Taoyuan High School in Taoyuan City─This is what it says 2

This project is based on the artistic life curriculum. The school's performing arts curriculum uses the performing arts curriculum map as a model. It constructs unit-type themes from performing arts techniques such as dance, drama, and theater integration, combining life situations and learning through Performance and learning content are intertwined to construct the course objectives, scaffolding the learning context, adding elements such as Chinese, music, art, science and technology, mechanics, gender equality and human rights across domains, and conducting literacy-oriented courses through operations, exploration and creation.

The unit "It's like this" is the unit of the fourth week of this semester. Through the literacy context, it starts from unit one: Standards (meeting happily), Two "Respect" (all aspects of life), Three "Cooperation" (Passing good treasures), and Four "Textual expression" (It's like this) , Five Elegance vs. Class (Ballet), Six Expert Attitudes (Modern Dance), Seven Self-Exploration (Dance Therapy), Eight Imitation (The Miracle of Sound), Nine Symbol Transformation (Runs and Appearances), and Ten Multimedia (Flying Fantasy) , Eleven Theater Integration (Love Wasami), Twelve Expert Perspectives (Classic Appreciation), through the accumulation and stacking of individual units, students have the ability to be diverse and able to create and integrate. At the end of the semester, students will be divided into groups to independently produce small presentations.

This lesson plan focuses on the unit of words. Combined with the Chinese field - Chinese liberal arts, the traditional Chinese course starts from the study of characters, analyzes the characters, time, and space in the text, constructs basic knowledge, and then further deconstructs it to extract the characters' actions, expressions and words. The hidden metaphors in the painting nourish the artistic expression with this understanding and perception. In addition, with modern media images, different media are used to divide them into six groups of images - words, images and scripts are different but have the same meaning. They use symbols and metaphors to visualize words and combine ancient and modern Chinese and foreign literary and cultural materials. It is expected that students can The internalization, absorption and feedback of these characteristics stir up amazing new cultural products. Combining literary texts and performing arts across fields, students can use their own perspectives to interpret text characters and record them in e-books, transform symbols into physical performances, and empathize with the dilemmas and choices of story characters; or analyze through group discussions , change perspectives, propose new perspectives, re-adapt and re-interpret.

Through "watching images → subjective expression of image content" and "role analysis → selecting subjects and verbs to complete actions", "stories" are used through text context to train students to think about context and co-create to stimulate imagination and concrete actions. And use the ability of improvisational physical expression to break old experiences and thinking frameworks, helping students escape from subjective ideas. During the course, teachers and students are expected to demonstrate effective communication and interaction, discover the ability to explore and learn on issues such as dealing with others and team strength, and then use the past stories and current perspectives to physically embody the aesthetic perception of the integrated course of performing arts and Chinese language. force.