Taichung City Tanyang Elementary School─Cross-border aesthetics and cultural revitalization of Damyang Monster Village

Community cultural resources can provide rich teaching materials for aesthetic education. The "culture" that originally existed around life can be "inherited" and re-given "vitality" through the trajectory of history through "teaching". Based on community cultural resources, a series of integrated teaching designs for aesthetic education are constructed, and the community living environment is integrated into the curriculum through intuitive teaching, allowing for a more complete development of aesthetic education.
The Fengdong Stone in Juxing Mountain in Tanzi District is a famous local scenic spot, and the legend of the ape in Fengdong Stone is a story well known to the local elders. Legends are often related to the regional background, local flora and fauna, and the natural environment. Coupled with the imagination of the ancestors, many folklore, strange beasts, and monsters have been produced... In view of this, students can embody the school's educational vision of "respecting heaven and loving people, loving kindness and virtue" through courses through the community and rural areas, expanding learning benefits, allowing aesthetic literacy to be combined with cultural learning, promoting the integration of school and community education, and integrating aesthetic education Combine with local culture and ferment in the hearts of students.
Therefore, the team of teachers used local reading and community inspection activities to design the "Cross-domain Aesthetic, Humanistic Revitalization - Damyang Rainbow Monster Village" course. It was led by a group of cross-field teachers in language, society, art, information, etc., and used text reading and artistic creation , integrating subject knowledge from various fields, leading students to use community legendary stories as a starting point, allowing students to understand local culture and enhance their sense of local identity; further use creativity and imagination to produce the results of various teaching activities, and activate the "rooted" concept of story building ”, combining the intangible and tangible assets of community building culture, telling rural legends and folk slang, integrating tradition and modernity to create story scripts and performances, allowing students to record them with words and images, and care for the people on this land , things, and things, understand the landforms, landscapes, and cultural landscapes of this land, and then become aware of the relationship between oneself and the world.