Taipei Municipal Tianmu Junior High School — My classmate is AI

This semester's performing arts courses are centered around the five core competencies of SEL (Social and Emotional Learning), combining teaching activities such as drama, physical education, role-playing, creation, and collaborative performances. Through practical artistic experiences, students not only learn performance techniques but also gradually cultivate abilities such as self-awareness, self-management, social awareness, interpersonal relationships, and responsible decision-making through physical experiences, situational experiences, and peer interactions.
The course does not aim to "teach emotions," but rather to enable students to learn to understand themselves, respect others, and transform emotions into creativity and expression through the process of artistic creation and real interaction.
The shift from "teaching acting" to "accompanying children in learning how to be a person" is a key part of my initial planning for this course. I kept thinking about how performing arts classes could respond to the rapid influx of AI into students' lives. Later, I realized that what we really wanted to discuss wasn't AI, but "humanity." When AI begins to write, draw, create, and even chat, students need to consider: what is truly precious about humanity? How do we understand our own emotions, build relationships with others, and retain the capacity for feeling, empathy, and creativity in this era of rapid technological advancement?
Therefore, this course does not treat AI as a technological tool, but rather as a "classmate," using real-world scenarios to stimulate student thinking. Centered on performing arts, it integrates Social-Emotional Learning (SEL), interdisciplinary inquiry, and creative practice to guide students in exploring themselves, understanding others, and re-evaluating future human-machine relationships through artistic experiences. This course design also echoes the spirit emphasized in Interdisciplinary Aesthetics Module 4.2—starting with real-world scenarios and cultivating students' core competencies for the future through interdisciplinary inquiry, aesthetic experiences, and creative processes.