1. The preparation process is about 300 words 1. Discuss the course plan: The teaching assistants independently design the course plan based on the course objectives set by the instructor, and discuss the feasibility and precautions of the course plan with the instructor. The teaching assistants make modifications based on the instructor's suggestions. In this course, due to the wide age distribution of the participating students and their familiarity with artistic creation, there may also be a gap in the creation speed, so it is necessary to take into account Provide appropriate assistance to students’ creative abilities. 2. Prepare creative media: Prepare face cards, Styrofoam balls, clay, multiple decorative media, cutting and pasting tools, wool and other creative materials according to the design of this course for students to use. 3. Carry out trial production of demonstration works: use clay and decorative media to create on styrofoam balls, so that the creation method can be explained on the day and introduce various art media. 4. On-site survey: One week before the course, go to the Zhongzheng District Women’s Support and Training Center for a site survey to confirm the classroom environment and equipment. 5. Preparation before class on the day: Students are expected to be divided into four groups, and various media materials will be placed on the table of each group in advance. 2. An introduction to the course/activity of about 100 words Through the creation of personal styrofoam balls, students can create a unique self-ball image, allowing students to explore themselves and build relationships. , promote group cohesion, and enhance confidence in creation through exploration of artistic media. Finally, use wool to wrap and visualize Show connections to each other and witness together in the group. 3. Approximately 200 words of student reaction, feedback and results 1. Personal creation of Styrofoam ball (1) Before starting to create, members were curious about the various art media on the table and freely shared the beauty that they had missed when they were young. Art creation experience, and express expectations for today’s “playing with art”. (2) When members create their own styrofoam balls, they actively use various media and show their creativity; at the same time, they also watch other people’s creations , and feedback each other's work as "very beautiful", "very beautiful", "very creative", etc. (3) When members looked around at each other's creations, they found that the works on the same table seemed to have the same elements, for example: "They are all made Expression", "Natural Flowers and Plants", "Ocean" and so on. (4) Members who find it difficult to create at the beginning can also create unique Styrofoam balls through imitation, observation, and experimentation. 2. Witness of Power Yarn Group (1) When the members were winding the yarn, they looked happy and surprised that everyone’s balls could be connected through the yarn. , and immediately took photos with their mobile phones to commemorate the collective creation. (2) When one’s own yarn begins to entangle with other people’s works, connections can be established through oral interaction to enhance group cohesion. (3) Although one student only bothered with her own work, she did not resist contact and entanglement from others, and other students also reported that she could " "Breaking the Frame" highlights. 3. Course effectiveness (1) Members can explore their inner self and express themselves through styrofoam creations. (2) Members can try to use various artistic creation media to increase their confidence in artistic creation. (3) Members can share personal creative ideas and listen to others share, establishing connections with each other. 1. Implementation experience "Empower Studio Art Companion Series" allowed me to see the power of artistic creation for self-empowerment. Students can complete a work of art through experimentation and self-breakthrough, explore their own hearts, express them externally, and express them through collective Through creation and witnessing, even in unfamiliar groups, one can feel the connection between each other. The power of expressing oneself and creating connections in this way seems to enhance the students' sense of self-efficacy and gain a sense of belonging in this group.As event leaders, after learning the age and gender of the participating students, we tried to design a course plan based on the background and needs of adult women, hoping to enable them to empower themselves and make themselves feel happy and valuable. I was very moved when I heard members express that they found today’s event very healing and relieving stress. This artistic companionship activity seemed to not only benefit the members but In addition to the benefits, it also allowed our teaching assistants to increase their trust in the companionship function of art.

Implemented by Center for Teaching and Learning Development
Date: 2024/07/02