Background

Goals and Objectives

From the Cyberfair project, we learned how to complete a research project from scratch. Starting with the topic, formulating a plan, carrying out the research, to finishing the website, our effort over the past six months is captured on this website. Although we did not sit in the classroom or read from textbooks, the knowledge that we acquired from different subject fields is a perfect reflection of the Grades 1-9 curriculum.

Language

Through our research, we went online to watch some shuochang videos suggested by Ms. Li and our student shuochang expert teachers and attended an actual cross talks performance. These activities helped us to learn many elegantly written verses and poems. We have also learned more about Mandarin, Taiwanese, Hakka, and English, and how we can have fun with them in the study of literature.

Through Hand-In-Hand classes and the Internet, we gathered and analyzed different forms of shuochang and their uniqueness. Next, we took the script provided by Ms. Li as a base and modified it. Through the process, we fitted in jokes and added introduction on different types of shuochang to make our performances more comprehensive.

Math

Before and after every event, we would conduct questionnaires to investigate the participants’ level of understanding and satisfaction. Regardless of whether it was a paper-based or online questionnaire, we would always organize the data, analyze the stats, and draw graphs using Excel.

Social Studies

Through research and interviews, we learned the content of shuochang could develop unique characteristics based on different locality, language, profession, or way of life. In our Hand-In-Hand learning plan, the Cyberfair team played the role of a student. In helping foreign teachers experiencing shuochang, we played the role of an instructor. In both in- and out of school activities, we played the role of a promoter. Finally, we recorded these activities and share them online. During our market peddling doggerel, we understood the secret to peddling and experienced the special bond between shop owners and their customers.

Art and Humanities

During this project, we utilized what we learned in art class on making small cloth bags, team tags, invitation cards, posters, sign boards, hand-drawn graphs, mind maps, and style boards. We watched a cross talks performance by Taipei Quyi Team and participated in activities at Han Lin Tea House to experience shuochang in different formats. These events helped us to better understand the art of shuochang.

When building the website, we elevated our appreciation for beauty through text, still and motion image editing, and combining techniques for drawing, formatting and filming for the project.

Science and Technology

We used Google’s Classroom on Google Cloud as our platform for discussions and exchanging information, Cloud Drives for file storage, Google Form for surveys, and Google Drawings for innovation.

We used digital cameras, camcorders, mobile phones, and tablets to record each event comprehensively. Afterwards, we uploaded the content on YouTube to share with the entire school, or even people around the world. Finally, we used our website making skills and image processing software to organize all the contents for making the website.

Max Activities

In our research, we learned to use the Internet for collecting data and then organize these data into useful information. We then presented the information to experts and asked for their opinions before completing our research on shuochang.

We organized several sharing and experiencing activities to connect the school and the community. We invited people in the community, our teachers, and schoolmates to learn and experience the fun of shuochang.

We learned to communicate, cooperate, and work side-by-side with our student shuochang expert teachers. Everyone on the Cyberfair team realized the importance of team work and the joy of sharing our research results.