National Tsing Hua University Elementary School, Hsinchu City - Art Wandering - The Spirits Guarding the River

學生從五年級上學期開始結合社區大學的師資，進行學校附近的客雅溪主題課
程，從走讀客雅溪對於溪周遭環境的認識到感受客雅溪的自然景觀、生態樣貌、對我們生活的影響，再回到課堂進行討論、分享與分析，讓孩子們說說對於走讀溪流的感受與發現，透過走讀踏查、敏銳的觀察、記錄與討論、思考客雅溪和自己以及區域居民的生活關聯，理解溪流的生態和生活文化的關係，培養對於客雅溪的認同與在地關懷及情感。而藝術學習的表現則以如何守護客雅溪為主軸，學生主動發現與思考怎樣的藝術表現行動讓大家更認識客雅溪以及達到永續的客雅溪。
(I) Wandering in the Art Basin
The theme of the course will continue the local environment course - Keya Creek theme research, with "The Elves Protecting Keya Creek" as the creative theme. Students will use their field research experience as inspiration and imagine themselves as the fantasy creature "the elf guarding the stream" as a starting point for their creation, thereby cultivating their imagination and creativity. In addition, we will incorporate elements of information technology into the curriculum, using a variety of artistic expressions and media to explore the process of mutual influence between the self and the environment. Through artistic creation, students will participate in community conservation and sustainable sharing, cultivate their responsibility for civic participation, and allow the cultivation of aesthetic literacy to start from their own lives through artistic creation. From the campus environment and ecology that are close to the students, they will understand the life course of the hometown watershed and the customs and cultural characteristics of their hometown, and reconstruct the story of the stream. Through the students' creations and ideas, we will weave together our own artistic watershed and roam freely in it.
2. Curriculum Development and Dialogue
在教師專業社群共備規畫方面，將結合校內的教學研究會的校內美術班社群的
時間，進行課程討論與共備的安排，將請到課程相關專業領域的講師進行課程研發與教學資源的引進及分享，並給予校內執行課程教師的建議與指導，也透過這樣的共備時間，聽取美術班老師們對於課程的建議與想法匯集，讓課程廣度提升以及資源更豐富，也透過對話集思廣益在課程設計各面向更聚焦，讓課程更多元更豐富。
3. Cultural Identity and Appreciation
In the classroom, through the guidance of teachers and discussions between teachers and students, starting from the language field of "tasting the flavor of food", the content of the text in the text explores and extends the food brought by the environment. Students start from the senses to find the food map of Keya Creek, perceive the food elements brought by the environment through vision; through the sense of smell, find the taste of the environment, and integrate the local taste through the senses. Students also create poems and introductions that combine the environment and food in class. Finally, they display their works combined with artistic images to complete the Keya Creek food map.
(四)科技融合與創新。
在科技與藝術結合的部分，學生將心中的守護精靈以立體造形創作的方式呈現
精靈的形體和樣貌，再加上溪流景象的描繪，運用所學的繪畫媒材技巧創作出客雅溪的流域場景，並結合數位AI、AR科技的融合與創作，將所創作的精靈造形形體拍攝融入所創作的溪流畫面，利用AR與AI生科技讓學生從現實生活走入虛擬世界中去探索、探險、創造和發現，進行一場客雅溪精靈的冒險之旅！
(V) Local Identity and Heritage
在社會領域的融入中，從學生在課堂上所學習在地發展新風貌的認同行動中去
探討所在地的環境遇到什麼問題，如何透過行動與再生讓在地的特色被看見，並由藝術的創作融入活化在地環境特色的發展，將建立學生對環境議題與公共事務的關心與行動力傳承與守護屬於客雅溪附近居民的在地記憶，成為城市推廣的小小行銷員。
(VI) Discussion on Sustainable Ecology
在自然領域的融入中，透過客雅溪生態、溪流特有的動物習性、流域認識、溪
流的功能等認知進行相關的課程教學，並探討永續的概念，從自我出發，找尋人與自然的相關性與關係，從溪流的動物生態中探討生存與習性的相關議題，如何從自身的力量帶給客雅溪的居民有更不一樣的認識與守護溪流永續的觀念，更展現客雅溪不同的面貌。最後藉由藝術的表現方式呈現，拓展溪流的新視野。
(VII) Course Sharing and Promotion
In the part of course promotion and connection, our students in the fifth grade combined the resources of the community college to co-create a picture book of the story of Keya Creek. The resources of bringing professional lecturers from the community college into campus gave students more ideas and creativity in learning and creation. In terms of the promotion of the creative process and results, the course results will be published in Keya Creek, and the course creation process will also be published and exhibited at the graduation art exhibition, so that the results are not only the presentation of the finished product, but the learning of the process is also the result of the creation, so that every bit of the students' creative process can be seen. We also present our feelings and thoughts about the stream through art and share them with everyone.
十二年國民基本教育之課程發展本於全人教育的精神，以「自發」、「互動」及
「共好」為理念，強調學生是自發主動的學習者，學校在課堂上設計與+規畫應以學生為主體進行，並適時搭起學習的鷹架激發學生的學習動機與熱情，引導學生在學習中開展與自我、與他人、與社會、與自然的各種互動能力，協助學生應用所學及實踐所學、體驗生命意義、創造自我的價值，願意致力社會、自然環境與文化的永續發展，共同謀求彼此的互惠與共好。這也是本「藝域漫遊-守護溪的精靈」跨領域美感教育課程所追求的目標。