Fuyang Elementary School, Fengyuan District, Taichung City – Mule New Life Elementary School

I. Inner Emotions and Self-Growth (Combining Wood Education and SEL)
This course is designed around the core concept of "learning through play." In addition to teaching basic art techniques, it also focuses on "emotional observation and life awareness," using natural materials as "containers for emotions."
1. The metaphor of wood grain: guide children to understand that "wood is hard, but emotions are soft". By observing natural wood, children can see that the "growth rings" of wood are like a diary of emotions, while the uneven "knots" symbolize the courage that grows after being hurt.
2. Practice of Embracing Adversity: Transform the "rotating maze" into a vehicle for emotional empathy. The small beads that cannot be taken out of the maze are metaphors for the difficulties in life that cannot be easily removed, guiding children to practice coexisting peacefully with adversity.
3. Find creativity and self-identity in "imperfection". Make a lot of wood "leftovers" to create, and convey the value that "there is no waste material in the world, only undiscovered highlights". Let children realize that everyone is a unique existence with their own strengths.
4. Embrace uncertainty: Encourage children to let go of their anxiety about "being afraid to try" and "making mistakes" (such as abandoning pencils and doodling intuitively), and let unexpected lines become new possibilities.

II. Implementing Social-Emotional Learning (SEL) and Inclusion/Mutual Support
1. Emotional Visualization: By drawing little monsters and identifying emotional faces, abstract feelings are made concrete, and students practice acknowledging their own emotions and finding ways to express them without harming others.
2. Team Co-creation: Through cross-grade (e.g., fourth graders assisting third graders) and small group co-creation (e.g., jointly coloring school toys or collaborating on exhibitions), empathy and a spirit of sharing are cultivated through real-world interaction.
3. Reclaim creative initiative: Shift from appreciator to creator.
4. Build confidence in creation: The ultimate goal of the course is not perfect painting techniques, but to give children a sense of confidence that they can create.
5. Express yourself bravely: Through self-curated exhibitions at the end of the semester, children can break free from the framework of "waiting for standard answers" and bravely express themselves to the public, internalizing resilience as a life attitude.

III. Local Connections and Sustainable Development
1. Integrate the spirit of nurturing wood with the four main axes of the curriculum of Fuyang Elementary School (ecological exploration, local history and culture, arts and cultural creation, and international communication).
2. Using natural materials to echo ecological sustainability, connecting with the school's "ecological exploration aesthetics", leading children to understand the growth of trees on campus and in the green mountains, and exploring the source of timber and resource recycling.
3. Using leftover wood and natural materials to create art can deepen children's understanding of the importance of protecting nature and sustainable development.
4. Carving Cultural History: Translating the local memories of "Huludun" through woodworking. By combining traditional woodworking with "digital technology" and "traditional crafts", children can reshape and pass on the cultural and historical memories of their hometown.
5. Play and Inclusivity: Through collaborative practice of social-emotional learning, deeply integrate with the school's "Social-Emotional Learning" and "Seven Habits" initiatives, and enhance interpersonal skills and responsible decision-making abilities through wooden toy experiences and leftover material creation.
6. Creative Heritage in the Community: Creating a New Campus Landscape through Aesthetic Practice