1. 從普普藝術的興起到當代卡漫藝術的氾濫，藉由二十世紀通俗藝術的發展對現代及當代的藝術商業化傾向及藝術風格有一基本的理解。 2. 以西方通俗藝術以及東北亞卡漫的視覺圖像為基礎，將青少年次文化與當代藝術創作做出美學造型上的連結。
3. 培養對當代藝術的欣賞能力，刺激對創意產業的興趣及可能性。1. From the rise of pop art to the proliferation of contemporary cartoon art, gain a basic understanding of modern and contemporary art commercialization trends and artistic styles through the development of popular art in the 20th century. 2. Based on the visual images of Western popular art and Northeast Asian cartoons, connect youth subculture and contemporary art creation in aesthetic shapes.
3. Cultivate the ability to appreciate contemporary art and stimulate interest and possibilities in creative industries.
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. 王受之，《世界現代美術發展》，藝術家出版社，台北，2001
2. 陸蓉之，《破後現代藝術》，藝術家出版社，台北，2003
3. 陸蓉之，《藝術工蜂-Viki LuLu 遇見未來》，大鴻藝術股份有限公司，2012
4. 畢恆達，《塗鴉鬼飛踢》，遠流出版事業股份有限公司，台北，2011
5. 村上隆，《藝術創業論》，江明玉譯，商周出版，台北，2011
6. Atkins, Robert. Art Speak.《藝術開講》，黃麗絹譯，台北，藝術家出版社，2000
7. Lippard, Lucy R. Pop art. 《普普藝術》，張正仁譯，台北，遠流出版社，2000
1. Wang Shouzhi, "The Development of Modern Art in the World", Artist Publishing House, Taipei, 2001
2. Lu Rongzhi, "Destroying Postmodern Art", Artist Publishing House, Taipei, 2003
3. Lu Rongzhi, "Art Worker Bee-Viki LuLu Meets the Future", Dahong Art Co., Ltd., 2012
4. Bi Hengda, "Graffiti Ghost Kicks", Yuanliu Publishing Co., Ltd., Taipei, 2011
5. Takashi Murakami, "Art Entrepreneurship Theory", translated by Jiang Mingyu, Shangzhou Publishing House, Taipei, 2011
6. Atkins, Robert. Art Speak. Translated by Huang Lijuan, Taipei, Artist Press, 2000
7. Lippard, Lucy R. Pop art. "Pop Art", translated by Zhang Zhengren, Taipei, Yuanliu Publishing House, 2000
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|
