Pingtung County Chaozhou Junior High School - Environmental Awareness Experience

Given students' alienation from the physical environment, the core focus of this academic year's program is to awaken dormant senses and cultivate awareness of existence through their living environments. This initiative primarily involves cross-disciplinary development of the school curriculum to enhance understanding of this project among teachers in other areas of the school. This year, we will use the detailed descriptions of natural climate change in the unit "Autumn in the Countryside: Northwest Rain" as a foundation. We will revisit the text's descriptions of actual phenomena such as clouds, rain, and lightning, removing cartoonish imagery. Last semester, we created four-frame comics and ink-and-wash mountain and rock textures. Next semester, we will observe and depict clouds and mountains seen on campus.
Secondly, we will step outside the classroom and practice more sensual interactions in the campus environment, such as picnics on the lawn. Next semester, we will try to create a plant world in an inconspicuous corner of the campus, hoping to enhance the color and scent of the campus landscape. We will also let students practice describing their personal sensory experiences: marking the observation location on the campus map, and emphasizing the need for multi-sensory experience and writing down the associations of personal experience.
Finally, the teaching will be extended to actual community settings to enhance social learning opportunities in real-world settings. Students will conduct a chronological survey of community history and pay attention to different industrial types. Next semester, based on this survey experience, students will develop creative urban landscape plans that geometrically transform their names into streets. Prior to this, students will first practice transforming their names into geometric abstractions: geometric segmentation of the image and spatial structure created by line combinations.
Overall, unlike previous outward-expanding curriculum development, the curriculum has converged on the core of visual arts education. After re-examining teaching experience over the years, it has been found that it is still necessary to enrich students' observation skills and learn basic depiction and expression based on art education. However, the teaching emphasis has shifted from the past technical practice to whether observation is effective. For ordinary students, learning how to see is more important than how to draw for future self-adaptation.