Entomological Renaissance 2025 Chung Hsing Insect Exhibition
Project Advisor：Wen-Bin Yeh
Abstract
This project developed an interdisciplinary physical exhibition centered on insects, integrating classical literature, artistic interpretation, cultural activities, and modern entomological knowledge. The exhibition was organized into five thematic zones—“Domus (The Sphere of the Household) ,” “Agri Rustici (Pastoral Fields) ,” “Rivi et Stagna (Streams and Still Waters) ,” “Silvae Montium (Mountain Forests) ,” and “Scientific Illustration.”—and connected through a narrative structure. Visitors were guided from familiar domestic environments toward agricultural fields, aquatic habitats, and forests, gradually exploring insects and biodiversity across different ecological settings.
Insect-related descriptions found in classical texts, poetry, paintings, and traditional artifacts were cross-referenced with modern entomological literature to examine historical insect names, morphology, and ecological characteristics. These findings were subsequently translated into accessible exhibition texts and visual materials. The visual design incorporated traditional Chinese gongbi and xieyi artistic styles while maintaining scientific accuracy in insect morphology and identification.
Through physical specimens, scientific illustrations, scenographic displays, and live interpretation, the exhibition presented historical and contemporary perspectives on insects and the natural environment. By connecting cultural heritage with scientific knowledge, the project encouraged visitors to reflect on the relationship between modern life and biodiversity conservation, while establishing an interdisciplinary framework linking scientific research, science education, and science communication.
Methodology and Implementation Steps
The project was student-led and organized into teams responsible for curation, academic review, visual design, public relations, logistics, and external resource coordination. The team first established the exhibition narrative, followed by systematic collection and cross-referencing of classical texts, literature, artworks, and entomological information to ensure academic accuracy.
For visual translation, the design team developed insect illustrations based on scientific literature, specimen images, and morphological references. Traditional Chinese gongbi and xieyi styles were incorporated while maintaining morphological accuracy and recognizability. Curatorial review and repeated revisions ensured consistency between visual materials and exhibition texts.
Docent training consisted of four stages: foundational knowledge, exhibition content familiarization, interpretive framework development, and on-site practice. Intensive courses, individual feedback, peer review, and simulated exhibition sessions were combined with visits to the National Museum of Natural Science to observe professional interpretation practices. A total of 49 hours of training equipped student docents with the ability to translate entomological, historical, and exhibition content for diverse audiences. The training framework and student-led organization were core components of the project.
Public outreach was conducted through Facebook, Instagram, Threads, the departmental website, physical posters, campus promotion, and educational networks.
The student team independently coordinated project planning and collaborated with scholars, faculty members, external organizations, and sponsors to transform academic knowledge into practical curatorial outcomes.
Innovation and Cross-Disciplinary Collaboration
“Entomological Renaissance” is centered on the framework of scientific research, science education, and science communication, seeking to move beyond conventional biodiversity exhibitions that primarily focus on species identification and factual descriptions. Through curatorial narratives, spatial design, and interpretation education, the project establishes a mechanism for translating scientific knowledge through cultural perspectives. The exhibition is structured around different living and ecological environments, including “Domus (The Sphere of the Household) ,” “Agri Rustici (Pastoral Fields) ,” “Rivi et Stagna (Streams and Still Waters) ,” “Silvae Montium (Mountain Forests) ,” and “Scientific Illustration.” This spatial narrative guides visitors from familiar everyday experiences toward an understanding of the relationships among insects, habitats, ecosystems, and biodiversity, transforming a static exhibition into a narrative-driven visitor experience.
For interpretation education, student curators independently developed the exhibition and subsequently trained high-school and university students as youth interpreters. The training emphasized not only scientific knowledge, but also narrative development, content discussion, and interpretation design. Professionals and scholars from the National Museum of Natural Science and the Lee Kong Chian Natural History Museum at the National University of Singapore were invited to share their expertise in museum interpretation, natural history, and science communication. The project also integrated literature, art, music, insect taxonomy, and ecology, using drama, storytelling, and sound to present insects through multiple forms of expression. Through student-led curation, professional collaboration, and interdisciplinary knowledge translation, the project developed a practical model that can be extended to biodiversity education in higher education.
Expected Results and Contributions
The project aims to expand the public impact of insect biodiversity through a combination of physical exhibitions, youth interpreter training, social media communication, and future digital extension. The physical exhibition attracted more than 7,000 visitors, while social media content reached approximately 200,000 users and received coverage from multiple media outlets. In addition, seven high-school and university students were trained as youth interpreters through 49 hours of systematic training, enabling them to move beyond the role of knowledge recipients and become active participants in science communication and public education. The project was also recognized through the NCHU USR Lecture Program and the “Cross-disciplinary Learning” certification, demonstrating that the exhibition can serve not only as a public platform for biodiversity communication, but also as a platform for interdisciplinary learning and youth empowerment in higher education.
In terms of biodiversity conservation, the project does not simply transmit conservation information to the public. Instead, it lowers the barrier to understanding insect science by connecting biodiversity with cultural contexts and everyday experiences. Through literature, art, and familiar living environments, visitors are encouraged to reconsider insects and understand their relationships with habitats, ecosystems, and biodiversity. Future work will further document the research and practical experience of the exhibition through a digital exhibition, a curatorial record, academic publications, and a monograph, creating outcomes that can be preserved, disseminated, and reused. Through the framework of “Narrative Structure × Scientific Verification × Public Interpretation,” the project seeks to provide a practical reference for biodiversity education, youth engagement, and science communication in higher education, while encouraging students to move from learning about biodiversity toward active participation in conservation.
Team List
Ruey-Jer Hwang, Zheng-Ying Yang, Shih-Pang Chan, Jung-Chen Lin, Sheng-Yang Lee, Ling-Chih Hsu, Tzu-Heng Ning, Yi-Hsiang Hsieh, Hueng-Zh Lin, Wei-Jun Wang, Dong-Lin Huang, Zhao-Yu Zhao, Yu-Chen Ting, Ying-Hsiu Lee, Chun-Che Lee, Jhih-Cyun Shiau, Li-Kai Yang, Chia-Chen Lee, Yu-Chieh Chang, Jui-Yu Lee, Yu-Jhen Huang, Hsin-En Tsa, You-Quan Su, Ching-Ying Lai, Chen-An Yen, Huan-Che Tu, Tse-Hsiang Tseng, I-Wei Lin, Yi-Ting Lin, Chih-Chun Chung, Keng-Chi Chen, I-Tsen Shih, Tzu-Hsiu Ting, Yi-Tsai Liu, Yung-Chen Chang, Hsiang-En Chang, Guo-qian Guo, Chun-His Hsu, Sheng-Jui Li, Yu-Kai Hou, Pin-Chia Huang, Pin-Chen Chen (Taichung Municipal Taichung Girls‘ Senior High School), Yung-Hsun Lan (Taichung Municipal Taichung Girls’ Senior High School), En-Yu Hsu (Taichung Municipal Taichung Girls' Senior High School), Shiou-Shiuan Shr (Taichung Municipal Taichung Girls' Senior High School), Ya-Rou Wang, Ching-Cheng Wang, Yu-Cheng Tuan, Yun-Ling Chang
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