世界上每一個民族都有其音樂的表述形式，深扣自身的文化脈絡與背景發展。歐洲、美洲與非洲地區包含內陸與海洋文化屬性的多樣性，音樂藝術富含文化印記的深刻軌跡，隨著全球音樂工業、傳播媒體的發展，世界不同地區、民族的音樂文化逐漸突破地理限制向各地傳遞，於是，本課程希望藉由對歐洲、美洲與非洲音樂不同的藝術表現，深入探索文化與社會的多元價值，如音樂與音樂家在社會的角色地位、音樂的定位與存在、人與超自然的溝通奧秘…等，透過解析音樂藝術的豐富元素，體現對歐洲、美洲與非洲地區的深入瞭解，進而探索人群的認同邊界，理解當代社會的能力。Every nation in the world has its own musical expression form, which is closely related to its own cultural context and background development. Europe, America and Africa contain the diversity of inland and maritime cultural attributes, and music art is rich in profound traces of cultural imprints. With the development of the global music industry and communication media, the music culture of different regions and nationalities in the world has gradually broken through geographical restrictions. Therefore, this course hopes to deeply explore the diverse values of culture and society through the different artistic expressions of European, American and African music, such as the role and status of music and musicians in society, the positioning and existence of music, and human beings. The mystery of communication with the supernatural...etc., by analyzing the rich elements of music art, it reflects an in-depth understanding of Europe, America and Africa, and then explores the boundaries of identity among people and the ability to understand contemporary society.
通識課程不同於專業課程，實乃著重引導學生主動關懷、探索與實踐人類的終極價值與智慧；同時通識課程所提供的知識，不是專業課程的淺薄化，而是具有厚實感的基礎知識。本校根據創校傳統、校訓與辦學理念訂定通識教育定四大基本素養：求真素養、篤信素養、力行素養與宏通素養，以具體落實本校通識教育之理想。希望本校學生能發揮自主學習精神，在通識課程老師的引導下，逐漸培養其通識教育基本素養，並期待能終身學習。各種基本素養並訂有具體的學習成效指標，以做教學與學習成效之自我檢證的具體指標，分述如下：求真素養（自然領域）：1.學習自然科學的方法或哲學以探索物理與生命世界的微妙，2.發揮就事論事的精神，3.能參與科學議題相關的公共事務。篤信素養（人文領域）：1.學習人文精神以探索內在自我與領會人類文明的深層價值，2.發展自律精神，3.能運用理性進行道德推理。力行素養（社會領域）：1.運用社會科學的方法或哲學以激發學生的傾聽與溝通能力，2.承認與尊重多元差，3.實踐民主審議的精神。宏通素養（跨領域）：1.追求人類的整體價值，2.融通求真、篤信、力行等素養於個人生命之中。各領域的課程對於學習成效指標可以跨選，不必拘泥。
General courses are different from professional courses. They actually focus on guiding students to actively care for, explore and practice the ultimate value and wisdom of mankind. At the same time, the knowledge provided by general courses is not the superficiality of professional courses, but basic knowledge with a solid sense. . Based on the school’s founding tradition, school motto and school philosophy, the school has formulated four basic qualities for general education: truth-seeking quality, belief quality, practical quality and general quality, in order to concretely implement the school’s ideals of general education. We hope that our students can develop their independent learning spirit and gradually develop their basic literacy in general education under the guidance of general education teachers, and look forward to lifelong learning. Each basic literacy has specific learning effectiveness indicators for self-examination of teaching and learning effectiveness, which are described below: Truth-seeking literacy (natural field): 1. Learn the methods or philosophy of natural science to explore physics and the subtleties of the living world, 2. Use the spirit of discussing matters as they are, 3. Be able to participate in public affairs related to scientific issues. Belief literacy (humanities field): 1. Learn the humanistic spirit to explore the inner self and understand the deep value of human civilization, 2. Develop self-discipline, 3. Be able to use rationality for moral reasoning. Practical literacy (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Recognize and respect diversity, 3. Practice the spirit of democratic deliberation. Hongtong literacy (cross-field): 1. Pursue the overall value of human beings, 2. Integrate qualities such as truth-seeking, faith, and practice into personal life. Courses in various fields can choose from different learning outcome indicators, so there is no need to be rigid.
王耀華
1998 《世界民族音樂概論》。上海音樂出版社。
Blumenthal, H. J., 何潁怡譯
2001 《世界音樂聆聽指南》。台北市: 商周出版 。
學院出版。
Douglas, Gavin
2010 Music in mainland Southeast Asia : experiencing music, expressing culture
New York : Oxford University Press
Miller, Terry E. and Shahriari, Andrew
2006 World music: a global journey. New York : Routledge.
Utz, Christian and Lau, Frederick
2013 Vocal music and contemporary identities: unlimited voices in East Asia and
the West. New York : Routledge.
Wang Yaohua
1998 "Introduction to World Ethnic Music". Shanghai Music Publishing House.
Translated by Blumenthal, H. J., He Yingyi
2001 A Listening Guide to World Music. Taipei City: Shangzhou Publishing House.
Academy Publishing.
Douglas, Gavin
2010 Music in mainland Southeast Asia: experiencing music, expressing culture
New York : Oxford University Press
Miller, Terry E. and Shahriari, Andrew
2006 World music: a global journey. New York: Routledge.
Utz, Christian and Lau, Frederick
2013 Vocal music and contemporary identities: unlimited voices in East Asia and
the West. New York : Routledge.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席率出席率 Attendance |
20 | |
| 期中考期中考 midterm exam |
25 | |
| 期末考期末考 final exam |
30 | |
| 期末報告期末報告 Final report |
25 |
