CyberFair Project ID: 8648

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International Schools CyberFair Project Narrative
Title: Hope of Ark - Trakis
Category: 8. Local Music and Art Forms

School: Kang Chiao International School Hsinchu Campus
    Hsinchu City, Hsinchu, Taiwan

9 students, ages 11-12 worked together to complete this CyberFair project on March 3, 2022. They have participated in CyberFair in the following year(s): 2021?2022

Classes and Teachers: Pei Ru Tsai, Zheng Tong Li, Wen Yue Wen

E-Mail contact:

Our School's Web Site: http://

Project Overview

1. Description of Our Community

Tianpu Tribe is located in the upper reaches of Shimen Reservoir in Jianshi Township, Hsinchu County. It is an indigenous tribe dominated by Atayal. The local residents mainly focus on agriculture. In the early days, the residents grow native species of Trakis and other crops. However, because of the remoteness and lack of stable market for selling the farm produce, the tribe faced development difficulties and many crops were forced to withdraw from markets. Later. Then, one of the resident in the tribe, Ms. Pagung Tomi, wanted to recover Trakis culture, which is disappearing gradully, so she participated in the Trakis Ark project led by Professor Lin Yiren, and then began to learn the most natural farming method to restore Trakis from Atayal elders. Through the process, they restored not only several kinds of trakis, but also many traditional Atayal languages, unique ritual customs and culture. Most important of all, they comprehend the wisdom of ancestors to respect nature and coexist with nature. Increasingly, the elders realize their own value, and the young residents experience the precious culture in the tribe. Then, this belief in protecting the traditional culture of the tribe, like a snowball, attracted more and more tribesmen to join the project. The restoration of Trakis is closely tied to every member of the tribe, and it also motivates the future development of the Tianpu tribe.

2. Summary of Our Project

The sources of this project are from activities such as data reading, video viewing, personal experience, and expert interviews. Through reading and analyzing the provided materials, we acquired an in-depth understanding of the humanities, geographical landscape of the Tianpu tribe, and the process of how the entire Tianpu tribe participated in the Trakis Ark Project. Via one-day experience and interviews, the Atayal elders passed on traditional culture and language to the next generation, and conserve the wisdom of life accumulated by past experience in the process of reviving trakis. In addition, we also see the respect and cherishment of the nature by the Atayal people. They are marching on with the goal of restoring trakis, preserving Atayal culture, and coexisting with nature. Meanwhile, they try to find a stable market for small farmers in Tianpu community who use natural farming methods to grow crops via Trakis Ark Project, and they also guide tourists to understand trakis culture in the one-day experience of trakis. As a result, the tribe can strike the balance between the economic development and the nature preservation, which help the tribe to accomplish the final goal- sustainable development.

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:more than 6

C. Connection speed used in the classroom:dedicated connection

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

4. Problems We Had To Overcome

1. Classification and collection of pre-interview data: Before we visited Prof. Lin Yiren and Ms. Pagung Tomi, we had collected a lot of relevant information on the Trakis Ark Project and the Tianpu community on the Internet. However, the data is miscellaneous, so we dealt with the focus and direction of the website that everyone wants to present, and organize our focus through diagrams such as mind maps and tree diagrams. 2. Preparation of interview techniques and questions: How to collect the information we need, answer our doubts and leave a good impression on the interviewees within the limited time is another challenge for us. After reading the relevant materials, through discussion, we sorted out the questions that we were curious and interested in, and recorded them as an important basis for interviews. In addition, we also watched videos to learn some specific interview skills and etiquette. Then, we simulated the situations that we might encounter during the interview in advance, so that we can gain a complete record of the first-hand data collection activities, which is convenient for us to organize the data after returning to school. 3. Teamwork: Internet Expo is to gather the strength of everyone to complete a special website, but we found our ideas didn’t agree when designing the structure. It took much time to nail the final decision on the main title, subtitle and webpage elements of the webpage. Though it was time-consuming, we cultivated a better tacit understanding, and finally completed the web page successfully.

5. Our Project Sound Bite

Through the web authoring, we have a better understanding of Xiaomi's important meaning to Taiwan's indeginous peoples (Atayal people), and then respect different traditional cultures, and understand the reasons why humans need to pay attention to environmental protection and coexist with nature. Therefore, in the future school-related curriculum or winter / summer camp activities, the Xiaomi experience activities of Tianpu tribe can be listed as one of the plans, so that more people can see the value of Xiaomi culture and help Tianpu tribe have more stable economic income, which can help the tribe to make sustainable developments.

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

Through this web authorizing, both students and teachers have learned more online interactive teaching methods, and the perspective that the real learning should not only be carried out in the classroom and classroom time, because as long as there are clear goals and systematic planning, learning that extends from the classroom will be ubiquitous. Outdoor surveys can bring us the most real feelings, and the vast network resources can bring us a broader perspective. Most important of all is that students have more opportunities for mutual assistance and discussion. They experienced the process of problem solving - being aware of problems, looking for answers through various online information, and finally verifying or reconstructing their own views through interviews and actual experience. The added value and growth are difficult to achieve in traditional teaching environment.

