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Project Elements
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How did your activities and research for
this International Schools CyberFair Project
support standards, required coursework and
curriculum standards? |
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Cyberfair Project has
become a new trend in teaching with focuses
on improving independent thinking and
problem solving skills.
１•Strong
supports from our school
Since
Chang Shu Elementary School is located in
Shuanguan Community, a Shijr Aboriginal
community, it is beneficial for the
community to develop a curriculum
specialized in promoting native languages
and cultures of Taiwanese aboriginals. To
push forward aboriginal culture learning,
our school features an aboriginal choir
committed to carry on aboriginal traditions.
In addition, a special course for
traditional aboriginal arts and crafts has
been in place to maintain the rich heritages
of the fading aboriginal culture.
２•Students’
dedications
Majority
of Amis Legend Team are members of Chang Shu
Elementary School Choir, ranging from grade
3 to grade 6. Because most members have
basic understandings of Amis culture and
arts, questions were constantly been raised
regarding to traditions and controversial
subjects. Powered by this project, we were
able to further explore issues and
controversy about aboriginal traditions
through a series of interviews and research
activities. Particularly, while we were
learning more about raising issues,
designing research strategy, interviews as
well as documentation and data integration,
we were also being trained for independent
thinking, problem solving, organizational
skill, and social skills. We are confident
that the fruits of our labor not only will
benefit each team member in cultural
appreciation but also serve as a great
example for our peers
３•Grade 1-9
Curriculum Integration
Our topic “Heavenly Melody,
Innocence, and Root” covers the major
subjects of native education curriculum
designed for Taiwanese Aboriginals. The
culture-focused efforts are designed to
motivate students in exploring Amis’
traditions and culture. Thus, you will find
the connections between this project and the
main areas of Grade 1-9 Curriculum as
described below:
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Area of Study |
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Language |
Curriculum goals：
Understand the heart of Taiwanese
Aboriginal culture; recognize the
characteristics of Aboriginals’
language; Build individual
confidence for personal development.
Encourage cultural appreciation and
promote interests in Aboriginal
native languages; Renew spirits of
Taiwanese Aboriginal culture.
Self-Motivation in learning native
language; enjoy the lifelong
learning of the aboriginal culture
with missions in carrying on the
culture.
Persist in using native language on
a daily basis and develop interests
and positive attitudes in exploring
other languages and cultures.
Standard Skill Indicators：
1.Listening Comprehension
1-1-1 Ability to understand daily
conversations in respective native
language.
1-1-4 Ability to understand simple
conversations in respective native
language.
1-1-6 Ability to identify with the
respective native culture through
verbal communication.
1-2-1 Ability to recognize common
words or phrases in respective
native language.
1-2-4 Ability to understand daily
expression in respective native
language.
1-2-8 Ability to improve listening
comprehension in respective native
language through technology and
information.
2.Speech
2-1-1 Ability to speak simple words
or phrases in respective language.
2-1-2 Ability to express ideas
using simple words in respective
native language.
2-1-5 Ability to greet people using
respective native language.
2-1-8 Ability to improve respective
language skills using modern media
with teacher’s assistance.
2-2-1 Ability to conduct
self-introduction in respective
native language.
2-2-5 Ability to express concerns
in respective native language.
3.Ability
in Phonetic System
3-1-1 Ability to sound out simple
phonetic symbols for the respective
native language.
3-2-1 Ability to spell phonetic
symbols for the respective native
language.
3-2-2 Ability to learn the core of
the respective native language using
simple phonetic symbols.
3-2-6 Ability to express personal
comments using simple phonetic
symbols for the respective native
language. |
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Live courses |
Curriculum goals：
Ability to acknowledge the
relationship between the individual
and environment; Ability to enjoy
creativities for a fulfilling life
through art exploration,
appreciation, and activities.
Enjoy participating in arts
activities and broaden visions in
culture and arts.
Standard Skill Indicator：
1-1-5 Enjoy outdoors and care for
nature and the livings.
4-1-1 Stimulate creativities through
multimedia and participate in
visual, audio, and dynamic art
activities.
5-1-1 Experience nature formations,
man-made objects, and art works to
build up initial art appreciation
experience.
5-1-4 Value diversities by
appreciating art creations and
culture characteristics, and
respecting creator’s expression
methods. |
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Society |
Curriculum Goals：
Understand the inter-connectivity
among society, culture, and
ecological environment. Recognize
the importance of environment
protection and resource exploration.
