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 takes the 20th century Eastern and Western visual arts as the main focus of teaching, and uses literature, audio-visual teaching materials to compare art and culture. Through group discussions, art exhibition viewing, creative practice and other course activities, students are guided to bring aesthetic thinking into life observation and creativity, and then apply life aesthetic thinking to enhance students' ability to interpret the aesthetic observation of life beyond their majors, allowing students to The evolution of Chinese and Western cultures contrasts with today's lifestyle. Through the guidance and introduction of ancient and modern Chinese and foreign art classics, students can enhance their aesthetic literacy, recognize the aesthetic responsibilities of citizens, awaken aesthetic consciousness and establish aesthetic life concepts. In addition to mastering the principles of basic aesthetic discussion, this course will cultivate students' in-depth understanding and reflection on art from different fields and perspectives, and through the experience of physical art exhibitions and live performances. It is hoped that they can develop their personal aesthetic taste, The space and sound of the living environment have 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。
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.
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", wheat field.
2. John Berger, "The Sense of Sight", wheat field.
3. Victoria D. Alexander, "Sociology of the arts: Exploring fine and popular forms", Juliu Books.
4. Susan Sontag, "Regarding the Pain of Others", Wheatfield.
5. Marita Sturken, Lisa Cartwright, "Practices of Looking: An Introduction to Visual Culture", Facebook.
6. Roland Barthes, "Camera Lucida·Photographic Notes" (translated by Hsu Chi-ling), Taipei: Taiwan Photography Studio, 1997.
7. "Complete Collection of Taiwan Art", Artist Publishing House.
8. Jiang Xun, "Contemplation of Beauty", Artist Publishing House.
9. Wang Xiuxiong, "Japanese Art History" Part 1, 2 and 2, History Museum.
10. Dongshan Kuiyi, "The World of Dongshan Kuiyi", Art Yearbook Society.
11. Andreas Huyssen, "After the Great Schism-Modernism, Popular Culture and Postmodernism", Wheatfield.
12. Xu Yuting, "On Red Soil—Xu Yuting's Creative Concept and Style of Pasta Painting", National Library.
13. Victoria D. Alexander, "Sociology of Art - Exploration of Refined and Popular Forms", Juliu.
14. Special topics on "Art Exhibitions" and "Government Cultural Policies" in Artist Magazine.
15. Brook Timothy, "Vermeer's Hat: Global Trade in the Seventeenth Century from a Painting", Yuanliu.
16. Jonathan Lopez, "The Non-Existent Vermeer: Pseudo-Painters, Art Historians, Crime Syndicates, and Nazis Collaborated to Stage the Hoax of the Century," everyone.
Extracurricular reading:
1. Wu Yinning, "Where Are the Rivers and Lakes?" ──Taiwan Agricultural Observation", printed.
2. Shusaku Endo, "Deep River", Risu.
3. Camus, "Stranger", Zhiwen.
4. Bai Xianyong, "Taipei People", Erya.
5. Zhong Lihe, "Lishan Farm", Grassroots.
6. Thomas, "North Crossing Thomas", 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 |
