Last Saturday (1/4), the 113th school year Taozhu Miao District cross-disciplinary aesthetic education and social emotional learning workshop concluded successfully! This workshop focused on exploring how to deeply integrate aesthetic education and social-emotional learning (SEL), and provided teachers with a variety of inspirations and practical strategies through artistic experience and cross-field curriculum design.

During the event, the sharing session by Director Su Pei of Taipei City Guide Experimental Elementary School of the Best Me Seeds of Happiness teacher team was impressive. He guided a series of experiential activities that emphasized perception and cooperation, starting with passing the water cup, allowing participants to cooperate with their peers to safely pass the filled cup with their eyes closed. This process not only inspired teachers to think about interaction and trust among students, but also highlighted the key role of perception in establishing cooperation. Later, he led the teachers in team art creation, and a group of four people completed a painting together. This activity requires participants not to separate their pen tips and not to talk. They can only feel who is the leader and the led through the movement of the pen. During the collaboration, the teachers realized the deep meaning of communication and tacit understanding, and named the painting to give the creative process more connection and meaning.

Director Su emphasized that the core of social-emotional learning lies in subtle but critical changes that can trigger sparks of innovation, and this is where the power of education lies. The director used his own experience as an example to explain how to implement the SEL framework in the classroom so that students can build positive emotional experiences during learning.

In the afternoon "Cross-disciplinary aesthetic course activation workshop" session, project co-host Professor Chen Yunwen further emphasized the value of cross-disciplinary aesthetic courses. She reminded students to feel the relevance of the course to themselves during teaching, and pointed out that social-emotional learning has already been integrated into many daily teaching situations. The key lies in whether teachers can stimulate more cross-field learning through conscious design and reflection. possibility. In this session, participating teachers were invited to learn from their peers. In addition to comparing the relationship between cross-domain aesthetic literacy and SEL, they also used the SEL checklist to discuss and give feedback on the SEL cross-domain aesthetic course created by three senior cross-domain aesthetic teachers:

Teacher Liu Fangting of Zhubei Xinglong Elementary School’s “Hi! "Friends" uses stories about artists and friends to arouse students' discussions about their own friendship relationships, and introduces point drawing techniques, allowing children to transform themselves and their friends into dots and lines to create a unique friendship map.
"Embrace Your Heart" by teacher Wang Yiren of Dahu Elementary School in Hsinchu uses the images of giant animals and humans coexisting in the works of Japanese illustrator Monokubo to inspire students to identify emotional states and needs and create sounds, and then transform the pressures in life into Start discussions and exchanges.
Taoyuan High School teacher Xie Wenru's "Approaching Humanity through Art - The Emotional Style of Performing Arts" uses the SEL framework to guide students step by step through performing arts to detect and explore emotions and interpersonal conflicts, visualize emotions and interpersonal relationships, and practice in life. social emotional issues.

Through the sharing, inspection and discussion of the above practical cases, teachers have a clearer imagination and path for SEL cross-domain aesthetic courses.

In the final session of "Lighting up the Light of SEL through Performing Arts", teacher Hui Huici used performing arts as a medium and singing as a guide to lead the participants in an interesting and inspiring activity. The teachers transformed into small animals in the forest, worked together without being discovered by hunters, and successfully reached the finish line together. This activity not only tested the participants' teamwork skills, but also led them to reflect on the diversity and uniqueness of students, and further explore how to teach students in accordance with their aptitude and respect each student's readiness and learning needs. At the end of the event, participants gathered in a circle to write down their thoughts on the event and encourage each other. The scene was warm and powerful.

This workshop profoundly reflected the organic combination of aesthetic education and social-emotional learning. For the project cooperating teachers and many external teachers from across counties and cities, it not only formed a teacher-community partnership of mutual learning, but also formed a teacher-community partnership among teachers. I have gained a lot professionally, and I have fully realized the energy and potential of cross-disciplinary aesthetic education projects, as well as the possibility of igniting transformation through curriculum and teaching. They all said that this was an inspiring learning experience and they looked forward to applying what they learned in future teaching practices and continuing to explore more possibilities in cross-field aesthetic education and social-emotional learning.