具備音樂與美術教學與應用之知能
能熟悉使用的媒介、教學法、理論以及各種教材或曲目，並將教學法理念應用於實務
能發展適切的教學模式並應用理論於課程設計
在上完這門課之後，所有的學生應能具備:
？ 分析性的探討藝術與人文的理論、教學法和實務
？ 發展他們自己對於教師的角色特性和教師的發展理解，並在各種的背景包括本土和國際上促進音樂與美術教學法的學習，以及對於這部份的研究有嚴謹的分析能力
？ 在藝術與人文實務中檢驗與了解美術與音樂在各種文化上和教學法上的面向；
？ 計畫、執行和評估一種特別的課程或融合音樂與美術教學的計畫與課程
綜合以上的學習成果，學生應可具備一定程度的批判性思考能力，並以此啟迪與發展他們自己的專業領域。

Ability to teach and apply music and art
Be familiar with the media, teaching methods, theories and various teaching materials or repertoire used, and apply teaching method concepts into practice
Ability to develop appropriate teaching models and apply theory to course design
After taking this course, all students should be able to:
? Analytically explore the theory, pedagogy, and practice of the arts and humanities
? Develop their own understanding of the teacher's role and teacher development, and promote the study of music and art pedagogy in a variety of contexts, both locally and internationally, and develop rigorous analytical skills in this research
? Examine and understand the various cultural and pedagogical aspects of art and music in arts and humanities practice;
? Plan, implement, and evaluate a specific curriculum or program that integrates music and art instruction
Based on the above learning outcomes, students should be able to acquire a certain level of critical thinking skills, which can inspire and develop their own professional fields.

This course is an introduction to music curriculum design and development. It aims to give students an understanding of music education in a broad perspective through a study of its philosophical foundations, pedagogy and practical implementations.
We will explore several different curriculum visions as we begin to construct our own views of the role and purpose of curriculum beyond just content and teaching materials. We will study frameworks for designing curriculum and instruction that enable us to prioritize, focus and assess student-learning experiences. We will discuss different perspectives in music teaching, assessment, and how to use technology in the classroom. Academic work is reinforced by 10 required lab hours with K-9 students in public school community classrooms. Consideration will be given to designing curriculum and instruction that acknowledges individual learning differences, cultural diversity and student readiness and interest levels. Each student will develop a curriculum project as a culmination of class learning.

This course is an introduction to music curriculum design and development. It aims to give students an understanding of music education in a broad perspective through a study of its philosophical foundations, pedagogy and practical implementations.
We will explore several different curriculum visions as we begin to construct our own views of the role and purpose of curriculum beyond just content and teaching materials. We will study frameworks for designing curriculum and instruction that enable us to prioritize, focus and assess student-learning experiences. We will discuss different perspectives in music teaching, assessment, and how to use technology in the classroom. Academic work is reinforced by 10 required lab hours with K-9 students in public school community classrooms. Consideration will be given to designing curriculum and instruction that acknowledges individual learning differences, cultural diversity and student readiness and interest levels. Each student will develop a curriculum project as a culmination of class learning.

Addison, N. and Burgess, L. (2008) Learning to Teach Art and
Design in the Secondary School: A Companion to School
Experience. London: Routledge.
Fautley, M. and Savage, J. (2011) Cross-Curricular Teaching and
Learning in the Secondary School: the Arts. London: Routledge.
Goble, J. (2010). What’s so important about music education?
Routledge research in Education. (p. 352).
McDonald, N. and Fisher, D. (2002) Developing Arts - Loving
Readers. Maryland: ScarecrowEducation
McAnally, E. (2010). Middle School General Music: The Best Part of
Your Day. R&L Education. (p. 110).
Spruce, G. (2002) Aspects of Teaching Secondary Music:
Perspectives on Practice. London: RoutledgeFalmer.
Philpott, C. (2001) Learning to Teach Music in the Secondary School:
A Companion to School Experience. London: RoutledgeFalmer.
Brookes, M. & Schwartz, G. (1991) Drawing for Older Children and
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Brookes, M. () Drawing with Children: A Creative Method for Adult
beginners too. J P Tarcher; REV SUB edition. 用畫畫激發孩子的
潛能:提升孩子的語言力、閱讀力、數學力、科學力、作文力。
台北:木馬文化。
黃玉珮、莊敏仁、張馨方、賴維君、黃惠華 (2011). 音樂教材教
法。台北。五南出版社。

Addison, N. and Burgess, L. (2008) Learning to Teach Art and
Design in the Secondary School: A Companion to School
Experience. London: Routledge.
Fautley, M. and Savage, J. (2011) Cross-Curricular Teaching and
Learning in the Secondary School: the Arts. London: Routledge.
Goble, J. (2010). What’s so important about music education?
Routledge research in Education. (p. 352).
McDonald, N. and Fisher, D. (2002) Developing Arts - Loving
Readers. Maryland: ScarecrowEducation
McAnally, E. (2010). Middle School General Music: The Best Part of
Your Day. R&L Education. (p. 110).
Spruce, G. (2002) Aspects of Teaching Secondary Music:
Perspectives on Practice. London: RoutledgeFalmer.
Philpott, C. (2001) Learning to Teach Music in the Secondary School:
A Companion to School Experience. London: RoutledgeFalmer.
Brookes, M. & Schwartz, G. (1991) Drawing for Older Children and
Teens. Jeremy P. Tarcher / Perigee.
Brookes, M. () Drawing with Children: A Creative Method for Adult
Beginners too. J P Tarcher; REV SUB edition. Use drawing to inspire children
Potential: Improve children's language, reading, mathematics, science, and composition skills.
Taipei: Trojan Culture.
Huang Yupei, Zhuang Minren, Zhang Xinfang, Lai Weijun, Huang Huihua (2011). Music teaching materials
law. Taipei. Wunan Publishing House.