Tzu-Wen Elementary School, Taoyuan City – Connecting Arts and Emotions

"Art and Emotion Connected" is designed specifically for sixth-grade students, aiming to connect visual arts, performing arts, and mathematics.
Deep cross-domain integration of BitTech (generative AI) realizes the core value of Social Emotion Learning (SEL).
The course is not just about drawing, acting, or writing code, but about "inheriting" through art and "translating" through technology.
Let children find a place to calm their emotions, understand others, and embrace themselves amidst the emotional turmoil of sixth grade.
A sanctuary for the soul.

I. Core Curriculum Development Philosophy: From "Awareness" to "Transformation" and "Inclusion"
This course uses the CASEL socio-emotional learning framework (self-awareness, self-management, social awareness, ...
With interpersonal skills and responsible decision-making as its core, it combines the aesthetic principles of visual arts with the physicality of performing arts.
Physical experience.
Art as a medium: not merely the learning of techniques, but the translation of "abstract emotions" into "concrete" ones.
The process of "visual/body symbols".
Cross-domain dialogue: Utilizing printmaking, theater, creative coding (p5.js), and natural sculpture to provide diverse...
A channel for sensory expression.
 Technological Collaboration: Introducing generative AI (Gemini, GROK) as "digital mentors" for students.
Together with the "Emotional Translator," we help students overcome technical barriers and deepen their metacognition.

II. Analysis of Thematic Relevance and Educational Connotation
Phase One: Awareness and Translation of Individual Experience (Static Art)
Theme (1) Artistic Sentiments: Expressing Summer Vacation Through Printmaking Lines (Chaotic, Sharp, and Smooth)
The emotional tension of memory. Its essence lies in establishing emotional granularity and learning non-linguistic communication skills.
Theme (II) My Emotional Ice Cream Cone Book: Through Mondrian-style geometric puzzles, I express the emotions of my class.
Collectivism. Its essence lies in the artistic respect for subjective feelings, and is expressed through the design of "ice cream cone wrappers".
Guide students to see the support system (blessings from family and positive labels from peers).
Phase Two: Logical Construction and Digital Transformation (Digital Art)
Theme (3) Mindful Wonderland: Using p5.js code-generated art, students design "emotional" art.
"Emotional Transformation Path" (Discomfort → Adjustment → Calmness).
Cross-domain connotation: Mapping emotional adjustment strategies (such as deep breathing) to rational digital parameters (such as...
(Particle motion laws), training self-management ability.
Phase Three: Boundary Exploration and Advantage Perspectives (Dramatic Arts)
Theme (IV) The Hedgehog's Embrace: From the Personal Digital Canvas to Interpersonal Physical Practice, through
The metaphor of "ball" illustrates the boundary between the body and the mind.
 The core of emotional education: Strength-Based Reframing, enabling students to...
Students learn that "a weakness is a strength in the wrong place" and learn to showcase their flexible "abdomen" to build...
Trusted connections.
Phase Four: Species Speciation and Soul Integration (Comprehensive Art)
Theme (5) Meeting My Soul Substitute: This is the final integration of the course, where students choose based on their personality.
Define the animal category and create a three-dimensional sculpture using natural materials (wood, branches, fruits, etc.).
Meta-dialogue: Using GROKAI, give the sculpture a first-person monologue, expressing the speaker's encounter with "thorns".
The response during "(conflict)". Its essence lies in combining self-acceptance and social awareness to complete the process from hidden...
The transformation of practice from metaphor to concrete reality.