a medium for their reflections, demonstrating the high-level ability of students to independently use multiple symbols (text, images, and music) to engage in interdisciplinary creation and meaning construction under competency-oriented teaching.