Tainan City Jiali Junior High School - Arts Student
This course is based on the concept of "art as a medium, culture as the core, and cross-domain as a bridge", combining English, art, music, life technology and comprehensive activities. The core of the course revolves around local culture - the Xiaolong Fragrant Centipede Formation. Through students' personal visits to the Art Formation Museum in the Xiaolong Cultural Park, they experience the traditional art formation culture of the Jin Tang Temple in Tainan, thereby inspiring their perception and respect for traditional art.
I. Cross-domain integration and disciplinary application
1. English: Cultivate students to write cultural guides in English. Through role-playing and real-life exercises, improve their language expression and communication skills, and enable them to confidently introduce local cultural characteristics in a foreign language.
2. Music: Guide students to recognize and appreciate the sounds of the northern pipes, southern pipes, and drums in the art formation, understand their functions and beauty in the ceremony, and create simple rhythms to play and simulate the atmosphere of the performance.
3. Visual Arts: Students will experience traditional techniques such as paper cutting, clay modeling, and paper cutting. Through creation, they will understand the symbolic and aesthetic value of folk art and cultivate their cultural aesthetic ability.
IV. Life Science and Technology: Students will design and make art car models, learn the basic mechanisms and lighting circuit principles, and practice innovative design and hands-on skills.
5. Comprehensive Activities: Through team tasks, thematic exploration, and presentation of findings, students practice planning, division of labor, and problem-solving, and reflect on their roles and interpersonal interactions in the learning process.
2. Practice of Aesthetic Education
Students are encouraged to draw inspiration from the shapes, colors, sounds, and movements of traditional art formations, developing multisensory experiences and aesthetic judgment. Through observation, practice, and creation, they will understand that beauty exists not only in works of art but also in daily life and cultural practices, further enhancing their artistic literacy and cultural sensitivity.
3. Introduction of SDGs (Sustainable Development Goals)
I. SDG 4: Quality Education
The curriculum emphasizes competency-based learning and cross-disciplinary integration, encouraging students to actively explore, practice and express themselves, thereby enhancing their learning motivation and self-efficacy and implementing the core concept of "lifelong learning".
II. SDG 11: Sustainable Urban and Rural Areas
Through visits to the Xiaolong Cultural Park and the Jintang Temple, students learned about local traditional culture and historical spaces, considered the connection between cultural preservation and modern life, and strengthened their recognition and awareness of protecting their hometown’s cultural assets.
III. SDG 12: Responsible Consumption and Production
The course design guides students to make light car models using recycled and reused materials, allowing them to experience environmental design thinking through practical experience and cultivate their motivation to reuse resources and reduce waste.
IV. SDG 17: Diverse Partnerships
This course collaborates with Xiaolong Cultural Park, temples, artists, and community resources to build a collaborative network between the school and society, and practice the sustainable concepts of resource sharing and community participation.
4. Social Emotional Learning (SEL) Application
The course emphasizes self-awareness, interpersonal relationships, and social responsibility. Students learn to listen, coordinate, and express emotions through teamwork. Through guided tours, creative activities, and performances, they build confidence and a sense of accomplishment, cultivate empathy and cultural respect, and practice responsible learning and group interaction.
We hope to enable students to view local culture from a global perspective. With aesthetic literacy and the Sustainable Development Goals (SDGs) as the core of the curriculum, we aim to achieve the learning objectives of "learning by doing" and "thinking by creating" through hands-on activities such as clay centipede sculpture, paper-cut blessing patterns, vehicle body construction, and lighting design. English-guided tours encourage students to translate local culture into cross-lingual communication skills, and through SEL (social emotional learning), we guide students to develop attitudes of respect, listening, and self-expression during collaborative processes.
This course cultivates students' aesthetic observation and creativity, and implements the cultural sustainability and civic participation concepts of the SDGs. It allows students to develop their own cultural literacy and sense of responsibility connected to the community through exploring traditions, understanding the present, and looking to the future.
