2011 IIME REPORTCountry: Taiwan
School [Rueifong Junior High School ] Teacher [Susan Kuo] (grade: 7 /students number: 8)
JP School [Kizu Minami Junior High School] Teacher [Mami Miyahara]# Subjects, Activities and Times of the lessons
Subject
Conception of the lessonsocialStudy about our school and culture of our country and our partner’s country

Times
8

IT

Use the online forum and exchange video on the youtube

3fine art

Draw a mural, exhibit the painting, and give a presentation

10# Theme and Message of the mural
KIZUNA-Ties That Bind
ThemeMessage

There are image of dreaming space.
1. There are a Japanese boy and a Taiwanese girl in the center.
The Japanese boy wears traditional clothes (Kimono).
The Taiwanese girl wears traditional clothes, too.
2. They are shaking the rope, which is shaped like a STAR.
We decided that the rope’s color should be rainbow. Because we found an old Japanese story“The red string of fate.”According to the red string of fate comes from Chinese legend and isalso used in Japanese legend. In the myth, the gods tie an invisible red string around the anklesof men and women who are destined to meet, regardless of time, place or circumstances. This
magical cord may stretch or tangle, but never break. Often, in Japanese culture, the string istied around the little finger. According to Chinese legend, the deity in charge of "the red thread"is believed to be Yuè Xià Lǎo (月下老, often abbreviated to "Yuèlǎo" [月老]), the old lunar
matchmaker god who is also in charge of marriages.
The story is made into “The colorful rope of fate.”
The Japanese boy and The Taiwanese girl can be connected with a colorful rope, which wouldmean “friendship.”
3. There are six circles, and each one has a picture about the theme.
For example, our school and students, friendship, family and , etc.
4. There are many shining stars.

Attach photos of your painting and a competed mural.

# Effects and the Problems
Effects your students have gainedStudents learn different cultures between Japan andTaiwan from the painting and learn the painting skills aswell. They also learn how to work together toaccomplish the canvas.

Points for further improvement
Each student who comes from different classes has hisor her mission in class and may not have time for theclub where participant students join for the project.
Time arrangement should be more flexible and theproject time will be extended to the holidays andweekends, not just school weekdays.

# Have you made your activity open in your school or in your local area? How was their reaction or reputation?

PR you did inside/out of your school
The canvas which was completed by students wasexhibited on campus when the elementary school
students had a school visit in Rueifong Junior HighSchool on March 30. Students wil give an oral report onIIME project in the presentation held by iEARN Taiwan
on April 28.
# Flow of the Activity
ContentMonthIntroduction

ResearchComposition

Painting

Appreciation

SepOctNovDecFeb
MarchMarchApril

Reaction/reputation from around
Participant students were happy that their masterpiece
could be displayed on campus. Staffs and other students
admired participants’ work and appreciated different
painting styles between Japan and Taiwan.

What you did
Your students attitude/reflection
Introduce the model of Students were not familiar with the forum andArt-Mile project and examples they were afraid in the beginning. When theyon mural painting.
got used to it, they felt comfortable to leave amessage.
Leave a message about They didn’t know what to share about
self-introduction
andtalk themselves at first. After reading someabout each other’s school. examples, they would share much more than
Upload the self-introduction they thought. They also rehearsed hard for avideo on Youtube.
video of self-introduction. They enjoyed thevideo a lot.
Design a postcard to give a They worked hard on their hand-madegreeting to partners’ school. postcards and were happy to see partners
Discuss the disaster around holding their postcards in their hands. They
the world, especially in Taiwan were also amazed and surprised to receiveand Japan.
partners’ painting, drawing, and worksheets.
Discuss the theme of the They were happy to receive the package frompainting on the forum and share Japan and surprised to see how wonderful
the keywords about KIZUNA half-painting
theJapanese
students
Ties.
completed. The rest of the painting wasdivided into several parts for students towork in pairs to paint. The painting showed
different ideas from each student.
Exhibit the canvas on campus. Students cherished the chance to work withPresent a report on IIME foreign students on the project. They were2011-2012 in the presentation happy to share their project in theheld by iEARN Taiwan.
presentation.

Subject
SocialIT

SocialIT

SocialIT

Fine Art
SocialIT

SocialIT

# Aim of the Lessons and Result
Rank (1 to 9 in order you put stress on)

Mark (5:very effective / 4:effective / 3:so so / 2:not so effective / 1:not effective at all)

AimRankMarkunderstanding our owncultures

235 4 ○
2 1

understanding otherculturescommunication ability
interactively, in English

IT skills
online forum and VC

Creating friendshipin the class/with partners

Collaborationin the class/with partners

Keeping motivation highpositive attitude in learning

Expression ability
in painting

Appreciation ability
reading the painting

154○

3 2 1

654○

3 2 1

935 4 ○
2 1

5545○

335 4 ○
2 1

754○

3 2 1

854○

3 2 14○3 2 14 3 2 1

How your students have reached it
Introduce themselves and their school
Get to know the disaster happened in Japan and give
sympathy to foreign partners. Compare different school
time schedule between Japan and Taiwan.
Leave messages and reply them.
Make a self-introduction video.
Send the greeting postcards.
Divide the painting into several parts and students workin pairs. Students all follow the painting notes.
Take time painting and prepare for the presentation.
Mix colors by try-and-error
Value and cherish the painting very much.

Please submit to jam@artmile.jp . Thank you for your cooperation.