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1. Description of Our Community
Hsinchu City is located in northern Taiwan, Republic of China, and is rich in silica sand, a raw material for glass, as well as natural gas. In 1939, due to military and medical research needs, Japan established Taiwan’s first company producing high-quality glass products in Hsinchu. With easy access to raw materials and skilled glass-making artisans, Hsinchu gradually became a hub for glass factories.
By 1950, the industry primarily produced bottles, glass tubes, light bulbs, lampshades, and household glassware. During its peak from the 1960s to the 1970s, decorative items, lighting fixtures, vases, and Christmas ornaments dominated production, creating approximately one-third of Hsinchu City’s employment opportunities. However, due to the 1980s oil crisis and other societal changes, the Hsinchu glass industry faced challenges and began to decline.
In 1991, Hsinchu City Cultural Affairs Bureau designated the glass industry as a local cultural industry. With support from both national and local efforts, glass art was promoted, attracting many artists and enthusiasts to engage in glass craftsmanship and artistic creation. Hsinchu City Government established the Hsinchu Glass Craft Museum, organized the Zhubei International Glass Art Festival, and launched the Golden Glass Award, steering the glass industry toward cultural and artistic development, thereby revitalizing Hsinchu’s glass heritage.
2. Summary of Our Project
This project explores Hsinchu glass art through activities such as data analysis, video viewing, field visits, DIY experiences, expert interviews, and guided tours. Through a one-day visit and guided exploration, students personally visit the Hsinchu Glass Craft Museum to understand how glass art integrates with local culture and industry.
During interviews with museum staff, students learn that, in addition to displaying glass art pieces, the museum actively promotes workshop-based education. This allows visitors not only to appreciate glass art visually but also to engage in hands-on glass-making experiences. The museum also aims to facilitate global glass art exchanges by hosting the Zhubei International Glass Art Festival every two years, providing a platform for international glass artists to connect and collaborate.
For over a century, Hsinchu’s glass industry has continuously evolved by incorporating new elements. Once primarily focused on functionality, glass production has gradually shifted towards cultural and artistic expression. This transformation has revitalized the glass industry, infusing it with new energy and moving it toward sustainable development and the preservation of cultural artistry.
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:4-6
C. Connection speed used in the classroom:dedicated connection
D. Number of years our classroom has been connected to the Internet:4-6
4. Problems We Had To Overcome
A.(Determine the theme and direction): In the early stage of brainstorming about the theme, we first collected relevant local information and listed the topics we were interested in first. Before the final decision of the topic, everyone has to use 3 minutes to introduce the key points of the topic and the reasons for conducting research to our teammates. It is very challenging to brief the key points in a short time and seek support from classmates. B.(Data classification and collection): Before our on-the-spot visit to the Hsinchu Glass Museum, we have collected a lot of relevant information through the Internet. Because the amount of the information is plentiful but complicated, we must first discuss to spot our focus and the direction of the topic that everyone wants to present, and through the mind diagrams and tree diagrams, etc., we classified and sorted out the key points. C.(Interview preparation and simulation): Another challenge for us is how to collect the information we need, ask in-depth questions to the interviewees, and use interview tools correctly within the limited time on the day of the survey. Through discussion, we sorted out the questions that we were curious and interested in, and recorded them as the basis for the interview. Before the survey, we practiced how to collect first-hand complete records through simulated conversation exercises and training in the use of audio-visual tools. D.(Team synergy and collaboration): When we first participated in this topic, we all had our own ideas, and we didn't have a great tacit understanding in terms of theme decision, web page structure, and division of labor. Through discussion and communication time after time, we gradually cultivated a good understanding, and finally we were able to present the complicated information into a complete website through a systematic structure.
5. Our Project Sound Bite
Through their participation in the Cyberfair, students gain a deeper understanding of their hometown and strengthen their connection to the local glass art industry. By collecting information and conducting field visits, they realize that the promotion and preservation of the glass art cultural industry can be achieved through their own efforts. After completing their research, the school provides a platform for a club exhibition, allowing students who participated in the Cyberfair to showcase their findings. Through the creation of tri-fold brochures, live presentations, and in-class promotions, they help their peers gain a greater appreciation of the local glass art culture. This collective effort between the school, students, and the community fosters a shared commitment to protecting and passing down the artistic heritage of Hsinchu’s glass industry.
6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?
In this special topic and webpage production, both students and teachers can experience the advantages of digital learning. Through collecting, classifying and integrating data on the Internet, and then deepening the impression through on-site interviews and personal experiences, the students extended learning from the classroom to the outside. On the Google platform, the students engage in classifying data, integrating and completing the research structure, and then present the data systematically on the web. These learning and growth are difficult to achieve in traditional teaching. This time, it made us learn that the vast network resources can surely bring us a broader perspective. Through setting common goals, starting a plan, a lot of brainstorming and interactive discussions in the process, and solving problems together, both students and teachers all benefit in the aspects, including knowledge and operational skills.
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