Taoyuan City Guangming Elementary School─Floating City

This project continues the cross-disciplinary aesthetic project of the 108th academic year, starting from the construction of bridge models and initially exploring the imagination of learning and co-prosperity from human creations and nature. In the 109th academic year, students were promoted to sixth grade. The curriculum took "City" as the theme, allowing children living in the city to face their own urban life more directly, so that learning is not just a passive absorption of personal course knowledge, but also a simulation of the city. Through continuous dialogue during construction, we can learn, think, and create, and gradually build our own ideal city to cultivate a sense of citizenship that can actively connect ourselves, others, and the world with beauty.

The flow of planned courses uses the reincarnation of nature as an image. Human beings often emerge from the crisis of "collapse" and are "reborn" through hard work and evolution. When basic needs are met, human beings will pursue spiritual breakthroughs and the pursuit of a beautiful life value. Leave "glory" behind. In the course of the last semester, we first went through the stages from "collapse" to "rebirth". Starting from natural experiments, students are guided to feel the power of nature and the scientific spirit of experiments. They also have a feel for the destructive power of nature faced by living in waterfront cities, leaving behind human beings' awareness of the problems faced by the impact of natural forces. After that, the course fund enters the "rebirth" stage. This stage will establish students' basic abilities in urban construction. Through the perspective of different roles of visual arts, students' urban design abilities will be built from macro to refined. It will assist mathematics classes with practical life and Proportional connections enable children to have the ability to design models at reasonable human scales. Students will study urban design from the perspectives of "mayor", "district chief" and "architect". From the perspective of the "mayor", we jointly decide on the city's development vision. Under this vision, the city is divided into four blocks based on the concept of urban planning use. The rules for each area to condense the beauty of the blocks are unified and promulgated by the "district chief". In the end, the students played the role of "architects" and tried to build the first building that complied with the code as a rookie architect in accordance with the neighborhood code. And through self-study during the winter vacation, I got to know an architect and his works and improve my horizons.

It is expected that in the next semester, in response to the waterfront knowledge and experimental methods in the nature class, it will be officially announced that the city is facing the dilemma of flooding due to global warming, and the final work will be presented in the swimming pool. Students will re-examine the relationship between neighborhood land configuration and water, and address floating issues. After the land is officially divided, it will be handed over to students for final planning and construction. With the accumulation of abilities, students are expected to launch their own masterpieces as veteran architects, integrating copper wire lights with buildings, and controlling the lights on and off through programming. , with a flow that spans multiple elements such as language, color, shape, material, image, and lighting, and a director's attitude of holding the world in his hands, we jointly interpret the bright city in our mind, and achieve the ultimate goal of feeling "glory" through the course .