Taichung City Guangming Junior High School─Aesthetic life, cross-border in Guangming

1. Ideate topics based on students’ interests
The teacher participated in a five-day lantern creation study course. After the study, he moved the work back to the school's art classroom and continued to complete the lantern production in his spare time. The students asked curiously: "How to turn a flat design into a three-dimensional shape?" "Teacher, skeleton. "What material is it made of?" "How is it different from the wire we usually use?" "Will the hot melt glue burn you? Can it be washed off if it drips on clothes?" "Is it attached with paper?", the teacher asked To: "Classmate, do you want to try it?" The student replied: "Yes! I went to the lantern show with my family during the Lantern Festival and I have always been curious about how the lanterns are made!", "How do I make the lanterns light up?" The students asked I am interested in the lanterns. The teacher began to design based on the premise of "life with beauty, cross-domain in light", and carried out large-scale public art implementation in the third grade visual arts course. Teachers and students worked together to complete campus public art works, making the "beauty of light come true" and implement Cross-domain growth – my bright and glorious life quality.
2. The learning process of experience and exploration
This course takes students as the main body of learning. Students discover the beauty of the campus, discuss and decide which basic shape and color can represent the atmosphere of the class, and also allow students to actively construct the basic spatial concepts and operating process skills of lanterns, leading students to enter the field of learning about lanterns. , cultivate students' care and respect for folk lantern art, and stimulate students' enthusiasm and aesthetic awareness for beautifying the environment. In the process of learning activities, lanterns are used as the basic shape, through lantern composition and skeleton joint hand-made course training, with electrical wiring, mounting and display, through practical activities and problem-solving processes, and then develop students' ability to The ability to "do, use and think"; teachers also understand students' learning status through observation, discussion, expression of ideas and creation of works to evaluate and assist students' learning, and serve as a reference for the next teaching activity. In addition, teachers prepare together with teachers and artists from other fields before class, hoping to induce students to not only study in the art field, but also learn from other sources to understand, learn about exhibition layout and communication, as well as life science and technology for safe electrical wiring.
3. Explanations that echo the core competencies
This course guides students to participate in art activities through lantern teaching, experience the significance of cultural heritage and traditional folk skills, enhance aesthetic perception, and echo "A1 physical and mental quality and self-improvement." Through the learning process of lanterns, students can explore and understand the connection between art and life, so as to show their awareness of beauty and echo the "B3 artistic accomplishment and aesthetic literacy". During the course activities, through artistic practice, students can help and cooperate with each other, share with each other, develop teamwork and communication and coordination skills, and work together to complete tasks through division of labor, echoing "C2 interpersonal relationships and teamwork."