Project Elements

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

1. Telephone, Email: The interviewee's invitation and contact, and the collection of first-hand information. 2. Internet: Use the Internet to collect secondary information. Use the network platform to share information and experience among team members and process the uploading and uploading of data to complete the sorting of data. 3. Laptop: List interview questions, write video transcripts, design web pages, and organize relevant materials. 4. Cameras, cameras, mobile phones: to take video records of daily research work and visits, visits, and experiences, and Record the entire interview process to help organize the interview manuscript. 5. Computer software: Google Drive, Google Docs, Coggle, Mindmup 2.0...etc.

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

1. To acquire further understanding of the development concept in Tianpu Tribe, we participated in a one-day experience activity and interviewed Ms. Pagung Tomi, the advocator of the local restoration of trakis, and the leader of the Trakis Ark Project team – Professor Lin Yiren. Hence, we could formulate our web authoriting. 2. We collected online information and interviews to understand the Tianpu Tribe’s approach to the restoration of trakis, as well as how the Tianpu Tribe villagers communicated, reached consensus and cooperated with the Trakis Ark team. This way, we could understand motivation of why Tianpu community put great effort on sustainable development. 3. After the website is completed, students will make posters and leaflets, and make the website link into a QR code and post it in the campus, so that the Tianpu tribe's plan to restore Xiaomi can be seen by more people, which may not only lead more people to enter the field to learn trakis culture but also provide economic support to the Tianpu tribe.

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

Through this web authoriting and field survey, the students have been able to identify the Tianpu tribe's spirit of restoring trakis and the traditional Atayal. Then, they can share this experience and idea with their relatives and friends, which has inspired more people to visit the beautiful Tianpu tribe and participate in a one-day experience course that can be customized according to the needs of the visitors, so that the Tianpu tribe's road to restoring trakis can embrace a more practical economic support. In addition, Prof. Lin Yiren and Ms. Pagung Tomi shared their reflection and their recognition of students' active attitude towards knowledge on their Facebooks respectively after our interview. Through the power of the Internet, all people who cherish Xiaomi culture will be linked together. I believe that in the future, it will generate more benefits, distribute the spirit of Tianpu tribe everywhere, and bring the tribe more profounding developments.

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

1. The leader of the Trakis Ark Project—Professor Lin Yiren: Professor Lin Yiren, who works at Taipei Medical College, was our first contact person. In order to assist the indeginous people to restore trakis and develop natural farming methods, he not only spent the holidays to assist the implementation of the trakis ark project, but also through the courses he taught at the university. He made the tribe as an authentic classroom for his students, so that they could experience an indigenous culture on this land in person, so that more people can see the value of trakis culture, and support the restoration and the development of trakis and the tribe. 2. The advocator of the restoration of trakis - Ms. Pagung Tomi: Through the assistance of Professor Lin Yiren, we got in touch with Ms. Pagung Tomi. She is an Atayal who lives in the Tianpu tribe. She has devoted herself to the restoration of trakis for many years. Later, she cooperated with Professor Lin Yiren for the development of the Tianpu tribe. On the day of the interview, Ms. Pagung Tomi guided us for a one-day experience. We visited important scenic spots in Tianpu, and went to the fields to learn about various crops under natural farming methods. Finally, we got to the 'trakis barn', which was expertly crafted by local residents. Varieties of trakis, as well as trakis threshing and preservation methods are presented in this barn.

5) Discoveries, Lessons and Surprises (Optional)

1. Character interviews: From the interviews with Prof. Lin Yiren and Ms. Pagung Tomi , we can learn more about the uniqueness of indigenous culture, but also see their cherishing of the nature and their strong belief in coexisting with nature. Professor Lin Yiren mentioned: 'Tradition has always been very modern. Pagung thought of restoring traditional Atayal trakis culture after learning that farmers in other countries are facing climate change. This is not out of a nostalgic and romantic perspetive, but a way to survive by actively facing the situation. The restoration of tradition requires a kind of interpretation and imagination, as well as the ability to face the adversity.” 2. Field investigation: Through the actual visit to the Tianpu community, I’m deeply moved by the local Atayal people of their enthusiasm and their effort about restoration trakis and advocation the trakis culture. In addtion, they present how they strive to maintain the natural environment, abide by the ancestors and their ancestors and the belief in coexistence with nature. 3. Inheriting experience: Through interviews and further understanding, we learned that in the process of restoring trakis, local residents accidentally retrieved more mother tongues via the conversations with the elderly. Not only the languages, but also the past experience is inherited. The life wisdom of coexisting with nature is preserved, allowing the elders of the tribe to see their own value, and thus connecting the hearts of the three generations among the old, middle and young, and becoming the driving force for the sustainable development of the tribe in the future. 4. Continuous progress: The promotion of the trakis culture in Tianpu tribe is still in progress. They constantly develop the tribe through trakis experience activities, promotion of friendly agriculture and mutual cooperation between residents on the premise of coexisting with the environment. . Reflection, questioning, practice, and …


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