Shetou Elementary School, Changhua County—Weaving the Beauty of Hometown—Shetou's Sock Industry and Sock Ring Reuse
(I) Background, significance and importance of unit design
Guava and socks from Shetou are familiar yet not necessarily deeply understood by children. The course begins with "Everything About Guava," guiding students to learn about local industries through observation, discussion, and creation, gradually building a connection to local culture. Students demonstrated great interest during the learning process, allowing teachers to see the potential of using local industries as the core of interdisciplinary aesthetic courses. Building on this foundation, the course naturally extends to another important industry in Shetou—sock weaving. The teaching team discovered that the waste from sock rings generated during sock production is not only part of the industry but also closely related to students' lives, thus developing a course on "sock ring reuse." Students begin by learning about the history and current state of the sock weaving industry, then transform sock rings into flowers, coasters, and various small works, experiencing firsthand the process from "waste" to "creation," and understanding the meaning of resource recycling and sustainability through hands-on practice.
This curriculum design also fostered inter-school exchange and collaboration. Through joint preparation and sharing with teachers from Qingshui Elementary School, the hosiery course was simultaneously implemented at Qingshui Elementary School. Teachers adjusted their teaching methods according to the students' characteristics, and students showcased their unique creative achievements in different schools. Inter-school exchanges have allowed the curriculum to move beyond a single campus and gradually develop into a shareable and extendable teaching experience.
Overall, from guava to socks, and then to the reuse of sock hoops, the course starts from familiar life experiences, connecting local industries, aesthetic creation, and sustainable thinking. In the process, students not only learn to create works, but also learn to observe life, understand their hometown, and respond to the environment and community with action, making interdisciplinary learning truly integrated into daily life.
2. Cross-disciplinary curriculum planning
This course continues the spirit of interdisciplinary aesthetic education, focusing on the local hosiery industry in Shetou and integrating learning areas such as social studies, language, art and humanities, and environmental education into its curriculum design. Students learn about the development of the hosiery industry through reading materials, watching videos, and participating in discussions; and they practice the concepts of resource recycling and reuse by creating handmade works using waste hosiery materials.
The course also incorporates examples of local grandmothers using stockings to make coasters, cushions, and other everyday items, allowing students to see the value of local wisdom and creativity and transform it into inspiration for their own creations. Through group collaboration and creative brainstorming, students attempt to design aesthetically pleasing and practical works, showcasing the results of their interdisciplinary learning.
This unit also echoes SDGs 11 "Sustainable Cities and Communities" and 12 "Responsible Consumption and Production," guiding students to pay attention to the sustainable development of local industries and environmental issues, and cultivating their initial ability to take action for local revitalization and sustainable living.
