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

Students start taking the Keya Creek themed course near the school in conjunction with community college teachers from the first semester of fifth grade.
The program begins with a visit to Keya Creek, where students learn about its surroundings and experience its natural landscape, ecological features, and impact on their lives. The students then return to the classroom for discussion, sharing, and analysis, sharing their experiences and discoveries. Through visits, observation, recording, and discussion, they reflect on the connection between Keya Creek and their own lives and those of local residents. This helps them understand the relationship between the creek's ecology and local culture, fostering a sense of identity, care, and affection for the creek. The artistic performance program focuses on protecting Keya Creek, with students actively exploring and considering how artistic expression can enhance understanding of Keya Creek and achieve its sustainability.
(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
In terms of the planning of the teachers' professional community, we will combine the school's teaching research association and the school's art class community
During this time, we will arrange for course discussions and joint preparation. We will invite lecturers in relevant professional fields to introduce and share course development and teaching resources, and provide advice and guidance to teachers who implement the courses in school. Through this joint preparation time, we will listen to the suggestions and ideas of art teachers on the course, so as to increase the breadth of the course and enrich the resources. Through dialogue and brainstorming, we will focus more on various aspects of course design, making the course more diverse and richer.
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.
(4) Technological integration and innovation.
In the section combining technology and art, students created three-dimensional guardian elves in their hearts.
The students used the learned painting techniques to create a Keya Creek basin scene by imitating the shape and appearance of the elves and depicting the stream scene. Combining digital AI and AR technology, the students photographed the elves' shapes and incorporated them into the created stream scene. Using AR and AI technology, students were able to step out of real life into the virtual world to explore, adventure, create and discover, embarking on an adventure with the Keya Creek elves!
(V) Local Identity and Heritage
In the process of social integration, students can learn from the new local development trends they learn in class.
The project explores the environmental challenges faced by the area, how to make local characteristics visible through action and regeneration, and integrates artistic creation into the revitalization of local environmental characteristics. This will cultivate students' concern and initiative for environmental issues and public affairs, inherit and protect the local memories of residents near Keya Creek, and become little marketers for the city.
(VI) Discussion on Sustainable Ecology
In the integration of the natural field, through the ecology of Keya Creek, the unique animal habits of the creek, the knowledge of the watershed, the creek
The program will teach courses on the functions of rivers and explore the concept of sustainability. Starting from the self, the program will explore the connections and relationships between humans and nature. The program will also explore issues related to survival and habits through the ecology of stream animals. The program will explore how to use one's own power to bring a different understanding and awareness of the sustainability of the Keya River to the residents, showcasing the diverse facets of the Keya River. Finally, the program will present the river through artistic expression, expanding new perspectives on the river.
(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.
The development of the 12-year national basic education curriculum is based on the spirit of holistic education, with the principles of "spontaneity", "interaction" and
The philosophy of "common good" emphasizes that students are self-motivated learners. Schools should prioritize student-centered classroom design and planning, providing timely learning scaffolding to stimulate students' motivation and enthusiasm. This approach should guide students to develop diverse skills in interacting with themselves, others, society, and nature. This approach should help students apply and practice what they have learned, experience the meaning of life, create their own values, and contribute to the sustainable development of society, the natural environment, and culture, striving for mutual benefit and common good. This is also the goal of the cross-disciplinary aesthetic education course "Art Wandering - Guardian Creek Spirits."