National Pingtung University has participated in the "Ministry of Education's Interdisciplinary Aesthetic Education Excellence Pilot Program" for many years and serves as the teacher training school of the Southern District Teacher Training University. In the second half of 2020, a lesson plan development workshop will be held and implemented in the "Performing Arts" course of the Department of Education, School of Education. On January 4, 2021, a curriculum plan sharing meeting will be held with the theme of "Art-based Interdisciplinary Teaching Plan". The participants this time were mostly students from the Department of Education, Department of Early Childhood Education and other schools of education, and there were also several students from the English Department of the School of Humanities and Social Sciences, and the Marketing and Circulation Department of the School of Management.

Under the leadership of Professor Wu Hongyi from the Department of Music, member of the teacher training committee, Associate Professor Deng Zongsheng from the Department of Science Communication focuses on performing arts. During the course, each student is asked to prepare a gift card (completely blank paper card) on which to write down the thoughts they most want to express (let them The idea of people being lucky (it can be words that touch you, changes you want to see, etc.), and put this idea into at least one field subject in your major, use performance to design learning, and form a "performance and XX" Interdisciplinary curriculum program. In the course plan development process, students refer to and quote the cross-field aesthetic "Course Module 2.0 Curriculum Creation Plan" as a medium, and use the prompts on "aesthetic elements and aesthetic forms" as a reference for self-evaluation and thinking.

In the performance activities, the sentence on each gift card is the concept that I want to bring students to understand in the classroom in this course plan. Therefore, what is written in the upper left corner of the gift card is based on everyone’s future learning areas. The upper right corner What is written down are potential links. The lower left corner is an element of performing arts, and the lower right corner is an aesthetic form. In this way, we can help everyone think about the design of future creative activities. The process of connecting possible subjects, aesthetic elements, and aesthetic form concepts in future courses is an experiment in thinking about turning XX into performance creation. Although each participant only creates a learning unit, overall, in this work In the workshop, the learning units created by all participants can be used interactively, developed into teaching resources that can be used in the future, and brought to the teaching site for development.

Most of the participants' project designs this time were carried out in the form of theater games. Although it is just a game, the game can still be regarded as a "play", in which a combination of "theme" and "improvisation" from the aesthetic elements of performing arts are used. For example, some students wanted to express the concept of "experience aging". The game uses the movement of throwing upwards and catching passes, but it also incorporates the social issue of the elderly's limited mobility. Everyone shouts at each other not to let the ball go. Landed. However, the host will say "your hands have deteriorated" and "your feet have deteriorated" and put small balls on different parts of the player's body, emphasizing the principle that they cannot be allowed to fall to the ground and continue to play the game of throwing and catching balls. This kind of game that constantly adds "restrictions" allows participants to experience the theme of constant aging and inconvenience. The ball is held on different joints, and the difficulty of movement and action is increased to improvise throwing and catching passes, making the originally simple catching game , but under increased restrictions, subjective performances and improvisations are formed to achieve empathetic memories and narratives. The difference is that games usually use winning and losing competition to increase excitement, but in interdisciplinary teaching games, there is not only winning and losing, but also the learning significance of improvement and reflection.