Changhua County Shetou Elementary School—Creative Arts Market-Shetou Shopping Street

1. Background, meaning and importance of unit design
Guava and socks are the two main traditional industries in Shetou. Students can start by understanding the industries of their hometown and develop their care and confidence in the local culture. At the same time, through creative thinking and practice, students' teamwork, problem-solving and creative thinking abilities are cultivated, so that learning is not limited to the classroom but can be connected with the real world.
2. Cross-disciplinary curriculum planning
On the basis of continuing the previous cross-disciplinary aesthetic courses, this course still focuses on Shetou's local industries "guava" and "socks", combining cross-disciplinary learning such as local industries, aesthetic design, technology and healthy diet, innovative thinking, etc., allowing students to develop products with creativity and market value through group cooperation, and integrate the concept of "Sustainable Urban and Rural Areas" of SDGs 11 into learning and practice. Through carefully designed teaching strategies, students are trained to think about local creation and environmental sustainability.
This project is led by the school's cross-disciplinary team of aesthetic teachers, and art teachers from the nearby Qingshui Elementary School are invited to form a cross-school cooperation group to jointly design courses. Qingshui Elementary School will implement the early aesthetic curriculum, “Guava Big and Small Matters,” previously developed by Shetou Elementary School, while Shetou Elementary School will implement an extended version of the curriculum. Through annual inter-school cooperation, we hope to combine Shetou’s unique local industries with cross-domain aesthetic courses and gradually promote them to the other six schools. This move will make the course a feature of aesthetic education in Shetou Township, give full play to the spirit of 12-year national education, and promote spontaneous interaction and common good between teachers and students.
3. Teaching strategies and assessment
1. Teaching strategies:
Using problem-based learning (PBL), we guide students to understand the industry in the "Guava" and "Socks" courses and complete a complete topic through group collaboration. Through cross-disciplinary collaboration, we invite teachers from different fields to design courses to help students understand problems from multiple perspectives and integrate knowledge from various disciplines into thematic practice. Situational learning allows students to get to know the market of the Guava Knitting Festival, participate in the actual situation of the local industry, and closely integrate learning with real life. Collaborative learning and creative thinking allow students to use their respective expertise in groups, brainstorm and complete tasks together. The purpose is to stimulate students' creativity and help them integrate knowledge from different fields, thereby improving their cross-field problem-solving capabilities.
2. Evaluation method:
Through observation, practical assessment, cooperative learning, learning sheets, and oral assessment, we understand students' learning outcomes in the three major aesthetic qualities of perception and appreciation, creation and practice, and application and expression.