CyberFair Project ID: 8501

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International Schools CyberFair Project Narrative
Title: Tshia-Kóo-Lang art performance with Qian Long sticks resounds GuangXing in Erlin Township
Category: 8. Local Music and Art Forms

School: Changhua County GuangXing Elementary School
    Changhua, N/A - Does Not Apply, Taiwan

10 students, ages 11-13 worked together to complete this CyberFair project on February 13, 2020. They have participated in CyberFair in the following year(s): N/A

Classes and Teachers: Ming-Kuei Yang

E-Mail contact:

Our School's Web Site:

Project Overview

1. Description of Our Community

Erlin Township, the so-called rural area, in Changhua County has the only one 'Tshia-Kóo-Lang art performance with Qian Long sticks' in Taiwan.

After the reconstruction of RenHe Temple in the GuangTou Community of Erlin Township, people found that there was a box with good old memory of the elderly, the Qian Long sticks.

The GouTou community sought the assistance of Mr. Bao-Jia Wu, the principal of GuangXing elementary school, and hoped that the 'Tshia-Kóo-Lang' art performance could be revived with the school's strength in inheriting the culture.

2. Summary of Our Project

1. The mystery of 'Tshia-Kóo-Lang' art performance. 2. The comparison between the north area and south area of 'Tshia-Kóo-Lang' art performance. 3. The local field of literature investigation. 4. The literacy and required equipments for local field investigations. 5. The introduction to the main roles in 'Tshia-Kóo-Lang' art performance. 6. The steps research and records of the forecourt performance. 7. The accessories for the roles in 'Tshia-Kóo-Lang' art performance. 8. The production and performance experience of the Qian Long sticks. 9. The music investigation and data collection of the backcourt performance. 10. The exploration of 'Tshia-Kóo-Lang' art performance at that time. 11. The practice of field investigation. 12. The organization of documentary and field survey. 13. The consolidation of community and school resources. 14. The related publication of 'Tshia-Kóo-Lang' art performance. 15. The conclusion.

3. Our Computer and Internet Access

A. Percentage of students using the Internet at home:more than 50%

B. Number of workstations with Internet access in the classroom:1

C. Connection speed used in the classroom:dedicated connection

D. Number of years our classroom has been connected to the Internet:more than 6

E. Additional comments concerning your computer and/or Internet access (Optional):

The network of our school is a 300M academic network connection environment. There are 20 student computers in the computer classroom. They can access the Internet and practice web pages at any time. In addition, there are also tablet computers provided for participating students to make video records or query information. There is a computer with internet access in the classroom. In terms of data storage and access, cloud-based hard drives are used so that students can access shared data at any time. Most of the students in the team have computers in their homes and can access the Internet. Therefore, in addition to the Internet search at school, students can also use the computer at home to search for information.

4. Problems We Had To Overcome

Professional photography equipment is not easy for students to operate. In addition, there is insufficient video equipment in the school, which makes it difficult for each student to experience participation. Therefore, the purchase of 20 tablets in the school will help students to operate photography and will allow each student in the team to record the local culture from their own perspective.

5. Our Project Sound Bite

With professionals in different fields gathered, thinking recruit diverse educational concept, introducing a variety of innovative educational concept, preempt the gap between urban and rural areas, many children develop learning achievement-oriented, take the children to re-examine his hometown, to see the local culture. It ’s beautiful, and it breeds a colorful childhood.

6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?

One of the axes of the GuangXing Elementary School's school-based curriculum is the history and geography axis, which mainly focuses on understanding the history of the hometown. The topic of the Tshia-Kóo-Lang art performance that we are doing is also in line with the nine-year consistent ability indicator 'Social 2-2-2-2', the historic sites or archeological excavations in residential towns (counties, cities and towns), and appreciate the beauty of local folklore. So when we conducted a special research on the car and drum array, we started with field surveys, visited elderly people in the community, listened to their previous stories, compiled the field data, and got some teachers who were interested in traditional opera culture. Assistance, some students have personally invested in learning how to jump and drum, and some students have made this experience into a picture book for promotion. We have found that some skills must be personally invested in making them go back to a long time. Which not only plays the role of explorer, but also learners and inheritors, hoping that ancient skills will not be broken in our hands.

