(I) Body Class/Art Ecology Class: Body rhythm, asking questions with the body. Connecting creative interpretation with artistic participation, ideas and thoughts.

Art-E-A2 helps you understand design thinking and the significance of artistic practice.

Art-E-A3 helps students plan art activities and enrich their life experiences.

Art-E-B1 understands artistic symbols to express emotional perspectives.

Art-E-B3 makes good use of multiple senses to perceive the connection between art and life, thereby enriching aesthetic experience.

Through artistic practice, Art-E-C2 teaches students to understand the feelings of others and to collaborate in teams.

(II) Chinese Language Class: Connecting with classic reading courses to guide thinking and writing, mainly focusing on the creation of new poems.

Learning is reflected in the writing section.

6-II-1 Use various punctuation marks according to the needs of expression.

Develop basic writing skills such as sensitivity and imagination.

6-II-3 Writing works that narrate, apply, or explain things.

6-II-4 Imitate children's poems.

6-II-5 Use techniques such as rewriting, abbreviation, and expansion in writing.

6-II-8 Develop the habit of writing

(III) Flexible Curriculum: Classic Reading Courses, School-wide Outdoor Educational Theater Appreciation, Object Workshops, Children's Theater Appreciation of "One Family, Two Caterpillars" (Flying Man Group), and Large-Scale Body Art Creation for Dacheng Children.

(iv) School-wide assembly/morning time: outdoor education preparatory courses, themed book fair reading, and creation of the Dacheng Question Poetry Collection.

(V) Extended Learning During the Holiday: Writers' Workshop

two,Teacher training and physical education classes spark curiosity, starting with the body.:

(I) Teachers participated in a collaborative training program at the Tainan Cultural Center's Indigenous Theatre, engaging in the Hook-Hook Cooperative's teacher training program. Through physical expression, they brought philosophical ideas into the classroom and used their bodies to address issues. Simultaneously, they conducted pre-show dialogues and brainstorming sessions for the 2025 Tainan Arts Festival children's play "I Have a Question."

(ii) Physical education classes allow children to engage in rhythmic movement and exploration, through asking questions about their bodies, mirror games, and self-awareness.

three,Preparatory and Outdoor Education Curriculum Planning:

(i) Take children’s questioning behavior of “asking why” as an important starting point for cognitive and thinking development, and affirm that questioning itself is the core value of learning.

(ii) Reflect on the established frameworks of "correct answers" and standardized questions in society, and deliberately preserve learning space for children to ask questions freely and not rush to conclude. Combine physical education courses, and through movement, rhythm and sensory experience, let children participate in questioning and thinking with their bodies, transforming abstract questions into a perceptible learning process.

(III) Entering the theater to appreciate art sparks dialogue and philosophical reflection, allowing children to experience multiple possibilities of questioning, imagination, and interpretation in a real art setting.

Four,Themed book fair connects with author workshops:

(a) Using the themed book fair as a learning entry point, through Xiaxia's children's poems and the openness of the texts, children are inspired to view the world in a variety of ways.

(ii) View learning as an ongoing journey of exploration, encouraging children to rediscover the relationship between the world and themselves through constant questioning, and to turn their questions into poems, thus completing "The Great Collection of Questions".

(III) Plan a workshop with writer Xia Xia, allowing children to directly engage with the creator, understand how questions arise in the creative process, and create a poetic cottage and a song of great questions.

five,The anniversary celebration connects curriculum reflection and artistic creation:

(I) Flying Man Club Creative Thinking Workshop: Middle grade students participate in an object workshop, using everyday objects to present a story. This guides students to discover that seemingly ordinary objects can also become materials for storytelling or creation.

(II) Enjoying the performance of "One Family, Two Caterpillars": The script, written by author Xia Xia, is based on her picture book poem "How Old is the Apple?" Combining puppetry and light and shadow, the play uses everyday objects as puppets to transform the poem into a theatrical performance. Audiences will move through different spaces, experiencing the different facets of time within those spaces. This is not just a play, but a journey through time, inviting each audience member to find their own memories and emotions within the flow of time.

(III) How many questions do the children of Da Cheng have? After a series of courses, on the day of the school anniversary, through the body art workshop, students collectively create in games and finally complete a large-scale art creation composition through questioning.

six,         The curriculum design emphasizes interdisciplinary integration, connecting literature, art, physical experience, and life experiences to create a three-dimensional and fluid learning environment.Let learning be an ongoing journey of exploration.