New Taipei City Fuhe Junior High School – Cross-border and cross-domain exploration of the Genesis

(1) Making Friends with the World Through Art. In recent years, the school has vigorously promoted the integration of aesthetic education with international education. To encourage the diverse development of artistic talent in our art classes and in line with the 12th-grade national education curriculum and its interdisciplinary spirit, the school will use international art exchange activities to guide students beyond Taiwan and explore the world, cultivating a global perspective and broadening their artistic horizons, thereby enhancing their cultural literacy and competitiveness. In 2018, our art class partnered with a Japanese school on the ART MILE mural exchange, launching the inaugural international educational trip, which has now reached its fifth group. In 2023, after discussions, we decided to transform international educational trips into a new "Cross-Border Genesis" curriculum: students will collaborate with international study partners to establish a communicative and interactive STEAM cross-domain aesthetic learning mechanism. This concept of cross-disciplinary learning has received support and affirmation from parents, and as a result, we will continue this format in our international educational trip program in 2024-25.

(2) Issues and Cross-disciplinary Aesthetics Curriculum. Educational issues, the SDGs, and cross-disciplinary core competencies are key learning areas within the 108 curriculum. This international educational trip will visit schools in Tokyo, Japan. Curriculum development is guided by the United Nations Sustainable Development Goals 13, 14, and 15, with "Protecting Endangered Species" as the primary focus. Learning content and performance are integrated into the cross-disciplinary curriculum. In addition to emphasizing hands-on problem-solving skills, the curriculum also incorporates STEAM cross-disciplinary aesthetic competencies, integrating expertise across fields such as visual arts, natural sciences, life sciences, and English. This allows teachers from different fields and disciplines to form a professional community, engage in dialogue, co-design curriculum, and collaborate on teaching. This cross-disciplinary aesthetics course will be conducted in a Project-Based Learning (PBL) format, with the core of the collaborative course "Creative Lightbox Painting - Providing Living Space for Endangered Species," a multinational learning partner program. Pre-trip preparation and educational training will be integrated into the curriculum, such as business card and postcard design, collaborative courses, and a woodworking pendant gift exchange. All of these activities are closely tied to the curriculum theme, featuring endangered animals and plants. Through hands-on courses, students will combine visual design with life science knowledge and skills to create handmade DIY works. During the educational trip, students will demonstrate their proficient photography skills and enhance their aesthetic appreciation. Sketching classes will cultivate sketching skills, while design classes will teach Japanese culture and independent itinerary planning, all of which will be implemented through urban exploration.

(3) Language Learning and Cultural Experience. This STEAM cross-disciplinary aesthetics program was designed in conjunction with the December educational trip to Japan, where students will visit Japanese schools and participate in classes with Japanese peers. The collaborative course "Creative Lightbox Painting" is the most challenging component. Due to language barriers between the two schools, pre-departure training will be provided. Considering the cultural and linguistic differences between the two countries, the course presentation will be developed into a Chinese-Japanese teaching PowerPoint presentation. Prior to the trip, students will receive intensive course practice and English conversation training. Pre-departure preparation will include designing business cards and postcards, as well as writing and speaking English self-introductions, guided by a visual bilingual teacher. Afterward, a basic Japanese language class will be arranged, with teachers from the Japan-Taiwan Exchange Association visiting the school to provide training in Japanese conversational skills and review assignments, empowering students to communicate and express themselves more confidently and gain a deeper understanding of Japanese culture. The goal and purpose of the educational trip is learning. Visiting two Japanese schools and participating in collaborative courses with Japanese peers not only enhances language skills but also allows students to gain an understanding of the unique characteristics of Japanese education. Homestays offer opportunities to experience life in a Japanese farm, interact with the host family, learn Japanese, and immerse themselves in authentic local culture. During other visits, worksheets are provided to encourage students to engage in conversation with locals in English or Japanese, providing opportunities for language learning.

(4) Trans-disciplinary Learning and International Integration. We put the results of our curriculum into practice during visits to Japanese schools and educational trips, creating a truly valuable experience in trans-disciplinary learning and international integration. To participate in the Japan educational trip, students were instructed by their teachers to sell pre-trip postcards, woodworking pendants, and sketches at a creative market stall to raise funds for the trip. This process allowed students to learn responsibility, planning, and implementation. By achieving results through their own efforts, they could appreciate their parents' hard work and make the trip even more educationally meaningful. These were all precious experiences outside the classroom. This program, with its comprehensive structure and diverse and enriching content, is a prime example of a cross-disciplinary STEAM aesthetic curriculum. It is not limited to students in art classes or regular classes; the curriculum can be adjusted to meet student needs. In the face of a rapidly changing global society, we cultivate international talent through cross-disciplinary curriculum integration, international exchange, and internationalized education, enhancing humanistic literacy and cross-cultural skills to meet the challenges of the future world.