2015 IIME REPORTCountrySchoolPartner[ Taiwan ][ Wen Ya Elementary School ]Teacher [Zeng-Liang Guo ] grade ( 4 ) student number (26 )[ (JP) Yonaizumi Elementary School ] Teacher [ Satoko Nishino ]# Subjects, Activities and Times of the lessons
Subject
Conception of the lesson
We learned how to ride a unicycle, jump ropes, play ping-pong and baseball inPE
PE class. Then, we painted what we had learned from PE class to be the theme
on the mural.
We read the information given by our partner class and we understood theCulture Studies
differences between Taiwan and JapanArt

We made the draft and painted on the mural.

Hours8210# Theme and Message of the mural
Theme

The Games We Played

Message

There are so many interesting sports in our PE class. We were glad to know that students
in Taiwan and Japan shared the similar interests in riding unicycles, jumping ropes andplaying all kinds of balls.

# Effects and the Problems
Effects your students have gained
From the Artmile Project, the students had thesecond chance to present what they have earned
from the PE class. From reading what the partnerclass has painted, we had the chance to know thatevery culture is unique and admiring.

Points for further improvement
Limited English ability made the student-to-student
communication a bit difficult. However, short video
clips facilitated the visual communication. For theyounger kids with less English ability, the use ofvideo clips is certainly a good solution to the verbal
communication.

# How has your impression toward your partner country and/or the world changed?
Change in student’s impression
Change in teacher’s impression
Elementary school students were always interested Teachers were happy to know that the students werein sharing their hobbies and special talents. The interested in practicing their skills of exercising. Theygames they played attracted their attention. My now had positive feedbacks about global exchange
students were so motivated to learn how to ride a and it was not an impossible task for them.
unicycle because they wanted to have goodpresentation on the video clips to show the partnerclass that we could ride well, too.

# Flow of the Activity
ContentMonthIntroduction

ResearchSep.

Oct.

Composition

Nov.

PaintingJan.

Appreciation
Reflection

Feb.

What you did
We wrote greeting cards toour partner class and asked
them to offer the theme
they liked to research.
We offered the topic ofGames We Played to ourpartner class and we wereexcited they would accept
our ideas. Most important, allof us started to learn more
sports skills so that we had
more experience to sharewith our partners in Japan.
We downloaded the drafts
and thought carefully what
we could draw on the mural.
We read through the drafts
and added more sports that
Taiwanese students liked.
We formed into small groups
and took turns to paint. Mostof the time, we listened toour art teacher because she
had a clearer view of themural.
We read through the muralagain and again. We tried tofind the balance on the twosides. So, we tried hard toinclude the ideas from both
Taiwan and Japan on themural.

Your students attitude/reflection
Writing in English is not easy. We could
not write much English to our Japanese
friends.
Focusing on our favorite sports is goodfor us to pay extra attention to our PE
class. We liked to have a chance toexperience all kinds of sports that people
play in Taiwan and Japan.

Students were excited to talk about theirideas and some suggestions did soundgood. Although some points could notmatch well with others, we decided to
wait for our partners’ drawing and madethe final decision later.
It was fun to join the project. We set up
the schedule and started painting during
winter vacation. It was good that we had
winter vacation so that we could pay ourfull attention to painting. We did not haveto worry about the busy class time.
The more time we read the mural, themore ideas we had. In order tocorrespond well with our partners’
drawing, we added more points on themural. We hoped our partners would likeour ideas.

SubjectEnglishPEArt
EnglishArtArt# Aim of the Lessons and Result
Aim: Rank A to C in order you put emphasis on (A: very much/ B: much / C: not so much)
Result: Rank 5 to 1 (5: very effective / 4: effective / 3: so- so / 2: not so effective / 1: not effective at all)

Expected Effect

AimResult

Understanding our owncultures

A5

Understanding theother’s cultures
Communication abilityin the class/with partners

B4C

3

How your students have reached it
We read through our textbooks again, intending to find thepossible topics or features that we could paint on the mural.
Our partners painted the mural quite well so that it was easy for
us to understand what they wanted to share on the mural. As aresult, we could find the similar images from Taiwan to cope withthe theme.
Because of the limited English ability, we needed English
teachers’ help for communication. So, the communication
across countries was a bit hard.

IT skills

C3B4A5

Attitude in learning

B

4Expression ability

B

4

Appreciation ability

B

3

Creating friendshipin the class/with partners

Collaborationin the class/with partners

Students did not have the chance to work on the forum. They
did not deal with the technical problem while the Skype talkstarted. However, they had good abilities to sort out the photos
and information they might need on the project.
We had good time reading every message from our partner class.
We saw the value of having the friends from Japan. Language
difference did not stop our sense of attachment because weread the loving faces from photos and video clips.
We were proud of ourselves because we formed into smallergroups and finished the painting work. Everyone was important
while working on the project. We loved to feel that we werecapable of completing the huge mural.
We were highly motivated to find the time to complete theproject. We did not worry if we would paint anything wrong. The
paints always dried quickly so that we could paint again if wefound anything less perfect.
We knew more about our own culture and our partners’ culture.
We could explain what we wanted to show in Chinese and wehope we would be able to explain it in English, too.
Our students always looked at the positive sides of the mural.
They did not care if the objects looked like the real ones
because they understood that painting perfectly was impossible.