本課程藉由20世紀東西方視覺藝術為授課主軸，以文學、音像教材作藝術文化比較。並以分組討論、藝術展覽觀摩、創作實作等課程活動，引導學生將美學思維帶入生活觀察與創意，繼而實用生活美感思維，提升學生判讀所學專業以外之生活美感觀察能力，讓學生從中西文化的演變，與現今生活型態的相互對照。透過古今中外藝術經典的導引與介紹，提升學生之美感素養，體認公民之美感責任，並喚醒美學自覺意識以及建立美學生活理念。除了掌握基本美學論述的原則之外，本課程將從不同領域與角度，並就近由實體藝術展覽與現場展演的體驗中，培養學生對藝術深入的認識與省思，希冀能對個人審美品味、生活環境之空間以及聲音等具有更高之敏感知覺。This course uses the 20th Century East and Western Visual Arts as the main teaching axis, and uses literature and audio-visual textbooks to compare art culture. In addition, through course activities such as group discussion, art exhibition and tourism, creative work, etc., we will guide students to bring aesthetic thinking into life observation and creativity, and then use aesthetic thinking in life to improve students' ability to observe beauty in life outside of their professional studies, so that students can learn from the The evolution of Chinese and Western cultures contrasts with the current lifestyle. Through the guidance and introduction of classical arts from ancient and modern times, Chinese and foreign countries, students can enhance their aesthetic literacy, fully recognize the citizens' aesthetic sense of responsibility, and awaken their aesthetic self-consciousness and establish aesthetic life concepts. In addition to mastering the principles of basic aesthetics, this course will cultivate students' in-depth understanding and reflection on art from different fields and angles, and through the experience of physical art exhibitions and presentation performances, hoping to appreciate and appreciate personal taste. The space and sound of the living environment have a higher sensitivity.
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。
The general course is different from the professional course, and it actually focuses on guiding students to actively care, explore and understand the ultimate value and wisdom of human beings. At the same time, the knowledge provided by the general course is not the purity of the professional course, but the basic knowledge with a strong sense of reality. . Our school has established four basic qualities for general education based on the concept of creating school traditions, school training and management: seeking truth, trustworthiness, striving for general education, and implementing the ideal of general education in our school in a specific way. I hope that students of this school can develop the spirit of independent learning, and under the guidance of general course teachers, they will gradually cultivate their basic qualities of general education, and look forward to finally learning. Various basic ingredient cultivation and have specific learning effectiveness indicators to serve as a specific indicator for self-verification of teaching and learning effectiveness, which are divided into the following: Truth-seeking cultivation (nature field): 1. Learn the methods or philosophy of natural sciences to explore physics The subtlety of the life world, 2. Develop the spirit of doing things, 3. Be able to participate in public affairs related to scientific issues. Relief and nourishment (humanity field): 1. Learn the humanistic spirit to explore the deep value of inner self and leading human civilization, 2. Develop self-discipline spirit, 3. Be able to use rationality to conduct moral reasoning. Practice and cultivate (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Accept and respect for diversity and differences, 3. Realize the spirit of democratic review. Hongtong basic cultivation (cross-domain): 1. Pursuing the overall value of human beings, 2. Integrating truth-seeking, trustworthiness, and action in personal life. Courses in various fields can be selected across learning performance indicators without being restricted.
1、 John Berger，《Ways of Seeing》，麥田。
2、 John Berger，《The Sense of Sight》，麥田。
3、 Victoria D. Alexander，《Sociology of the arts: Exploring fine and popular forms》，巨流圖書。
4、 Susan Sontag，《Regarding the Pain of Others》，麥田。
5、 Marita Sturken、Lisa Cartwright，《Practices of Looking: An Introduction to Visual Culture》，臉譜。
6、 Roland Barthes，《明室•攝影札記》（許綺玲譯），台北：台灣攝影工作室，1997。
7、《臺灣美術全集》，藝術家出版社。
8、 蔣勳，《美的沈思》，藝術家出版社。
9、 王秀雄，《日本美術史》上、中、下，歷史博物館。
10、東山魁夷，《東山魁夷世界》，美術年鑑社。
11、Andreas Huyssen《大分裂之後-現代主義、大眾文化與後現代主義》，麥田。
12、許瑜庭，《紅土上—許瑜庭膠彩創作理念與風格》，國家圖書館。
13、Victoria D. Alexander，《藝術社會學-精緻與通俗形式之探索》，巨流。
14、藝術家雜誌『藝術展覽』及『政府文化政策』專題。
15、Brook Timothy， 《維梅爾的帽子: 從一幅畫看十七世紀全球貿易》，遠流。
16、Jonathan Lopez，《不存在的維梅爾: 偽畫家、藝術史家、犯罪集團和納粹合力搬演的世紀騙局》，大家。
課外選讀：
1.吳音寧，《江湖在哪裡？ ──台灣農業觀察》，印刻。
2.遠藤周作，《深河》，立緒。
3.卡謬，《異鄉人》，志文。
4.白先勇，《臺北人》，爾雅。
5.鍾理和，《笠山農場》，草根。
6.多馬斯，《北橫多馬斯》，自費出版。
1. John Berger, "Ways of Seeing", Maitian.
2. John Berger, "The Sense of Sight", Maitian.
3. Victoria D. Alexander, "Sociology of the arts: Exploring fine and popular forms", Juliu Book.
4. Susan Sontag, "Regarding the Pain of Others", Maitian.
5. Marita Sturken, Lisa Cartwright, "Practices of Looking: An Introduction to Visual Culture", face.
6. Roland Barthes, "Ming Room•Photography Notes" (reprinted by Xu Ling), Taipei: Taiwan Photography Studio, 1997.
7. "Complete Works of Taiwan Art", Artist Publishing House.
8. Chia, "Shen Si of Beauty", Artist Publishing House.
9. Wang Xiuxiong, "History of Japanese Art", 1, middle and lower, History Museum.
10. Dongshan Kuiyi, "Dongshan Kuiyi World", Arts Year Club.
11. Andreas Huyssen, "After the Great Schizophrenia-Modernism, Public Culture and Postmodernism", Maitian.
12. Xu Yuting, "On Red Earth - Xu Yuting Color Creative Concept and Style", National Library.
13. Victoria D. Alexander, "Art Society-Exploration of Essence and Popular Forms", a huge stream.
14. Artist magazine "Art Exhibition" and "Government Cultural Policy" topics.
15. Brook Timothy, "Vimer's Hat: Viewing the 17th Century Global Trade from a Painting", far-reaching.
16. Jonathan Lopez, "The Nothing Vimer: The Century-Trail that Sabre, Artist Historian, Crime Group and Nazi worked together to play", everyone.
Outside course selection:
1. Wu Yining, "Where is the Jianghu?" ──Taiwan Agricultural Observation", printed.
2. Far-fuji Zhou Zuo, "Deep River", stands true.
3. Card, "The People of the Country", a Scripture.
4. Bai Xianyong, "Taibei Ren", Erya.
5. Lilihe, "Lishan Rural Field", grassroots.
6. Domas, "Northodomas", self-published.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂表現課堂表現 Classroom performance |
30 | 出席、學習單、課堂表現 |
| 期中、期末考期中、期末考 Midterm and final exams |
30 | 學習階段反思與自我學習整理 |
| 報告、期末創作報告、期末創作 Reports, final creation |
40 | 藝術專題報告演練、藝術論述之創作實踐 |
