1. Description of Our Community
Wuxing Elementary School is located in Xinyi District, Taipei City. Buskers’ street performances are often seen in the nearby Xinyi shopping district. In addition, the Bureau of Cultural Affairs, Taipei City Government, which is in charge of buskers in Taipei, is close to our school as well. We can also take the MRT extending in all directions to visit the buskers all over Taipei.
2. Summary of Our Project
Wuxing Elementary School is near Xinyi shopping district, where we can often see a lot of buskers doing their street performances on weekends and holidays. We would like to know how to be a busker, and the joys and sorrows of buskers. In addition to visiting the Bureau of Cultural Affairs, we also interviewed street performers and audiences for in-depth understanding of busker performances.
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:1
E. Additional comments concerning your computer and/or Internet access (Optional):
The classrooms in our school are connected to the Internet using optical fiber, and there is a virtual host in the computer lab. Teachers can set each student computer desktop to the default operating environment to cooperate with the learning schedule before class in order to make students learn more efficiently. Currently, wireless networks are built through our school in order to help students use the tablet computers for action learning.
4. Problems We Had To Overcome
The biggest problem we had was that buskers usually appear in the streets only on holidays, but most of our free time was in the afternoon on Wednesdays. Therefore, it was difficult for us to find the time when each of our team members was available to do the interviews with the buskers. Besides, time had been precious for the buskers as well, especially on holidays. To avoid disturbing the buskers’ performances, the best thing we could do was to have their consent and did very brief interviews, and then we invited the buskers to reply our main questions in details by e-mail.
5. Our Project Sound Bite
The buskers’ enthusiasm and dedication toward their performances and careers are definitely a way of loving life.
6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?
Fields of the Nine-Year Integrated Curriculums The Combination On the Field of Language Arts Our abilities of listening, speaking, reading and writing were enhanced through the process of interviews. On the Field of Mathematics We gained practical experience about measurement for the range of the performance venues. On the Field of Integrative Activities We got a better understanding of the experience and internal struggle of the buskers who have been pursuing their dreams. On the Field of Arts and Humanities We learned to appreciate the beauty of art through street performances such as dancing, painting, and the music played by the buskers. On the Field of Health and Physical Education When we walked from our school to visit and interview the buskers in the shopping district, we felt physically and mentally refreshed. We also saw wonderful folk sports such as diabolo stunts. On the Field of Science and Technology We learned how the sugar-blowing and sugar-painting buskers used the physical characteristics of sugar in their creation of art.