National Taitung Senior High School—The green school tree is deeply rooted in my heart

1. A cross-disciplinary aesthetic course designed specifically for high school freshmen: Taitung High School is located in the eastern part of Taiwan, close to a town on the Pacific coast. Most of the students come from remote areas, scattered along the narrow eastern coast or the Hualien-Taitung Valley. Adapting to campus life often becomes an important issue for freshmen. In order to guide freshmen in the first year of high school to quickly adapt to and integrate into high school life, the art teacher community has specially designed the "Green School Trees. Deeply Rooted in My Heart" course to guide students to cultivate a sense of identity with the school through observation, understanding, and appreciation of the campus landscape and plants, providing emotional value for stable learning. The course incorporates the core competency teaching design of social emotional learning (SEL).
2. In response to the multicultural characteristics of the multi-ethnic student population and to cultivate students' interest in art learning, we cultivate and combine creativity in life (campus) and culture. The teaching content is through appreciation (appreciation of other groups of works), analysis (concept of works), and practice (the process of making art works), to inspire learners' all-round thinking and development through the practical process of work creation.
3. With the pursuit and practice spirit of "no information gap, technology ushers in the wave", teachers apply the tremendous capabilities of modern digital music editing software to enable music creation works to be produced through the combination of recording and other functions, presenting new and extraordinary creativity. In the process, by superimposing separately recorded tracks or combining self-input sound effects and recording files into completely different music, students' enthusiasm for learning is aroused.
4. Use 3D modeling software to create cement potted plants, try to combine them with music and art works, and connect the works into a story line for campus reality display (the scenery and layout materials are taken from the campus); in terms of content, students use loops in digital music software, edit music by themselves, insert concrete sounds and digital sound effects into each track to match the theme of the plant work, further deepen their cross-disciplinary learning, and drive the extension of students' creative thinking.
5. At the same time, as the story line progresses, on the one hand, the audience can combine the concrete works to produce the effect of intertextual interpretation, and on the other hand, it opens up the audience's aesthetic experience and interests in different dimensions, making the course full of motivation and the fun of exploration, which greatly enhances the learning effect.
6. Cultivate students’ planning, execution and innovative adaptability: Through campus physical exhibitions, students learn: (1) Creative thinking: Create storylines for works, analyze design concepts and interpret each other (2) Use music, harmony, color and digital sound effects to tell a wonderful story about a group of cement potted plants (3) Collect materials from the campus as the background for the exhibition; multi-perspective viewing triggers the extension of multiple axes, greatly increasing the possibilities of students’ works, presenting diverse aesthetic experiences, allowing art courses to resonate and be internalized in life, and embodying the personality and creative learning goals of "relying on people and wandering in art".