High School Affiliated to Taipei Municipal University─Zhizhihehe

In view of the implementation of the 108 new curriculum, we are trying to develop curriculum development in the art field and collaborate with teachers from different subjects to develop cross-field aesthetic courses. This course is designed with visual art learning as the main axis, and is planned to be implemented in classes. It is mainly focused on the twelfth grade mathematics and physics gifted class. The course process covers the biological field, visual field, and health field. It is expected to unite teachers in the school to construct cross-subject and Domain-oriented practical courses.
The development of this course is based on the core competencies in the art field, emphasizing the integration of art learning with life and culture, breaking away from the study of knowledge and skills alone, and integrating the three core competencies mentioned in the general outline: "autonomous action" and "communication" Interaction" and "social participation". In the "Independent Action" part, since the course requires students to design paper models by themselves and develop the paper models into pottery pots, they can achieve practical action by creating ideas; in the "Communication and Interaction" part, through "Succulent & Plant Healing" The theme concept allows learners to acquire comprehensive and integrated knowledge through the learning process, under the leadership of teachers in different fields, so that the transfer of knowledge should be mutual application rather than just application in a single field, through art. as a medium to connect the mutual application of symbols in each other's fields; in the "social participation" part, through practical courses, learners can learn from each other and share each other's works, and the interaction of the group can trigger personal aesthetic appreciation.
In the 108th school year, our school participated in the Ministry of Education's cross-field aesthetic education excellence pilot project with the "Blue and White Choo-fried Tea Chanting Aftertaste". Participating in the project included teachers in visual, mathematics, Chinese, and comprehensive fields. After a year of trials, the curriculum was developed It is also used in the flexible learning curriculum of the senior high school in the 109th school year. Through this project, teachers in the fields of vision, mathematics, nature, and physical fitness are encouraged to participate in cross-field curriculum development in the 109th school year.
This year's course extends the use of clay as a creative medium in the 108 school year, with the theme concept of "Succulent & Plant Healing". In the first semester course of 109, students learn how to design and develop clay pot paper patterns from the "Mathematics Field" course, using clay rods It is shaped into a pottery plate, and the geometric structure of the pottery plate involves using different geometric structures to form a three-dimensional pottery pot. The pottery pot can also be used as aquatic plants and terrestrial plants. The pottery pot is completed after underglaze painted pottery pots, bisque firing, and kiln firing. , In addition, we actually explored the shrinkage ratio of weight and size of pottery pots during the firing process, and understood the characteristics of pottery as a creative medium through the calculation process.
After completing the pottery pot, the "Biology" teacher will then introduce planting. After getting to know the plants, the learners will try to design plants with pottery pots. The pottery pots they design can become the new wedding clothes of the plants, and through the planting During the process of planting, you can experience peace of mind, just as Canadian art therapist Mitchell Hewson mentioned in the book "The Healing Power of Plants": "...Nature teaches us how to avoid repeating the same mistakes, because the life cycle of plants enlightens us about the renewal of life. Hope, and a chance to start over.”

The following explains how teachers from various fields collaborate on this course:
1. Teachers in the field of mathematics lead learners to complete the geometric design of the pottery basin and implement the flower vessel model based on the design drawing.
2. The production of flower utensils is taught by visual art teachers, starting from rolling out pottery plates, gluing and splicing, underglaze painting, and firing the blanks, to complete individual pottery pots; and measure the difference in pottery pots before and after firing.
3. Integrate the introduction of planting in the biological field, turning Ji's pottery pots into new wedding dresses for plants.
In the second semester course of 109, with the theme of "Plant Healing", students are led to first understand the structure of leaves and use pottery boards to make leaf-shaped dishes. They also try different clay creation methods, use hand-kneading to make aquatic plant vessels, and incorporate an introduction to aquatic plants. The utensils are used to grow aquatic plants, and then teachers in the health field are combined to introduce essential oil courses from plant cultivation with different aromas to make stress-relieving essential oil roller balls, so that students who are under the pressure of going to school can refresh and relieve stress. The following explains how teachers from various fields collaborate on this course:
1. Under the guidance of the biology teacher, observe leaf veins and understand leaf vein structure and compare aquatic and terrestrial plants.
2. There are multiple techniques for creating pottery. Distinguish the difference between pottery plates and hand-kneaded pottery. Leaf-shaped dishes and hand-kneaded aquatic plant vessels. After observing leaf veins from the biology course, through the rubbings of pottery plates, we can better understand the network veins formed by different leaves. . In addition, extended biology courses introduce aquatic plants and terrestrial plants, make aquatic plant hand-shaped pottery vessels, and are taught by visual art teachers.
3. The health teacher led the students to review the process and experience of planting, and introduced the production of aromatic stress-relieving essential oil roller balls through the introduction of aromatic planting.