Project Elements

1) What information tools & technologies did you used to complete your CyberFair project?

1. Make good use of the technology platform for online data collection. 2. Record the field tuning process through the tablet. 3. Use the computer to collect the whole field video and audio files. 4. Use technology aids and image editing software to encode and integrate audiovisual data. 5. The audio-visual data and recording files are converted into text files.

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

With the change of the social environment, Che Guzhen has disappeared. How to revive and inherit traditional skills in the contemporary era is a very important core goal of our plan. We started with field surveys and started to visit the elderly in the community, listen to them tell previous stories, and sort out the field information, and slowly piece together the historical puzzles of the community. In order to revive the car drum array culture, we need the cooperation of more professionals, so we will use the collected information to promote it in different forms, such as: setting up web pages, making picture books, Facebook publicity, and even going to temples Performances, and also participated in national sports folk custom competitions. These channels made many people start to pay attention to the car drum array. Gradually, some groups and teachers interested in traditional opera culture began to contact us one after another, hoping to exchange more Interesting spark. The people in the community are also very moved by the reproduction of Cheguzhen culture, especially the culture of their hometown can be shown on television to let the people across the country know that this is really something that makes them proud.

3) What has been the impact of your project on your community?

In the process of investigating the community, we began to have contact with the elderly people in the community. We rarely talk to them. Through this plan, we can have a good understanding of the history of our hometown, and also have a good life with the community. More interaction. And in this era of online information, we will also apply the information skills we learned in schools to this cultural collection and promotion plan. Not only can we efficiently organize oral data, but we can also put the data online. On the platform, it is translated into more metaforms and shared with people all over the world. It is a very meaningful thing to be able to feed back the knowledge and tools I have learned to the culture promotion in my hometown. The most important thing is to see the once-fading Cheguzhen culture return to the life of the community again. Having a sense of accomplishment is a great encouragement for us.

4) How did your project involve other members of your community as helpers and volunteers?

[Students] I. Interviewee: All team members 2. Photography: Wei Hongru, Cai Jiasheng, Yang Yuanfan 3. Editing and sorting of interviews: Wang Pinxuan, Chen Peiqi, Yan Pingyi 4. Written information: Wang Pinxuan, Chen Peiqi, Yan Pingyi 5. Draw up the outline of the visit: Wei Hongru, Cai Jiasheng, Yang Yuanfan 6. Collection of information: Xie Ziyan, Hong Jingyin, Lin Jiayu 7. Production of picture books: Lin Jiayu, Wang Pinxuan, Yan Pingyi, Cai Jiasheng, Xie Ziyan, Hong Jingyin 8. Tshia-Kóo-Lang art performance: Yang Yuanfan, Wei Hongru, Xie Ziyan, Lin Jiayu, Wang Pinxuan, Chen Peiqi, Yan Pingyi, Hong Yuting, Hong Jingyin 9. Support webpage production: Teacher Yang Minggui

[Teachers] 1. Group meeting: Mr. Hong Jiayi 2. Picture book technical guidance: Hong Jiayi, Huang Weilun 3. Analysis of Car Drum Formation Music: Teacher Zheng Yiting 4. Tshia-Kóo-Lang art performance: Teacher Zheng Yiting 5. Writing Guide: Mr. Huang Weilun

[Residents] Provide information, accept interviews and take photos: Chairman of Goutou Community Development Association, Green Farmer in Goutou Community, Gouto Tianhe, and Gongmiao Temple Owner.

5) Discoveries, Lessons and Surprises (Optional)

Through personal experience and practical investigations, I deeply appreciate the charm of the local car and drum culture. In the process, I encountered many people and things. We not only heard the local elders dictate and share the early local stories, and produced a feature film documentary for this record. In addition, I also know many artists who have silently contributed to the traditional art circle, participated in experiencing the local car and drum culture, and were deeply infected by the community director's enthusiasm for inheriting the local culture, which inspired us to want to guard together and find the local together. Cultural determination. Through research and in-depth study of the car-drum culture, we cherish this opportunity. In addition to learning from each other, we can actively ask when encountering different problems, and we can strengthen our ability through teamwork. This is also the result of our in-depth practice of field investigation. !! Car drum array really brought us a very different experience and progress!


View our CyberFair Project (Project ID: 8501)

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