從小接觸藝術創作，能培養孩童美學生活的創意思考能力，同時更能學習如何將「美」的形式融於生活之中。因此，創作者從自身美術經驗及對於兒童美術教學的熱忱出發，透過生活常見的自然媒材進行「兒童美術課程」及「複合媒材之創作」提出本創作研究。具體創作目的為（1）分析泰雅族文化資源及兒童美術課程教案現況。（2）提出泰雅族原鄉小學的美術課程教案方針。（3）以多元媒材方式創作3件不同年齡層孩童共創作品及5件海報作品。（4）透過實體展覽傳達原鄉孩童的美學創作，並促進觀者不同文化間的感觸。
此次創作研究係經由美術創意課程角度來看，融入泰雅族原鄉部落小學所執行的15場教學課程。以苗栗縣泰安鄉士林小學全校27位孩童作為授課對象，依照低、中、高三個年級分別提出不同的創意課程教案。教案內容主要以美感教育的體驗學習角度切入，藉由泰雅族傳統文化特色，讓孩童在學習過程中，更加了解自身部落文化的樣貌。將泰雅族文化及孩童認知發展分成五大主題，設計成「工藝器物」、「生態特色」、「神靈信仰」、「生活方式」、「共同創作」的課程內容。課程的美術技法強調複合媒材的應用，分別為「水彩蠟筆畫」、「代針筆線畫」、「水墨拓畫」、「珍珠版畫」、「多媒材拼貼畫」之表現技法，也從教學演示中與孩童共創出3幅作品。此外，創作者在探索文化後更獨立設計5幅以泰雅族動物的系列海報作品，分別為：（1）希希利鳥、（2）穿山甲、（3）飛鼠、（4）山羌、（5）山豬，作為本次創作成果。本創作研究最終將創作成果藉由實體展覽的形式呈現，讓創作者的教學理念及原鄉孩童的藝術創作有更進一步的交流平台，透過展覽使觀者產生共鳴連結，拉近原鄉部落與觀者之間的距離，並且由本次創作研究提出的兒童美術課程教案應用及複合媒材具體表現手法及執行方式，可供後續兒童美術教師及設計創作者作為相關發展的參考。

Beginning art education at a young age can instill in children the ability to think creatively and engage with aesthetics in daily life. They also learn to incorporate “beauty” into their lives. With personal experience in art and a passion for children’s art education, the author conducted this study and developed children’s art education courses that incorporated mixed media art creation using natural media found in everyday life. The study goals were as follows: (1) Analyze the education plan of Thai Ya 's cultural resources and children's art teaching plan. (2) Propose the art curriculum teaching plan for the Atayal tribal elementary school. (3) Creating 3 themes with different age children and 5 posters of with a multi-media manner. (4) Through the aesthetic exhibition of the Atayal tribe children art, and promotes the feelings of different cultures between the viewers.
For this study, the author introduced 15 creative art courses to an Atayal tribal elementary school located in Taian Township, Miaoli County. The author recruited all 27 students from the Shilin elementaey school and offered different creative art lesson plans to the junior, middle, and senior age groups (i.e., Grades 1–2, 3–4, and 5–6, respectively). Through integration of aesthetic education and traditional Atayal culture, the plans were designed to teach the children more about their tribal culture. Five topics were drawn from Atayal culture and matched to the children’s cognitive development stages—crafts and utensils, ecological characteristics, deities and beliefs, lifestyles, and joint creation. With respect to technique, the course focus was on the application of mixed media, including watercolor painting, fine-line drawing, ink painting completed by rubbing, foam board painting, and multimedia collage painting. In addition to student-completed artworks, the author produced three artworks for demonstration. The author also studied the Atayal culture and independently designed five posters using Atayal animals as its themes—the themes were the Siliq bird, the pangolin, the flying squirrel, the Formosan muntjac, and the wild boar. This study demonstrated its creative accomplishments via a physical exhibition, allowing visitors to observe the author’s teaching philosophies and the tribal students’ art creations. These efforts resonated with the visitors and drew them closer to the tribal community. The children’s art lesson plans and mixed media art creation’s methods and applications mentioned in this study can serve as a future reference for children’s art teachers and designers when engaging in relevant development endeavors.