3.Project Elements.

      The purpose of Grade 1-9 Curriculum is to nurture democracy literacy, compassion, awareness about the local and international communities and the ability to synthesize knowledge so as to develop lifelong learning skills. The curriculum should anchor on life and respect different personalities. It aims to develop the ability for explorations and reflections and encourages the concern over the society, the environment and the nature. The purpose is to establish in-depth understanding of and identification with local cultures, as well as to respect and appreciate other cultures.

      The research project on entangled flowers served as a vehicle to students to learn how to formulate research plans, discuss details and allocate tasks. It also encouraged them to step out of the campus and visited folk artists in their own community. This process allowed participants to learn about the cultural background, creation techniques and applications of entangled flowers. The appreciation of the tradition of a fine art makes students identify with their own township. The search of information on the Internet and the production of webpages presented an opportunity for students to explore and consolidate what they have learned. The research project also fostered team spirits by making members work on individual tasks and help each other in problem solving. This project integrated the learning objectives specified in Grade 1-9 Curriculum for different fields and concerning local cultures into the learning experience.
       

2. What information tools & technologies did you used to complete your CyberFair project?

3. In what ways did you act as "ambassadors" and spokespersons for your CyberFair project both on-line and in person?

        The folk arts in Taiwan have gradually falling to victim of rapid modernization. We heard the artisans lamenting of such changes when they were collecting data and conducting interviews. This was why we were so keen to introduce this beautiful art to the general public. We gathered and collated information, conducted interviews and learned to create spring flowers. All these results were presented on our webpages. We hope to demonstrate the cultural implications of the art of entangled flowers and enhance the visibility of folk arts in Taiwan. These outcomes might not be significantly impactful but we hope every bit of our efforts can bring spring flowers to full blossom and bring happiness to all parts of the world.

        There is a club in school for entangled flowers. Members learn to create spring flowers for two hours per week. The works are regularly exhibited in the school library or at school celebrations. These elegant and beautiful flowers often catch many eyeballs.

5.In the research process, did you discover problems in the existing educational system?

       In the research process, we noticed that students nowadays do not know much about folk arts. Students these days bury in books for exams and few extend their reach to extracurricular activities or bother to acquire additional skills. If the government can design relevant events or curriculum concerning folk arts of different regions, this will encourage students to walk out of classrooms and get to know the culture and art scene in their communities. The participation in the Cyberfair project was an opportunity for us to learn the skills not available in classroom and it opened a window to the world of folk arts. Of course, we think there should be some adjustments to the education system in Tawian, but the organization of Cyberfair and similar events can make up some of the current inefficiencies in the education system. This allows students to take an active attitude in learning and exploring. It will be a great asset in the future.

6. Intellectual properties?

      All the students participated in this project on the written approval of their parents. The interview questions and reports were the result of group discussions. We wrote the webpage texts in our perspectives, on the basis of the data collated by team members. Few photos were provided by Teacher Shih and the majority of the photos, video clips and editing works were taken or produced by us under the supervision of Teacher Shih onsite. We believe we own the copyright of these materials without infringing the intellectual properties of others.

7. Discoveries, Lessons and Surprises?

    After months of hard work, we learned how to master data collation and produce webpages. We went through frustrations but we encouraged each other. We all learned a lot from each other. We worked hard to learn about the making of spring flowers. Our knowledge and appreciation of this beautiful art broadened our horizon. Although we gave up some sleep and entertainment, we felt it was worthwhile when we saw the fruit of our efforts. Each and every elegant spring flower is the testimony to the creativity and mastery of artisans. Their dedication and persistency cannot be measured with money. It is their serene and elegant touch that is keeping this folk art alive. We are happy to share the beauty of entangled flowers and the richness of this cultural heritage to the public via our webpages. It is our pride and responsibility to introduce our hometown Lukang to the world.