Shuangyong Elementary School, Xinyi District, Taipei City – Shuangyong Forest: Campus Public Art Co-creation Project

This course is part of the "Art Activists" series of curricula at Shuangyong Elementary School, responding to the historical context of school mergers and campus reconstruction, and using public art as a learning space for students to participate in campus public issues. The "Art Activists" curriculum emphasizes that art is not only a personal creative expression, but also a process of responding to public issues and participating in social practice. Through art learning, students understand their own environment and systems, cultivating the ability to intervene in public spaces with art, respond to the needs of others, and propose action plans. Based on the educational philosophy of Art Activists, the characteristics of public art, and the spirit of STEAM education, this study constructs the "Art Activist STEAM Curriculum Model" as the design framework for Shuangyong Elementary School's public art curriculum. This model includes five interconnected learning processes: systems thinking, design thinking, AI co-creation collaboration, innovative problem-solving, and social practice, guiding students to gradually develop their art action abilities starting from the school environment through observation, analysis, design, and practice.

Shuangyong Elementary School's public art curriculum, "Art Activists," constructs a vertically integrated public art curriculum framework from fifth to sixth grade. Extending from last semester's "Public Art Action and Creation," this curriculum centers on the collaborative creation of public art on campus. It integrates interdisciplinary learning, including art creation, nature observation, material application, and teamwork. Through hands-on processes such as group composition, clay sculpting, plaster casting, painting, and assembly, students are guided to collaboratively complete public art works on campus. The curriculum emphasizes the creative process from two-dimensional design to three-dimensional production, cultivating students' aesthetic expression, spatial composition, media application, and collaborative communication skills. It also helps students understand the relationship between public art and the school environment, enhancing their sense of identity and participation in the school space.