Improve self-understanding and
self-contribution to develop
positive, confident and open
attitudes; train for presentation,
communication, and collaboration
skills.
Develop interests in exploring and
researching; improve skills in
creativities and data processing.
Standard Skill Indicators：
1-3-1 Understand differences in
individual communities and respect
diversities in characters.
1-3-2 Acknowledge background
conditions of individual folk
culture, traditional festivals,
meanings of customs as well as their
importance in daily livings.
2-1-1. Be aware of the changes in
local neighborhood and school’s
surrounding areas.
2-1-2 Describe the sequence of
events regarding family settlements
and movements.
2-2-1 Understand the vicissitude of
human environment and economic
activities in the residing town or
city.
4-1-1 Embrace nature and care for
nature and the livings. |
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Arts
and Humanism |
Curriculum Goals：
Exploration and Expression:
Encourage self-discovery,
acknowledging connections between
environment and individuals, and
involve in arts and creativities for
personal enrichment.
Art appreciation and understanding:
Through art appreciation and
cultural activities, students will
develop appreciation for a variety
of art works, artistic styles, and
cultural context. As a result,
students will grow interests in arts
works and culture-focused arts
activities.
Implementation and application:
Through arts activities, students
are expected to identify with the
connections between arts and daily
life and strengthen the
understanding of environment; get to
know art professions, broaden
visions for arts, and respect and
understand art works. Most
importantly, apply theories into
daily use.
Standard Skill Indicators：
1-1-1 Stimulate creativities through
multimedia and participate in
visual, audio, and dynamic art
activities
2-1-5 Experience nature formations,
man-made objects, and art works to
build up initial art appreciation
experience.
1-2-5 Develop interests in
teamwork, group planning,
collaboration, and joint art works.
2-2-9 Collect information about
native heritage or traditional arts,
and living arts. Develop
presentation skills in introducing
characteristics and the background
of native arts.
3-4-9 Develop interests in artistic
presentation and appreciation in
day-to-day activities. |
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What
information tools & technologies did you
used to complete your CyberFair project? |
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Information tools |
Use |
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Contact |
Telephone , cell-phone |
Communicate and get
in touch with |
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E-mail, zone of discussion |
The exchanges of
information and questio |
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Transportation |
Bus |
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Motorcycle |
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The
materials compiling |
The
books, teaching material |
Save information collected |
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Newspaper |
Save information collected |
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Internet Explorer |
Save information collected |
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Network hard disk |
Save temporarily information
collected |
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PC |
Information gathered together as
whole |
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NB |
Information gathered together as
whole |
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USB |
Save temporarily information
collected |
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Sound&Video |
DV |
records the course of making the
tour , visit that we study , look
for one's roots. |
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DC |
Record down the information we learn
from the professor, course that
visit take a picture and leave
noting down. |
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Printer |
The printer (one ) prints out the
ones that find on the network or the
materials needing to use. |
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1394
card |
Duplicate D V |
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Recording pen |
Record and produce the talk content
while visiting |
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Computer software |
Relevant books of the computer |
Obtain and study application in
information |
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PhotoImpact |
picture is revised and made |
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FrontPage |
Webpage making of FrontPage |
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Flash
MX |
Animation making |
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Internet Explorer |
webpage browses through and tests |
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Microsoft Word 2003 |
document materials are gathered
together whole |
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FileZilla |
webpage and materials uploading |
Quite
absorbed, make great efforts to study how to
use DV
Will learn to bring into play
actually , will note down the course.
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In what ways did you act as "ambassadors"
and spokespersons for your CyberFair project
both on-line and in person? |
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It has been a great challenge for us. To
complete our missions for this project, we
sought out to the principal, teachers, and
other students. For example, Mr. Ching-yan
Gang responded to our interview request and
he was very insightful in his observation
because he is the Shijr’s chief. In
addition, because Ms. Hui-mei Lin was once a
Fenlin princess, she has been very
resourceful to our project. Most
importantly, with our teacher’s help, the
school’s computer equipment and internet
access have become the greatest tools in
finding information regarding to the
locations mentioned in the interview
conversions. In the meanwhile, we were able
to locate information about Amis’ music,
dance, crafts, traditional culture, and so
on. Without this project, we would not have
discovered such serene beauty in our
hometown. Once we started this project, we
were all very inspired by what we learned
about our hometown and could not get enough
of it. Subsequently, we initiated our
project design and planning and fortunately
located Mr. Yi-chang Tsai, Mr. Tsai who
supported us in researching and exploring.
