1. Preparation Process During the preparation process, after a round of practical operations, and considering the time constraints and the desired completion of the artwork, we made the following preparations for the course: (1) **Materials and Teaching Resources**: Prepared various materials and demonstration resources in advance, such as the course presentation, paper cuts, photocopies of reference images for drawing, etc. (2) **Selection of Materials**: Chose appropriate materials based on the students’ skill levels, selecting beginner-friendly painting materials for the class, such as Baohong watercolor paper and Wangyang watercolor paint boxes. (3) **Sketching Preparation**: Changed the process from students drawing their own sketches to using photocopies of designs, allowing students to focus on outlining and coloring. (4) **Simplifying the Steps**: Simplified the painting process by first explaining the general steps via a presentation, followed by a live demonstration to make the operation process clearer for students. (5)**Difficulty Levels of Reference Images**: Categorized reference images into 1-5 levels of difficulty, allowing students to choose a subject that matched their abilities. (6) **Framing the Finished Work**: After completion, students framed their artworks using simple, easily obtainable paper frames to enhance the final product’s presentation. 2. Course/Activity Overview The course focused on the local architectural features and historical street scenes of Wanhua, selecting classic landmarks such as Longshan Temple, Bopiliao, and Ximending as the themes for the artwork. The students were taught to transfer their sketches onto paper using a simple photocopy method, outline the images with a needle pen, and then add light watercolor for coloring. This allowed students to rediscover Wanhua through painting and to express their unique perspective of the area. 3. Student Reactions, Feedback, and Effectiveness Before the class, students looked at the reference images on the table and initially thought the task would be very challenging. However, after the instructor demonstrated the process, students found that the steps of photocopying the design and outlining were manageable, with most students progressing well without major difficulties. When it came to coloring, students often hesitated to start, mainly due to the nature of watercolor, which is harder to adjust and revise once applied. They were also concerned about mixing the right colors. During this time, we used encouraging teaching methods to boost their confidence and offered guidance on areas to focus on. Our goal was to involve students throughout the entire process, allowing them to complete their artwork independently. In the end, the students were highly satisfied with their finished pieces, happily taking photos and exchanging ideas with each other, which gave us a strong sense of accomplishment. 4. Overall Reflections and Suggestions This was my first time teaching outside of a formal setting, and during the preparation, I was quite nervous. We faced difficulties in the initial sketching process, and due to the varying skill levels of the students, we decided to change our plan and instead use photocopies. Although this made the preparation process more complex, it was a valuable learning experience to discover new methods. In the class, I was responsible for introducing the painting theme and offering timely guidance on the students’ progress. The introduction and execution went smoothly, and the students responded positively. However, giving individual guidance took more time and required me to find the right balance between teaching at the right moments and allowing students the space to work independently. One memorable moment was when a student struggled to draw the elderly character in the image. I instinctively began to modify the student's paper, but this made the student feel awkward. This experience made me realize that such actions could create a subtle feeling of the student not being able to proceed according to their own intentions. I learned from this to avoid altering students' works directly, instead demonstrating elsewhere, which was an important lesson. One student said to me, "I really enjoyed talking with you!" Hearing this, I felt deeply moved. While painting was an important part of the class, the most significant aspect was accompanying the students step by step through the process of completing their work. The teacher’s role is not just to teach but also to listen. Positive and friendly interactions with students are what truly give meaning to the class.

Implemented by Center for Teaching and Learning Development
Date: 2024/07/06