語言的背後代表的是文化，當一個語言消失，該族群即形同滅亡，各族的文化也將失傳。本創作有鑑於台灣原住民歷經外來國家統治、以及漢化的嚴重影響，在政策執行的驅動下，原住民母語與文化逐漸流失。基於此原因造成的嚴重性，驅使本創作成為更進一步探討的動力。

關於本創作研究在相關文獻資料的收集的過程，利用田野調查法與當地耆老訪談，進行布農族口述神話的蒐集並偕同布農族母語教師做文字內容的整合，檢討國內現階段的母語教學教材，修正內容使本創作作為教學輔助的教材，因此本研究的創作目的期望(一)對於原住民母語相關教材整理得到進一步的認識了解。(二)繪本插畫創作表現風格能否幫助學童在學習上的理解以及協助教師教學上的運用效果。(三)故事的文字內容與插畫的圖文編排能否達到幫助母語學習和文化認知的效果。(四)期盼未來本插畫創作的領域能更有延與表現的機會。再則以布族耆老口中流傳的神話作為擬定創作之主題策略:分成五個故事，內文以繁體中文配合羅馬拼音講述祖先口中流傳的英雄傳說，本創作亦將圖文插畫編撰成布農族母語教學輔助教材，共編纂成五個單元，第一單元《螞蟻與蟋蟀》，第二單元《紅嘴黑鵯》，第三單元《貓頭鷹》，第四單元《射太陽的故事》，第五單元《黑熊與雲豹》；以擬人化的方式表達使讀者認識布農族勤勞堅毅的民族性與善良助人的天性，以教導學童性格良善勤勞之美德，畫面構成形式以原鄉風貌呈現，進而推廣原生文化與傳統之美。

基於九階教材，它是目前中小學族語教學的主要教材。為了加強學習效果，本創作繪本內容引用教育部原住民族朗讀文章再請布農族母語教師重新整合成為朗讀輔助教材，繪製完成後經過布農族母語教師質性訪談確定達到輔助朗讀學習的效果。

What lies under languages are cultures. When a language disappears, the people speaking it is literally extinguished and their culture discontinues as well. We have seen that subject to the ruling by foreign regimes and the serious effect of Chinese assimilation as well as the drive of policies, the native languages and cultures of indigenous peoples of Taiwan are gradually dying out. Such witness leads to this creation and the perceived seriousness spurs further exploration.

The process of documentary gathering in this creation and research involves the field survey, interview with local elderly and recording oral myths of the Bunnun Tribe. Also done is the integration, in collaboration with teachers of native Bunnun language, of the textual content, review of current teaching and lesson materials of native languages in Taiwan, and the modification of the contents of this creation as materials that complement teaching.

Hence the creation in this research aims to (1) further understand from the organization of the lesson materials on native languages of the indigenous; (2) know if the illustrations of the picture books are created in a style that helps children understand in their learning and assists teachers in using effectively in the teaching; (3) know if textual contents and the illustrations are arranged so that they help effective learning of native languages and cultural recognition; and (4) expect opportunities of extension and working in the future field for this creation of illustrations.

Our strategy is to use the myths that have been passed down orally by the Bunnun elderly as the theme of our creation, which consists of five stories, with the contents of legends of heroes told mouth to mouth among ancestors that are written in both Chinese and Romanization. This creation also comprises the illustrations into complementary lesson materials to Bunnun language teaching in five units: One, “The Ant and the Cricket”; Two, “The Black Bulbul”, Three, “The Owl”; Four, “Story of Sun Shooting”; and Five, “The Black Bear and the Leopard”. These are told in personalized way to shed the light on readers regarding the Bunnun’s personality of perseverance and hardworking and their kind and helping nature. The pictures are drawn to show the pristine look of the tribe, promoting the traditional beauty of the indigenous culture.

This is currently the main lesson materials for tribal language teaching in elementary and junior schools based on nine-level teaching materials. In order to enhance learning effect, the Ministry of Education’s loud reading articles of indigenous languages are adopted for the content of the illustrated books in this creation and are re-integrated by the teachers of Bunnun language as complementary materials for loud reading. When drawn, it is further reviewed by the teachers of Bunnun language at qualitative interviews to ensure the effectiveness of assisting in learning by loud reading.