Hengchun Elementary School, Pingtung County—Folk Songs Resonate in Hometown, Local Colors Paint the World
| The interdisciplinary aesthetics course for the first semester of the 2015-2016 academic year at our school, centered on the school-established curriculum axis "Singing the Moon Instrument, Creating Folk Poetry, and Walking Through Langqiao," integrates learning areas such as music, language, performing arts, social studies, and nature. It guides students to start from their hometown culture and life experiences, to understand their land and express themselves through artistic practice, and to cultivate their ability to protect the environment and culture. The course development is based on...Land Art Knowledge, Local Art Promotion, Sustainable ArtistsWith these three core objectives, and incorporating Greene's PAAR learning model—Perception, Association, Action, Reflection, and Creativity—and combining a learning design that engages all five senses and six perceptions, the program initiates a deep and meaningful aesthetic learning journey for students. The following will introduce the three main themes of interdisciplinary aesthetics developed from the revised curriculum:
one, "The Moon Lyre Sings" – Boosting Children's Confidence and Cultivating...Land Art Knowledge "Singing the Moon Instrument" begins with playing the moon instrument and learning local folk songs, guiding students to develop perception of the sounds and culture of their hometown through hearing, touch, and emotional experiences. In the process of singing folk songs and playing the moon instrument, students gradually build the courage and confidence to express themselves, and connect melodies, lyrics, and life experiences, developing an emotional identification with the local culture. Through hands-on art practice and teamwork, children not only learn musical skills, but also build confidence through repeated practice and stage performances, shaping their understanding and respect for their hometown culture and laying the foundation for learning "land art knowledge". II. "Folk Song Poetry Creation"—Children Can Share and Become...Local Art Promotion The course guides students to connect auditory memories, local stories, and personal feelings by starting with observations of daily life and cultural materials, thus cultivating their associative abilities. Through poetry writing, folk song adaptations, and the assistance of technological media, students attempt to transform abstract emotions into concrete artistic expressions. In the process of creation and sharing, students demonstrate their action by expressing their understanding and feelings for their hometown in diverse forms. Through presentations and exchanges, they learn to communicate, give back to and appreciate the works of others, and gradually become "local art promoters" who can advocate for their hometown culture. III. "Walking Through Langqiao"—Children's Willingness to Protect and ShapeSustainable Artists "Walking Through Langqiao" allows students to immerse themselves in real-life situations through cultural exploration, walking tours of the ancient city, and community interaction, deepening their understanding of the history, ecology, and social issues of their hometown. Through observation, questioning, and discussion, students practice reflecting on and interpreting their experiences, and contemplate the relationship between people and the environment, and between culture and life. Furthermore, through artistic creation and action plan brainstorming, we aim to cultivate students' creativity, guide them to transform reflection into concrete expression and action, develop a sense of responsibility for cultural preservation and environmental sustainability, realize the educational vision of "Sustainable Artists," and echo the core spirit of "Quality Education" in the 2030 Sustainable Development Goals. |
