The Fascinating Color-Wrapping in the Flowery World

Due to the scarcity of educational resources in the remote and rural regions of Taiwan, Mrs. Lu lectures simultaneously in three schools in Yuli, Hualien. She discovered that most of the children are from tribal communities, and their families, who rely on farming, live in harmony with the land. As a result, their lifestyle is deeply connected to the solar terms and seasonal foods.

When teaching colors to her students, Mrs. Lu creatively incorporated food into the lessons to offer a unique perspective on colors. By rearranging the colors on the dining table, she aimed to help the students discover new meanings in their local food. Through exploring seasonal colors, the children gradually realized how food enriched their lives and even revealed their true selves.

In the house where Mrs. Tsai used to live, there were no barred windows. When she moved to Hualien, she still couldn’t find the ideal window for her new home. She wondered why most of the windows on the market were similar in materials and styles, and why the traditional wood lattice windows, with their beautiful patterns and fascinating structures, had disappeared.

Determined to find the ideal window, Mrs. Tsai embarked on a journey with her students. Initially, she worried it would be too complicated for them to apply design principles to their window structures. To her surprise, after a semester of art and design courses, the students had developed the ability to observe and practice effectively. They could already use cardboard to create well-structured prototypes based on these principles.

This experience made her realize the profound impact of cultivating aesthetic sensibility through practical life experiences. She saw that the children possessed infinite potential and that life is the best arena to ignite their creative power.

An elder from the tribe was invited to give a lecture in Mr. Liu’s class. He spoke about the young and old generations in the tribe and sadly noted a cultural gap between them. To help bridge this gap and revive tribal traditions, Mr. Liu decided to teach the students how to make tree bark clothes. This lesson aimed to deepen their understanding of their own culture.

The students learned about the different types of trees and why people made clothes from tree bark in the past. They experienced firsthand how to soften tree bark and used local materials and techniques to create items that meet contemporary needs. The lesson highlighted the tribal lifestyle and showcased the ancestors’ wisdom in utilizing natural materials for everyday life. It also encouraged the students to continue exploring new possibilities within traditional craftsmanship to pass on their aboriginal culture.

“Aesthetics should spread naturally like particles in the air.” The art classroom at National Hsinchu Senior High School was the perfect place for teachers and students to immerse themselves in art and design. Mrs. Wu envisioned this space as a hub to stimulate the diffusion of art and design throughout the school.

Inspired by this idea, a group of students began exploring the campus to identify areas for improvement. They identified issues such as the unsuitable fabrics and cuts of their uniforms and the confusing signs in the store. Bringing their findings back to the art classroom, the students brainstormed solutions. They then set out to implement changes, aiming to spread aesthetic appreciation beyond the classroom to other parts of the school.