After a series of discussions, we decided to
visit “Thgaham” and intended to make this
trip a memorable experience. Through
Information Highway (Internet), we were able
to locate Ms. Bao-Yu Hsieh, owner of “Old
House”. The tour of “Old House” had been an
extraordinary experience because of the Ms.
Hsieh and her friendly staff. As far as Amis
architecture is concerned, we had a chance
to visit Mr. Guang-hui Chou who gave us a
great architectural overview. Besides, we
were drawn to his models mimicking existing
Amis architectures and learned a great deal
during this trip. Not to mention, we even
visited Mr. A-long Lin, a famous wood
sculptor, and were completely amazed by his
art works. On the way back, Ms. Feng-ting
Lin walked us through the legend of our
origin “Sabat Stone Pillar”. Without a
doubt, this project has given us an
incredible opportunity to get in touch with
our root and culture and we learned to take
it seriously to maintain our traditions and
make known to the rest of world.
Visit Mr. Zhou GuangHui Visit
Mrs.
Lin HuiMei Visit Mrs.
Lin HuiMei Visit Mrs. Sha Bao
Zhu |
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What has been
the impact of your project on your
community? |
Although there had been plenty of
related information about Amis culture
in our school, we felt disconnected from
what Amis really was and what it stood
for. The lack of understanding in Amis
culture makes an Amis grow desires to
learning more about it. According to our
teachers, Amis language has no words and
its history has been kept up by verbal
communications passed on from generation
to generation. Nonetheless, majority of
our team are Amis descendants though we
have been out of touch with our root for
years. In the meantime, it seemed that
we were no longer a part of the rich
heritage in Amis culture.
During the trip to Amis’ origin “Hualien”,
we immediately sensed distinctions from
Shijr tribe in Taipei County. We visited
the chief of the Shijr tribe, and aunts
and uncles who taught us Amis native
language. During the visit, we learned
that Amis valued respects for elderly in
the traditional culture though our
modern Amis community has somehow lost
the valuable character. While learning
palakaw (Amis’ traditional fishing
method), we recognized a co-exist
binding between nature and human beings
in which nature would be preserved and
provided resources for human beings
forever. By the way, we had
opportunities to taste one of the kind
amazing cuisines made with homegrown and
pollution-free vegetables.
Although we experienced challenges in
communicating with the natives
throughout the entire filed trip to
Hualien, it has been a rewarding
experience for us to learn overcoming
fears and difficulties. While impressed
by the fabulous voice of elderly Amis
women, it came to light that Amis were
blessed with gifted voices as if the
sound of heavenly melody.
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How did your project involve other members
of your community as helpers and volunteers? |
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Set about running the case for the first
time to get numerous supports in the school,
especially music teacher, she offer us
numerous relevant information to do the
subject matter besides helping us to
interview. The more honored one is, can have
a meeting and offer a valuable suggestion to
us with the Mrs. La Qian's committee members
together , let our going on in the activity
have very great help.
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Intellectual
Property Rights |
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Prior to publishing the web page for
Cyberfair Project, we carefully marked
references on each item and all items were
fully authorized for display. Many thanks to
those who supported us with articles,
publications, documents, and pictures.
Without these support, our project couldn’t
have made it this far. |
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Discoveries, Lessons and Surprises |
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1. While learning traditional dance and
music, we unveil the profound concepts in
our culture. It is an amazing gift to have
opportunities to learn such interesting and
mysterious characteristics. Although we
encountered issues slowing down our progress
during the interview, it turned into a
worthwhile experience in problem solving.
After the field trip, we learned a great
deal of knowledge in our culture and took
home with us a number of digital pictures
for our website. Big thanks to participating
students in Christian Chun Yuan University.
With their unconditional supports, our web
page is now available to the public.
2. During the root-searching trip, we had
our moments from time to time and volunteers
often had to step in to handle our disputes.
The relationship between our team members
has grown a lot and we were very satisfied
with our project.
Ha! I have caught fish!
Trimeresurus stejnegeri was
here originally |
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