Music and language were viewed as the unique signatures of human evolution. As far as known, there were no other species that developed the language system or musical culture comparable to human. However, previous studies often discuss language and music in sociological and psychological aspects. In this course, we will discuss language and music with views from biology. We will discuss how the brain understands and analyzes language and music, how we acquire language, and why we are able to appreciate, create and perform music. We will also discuss how language and musical learning influence brain developments. We will explore the musical elements in the language sound, and talk about how music changes our mood. The goal of this course is to develop students’ interests toward Neuroscience research and provides an introductory view of the current scientific research toward physiological and psychological basis of language and music.
音樂和語言被視為人類特有的演化特徵。目前我們所知的生物社群中，並無其他物種發展出可與人類相比擬的音樂及語言系統。之前多數關於語言與音樂的研究多從社會學及心理學出發。本課程將從生物學及神經科學的角度，從達爾文的演化觀點，到最新大腦造影的研究，探討大腦是如何理解、分析語言跟音樂，及人類是如何學會語言溝通、欣賞音樂、音樂演奏；課程中並將討論語言及音樂的學習對於大腦發展的影響。我們也會探討語言中的音樂性以及應用，以及音樂如何影響我們的情緒。本課程將以互動方式進行，以期學生在修習本課程的過程中，培養神經科學的興趣，並能夠對目前神經科學對於音樂、語言、及聽覺的研究有初步的認識。Music and language were viewed as the unique signatures of human evolution. As far as known, there were no other species that developed the language system or musical culture comparable to human. However, previous studies often discuss language and music in sociological and psychological aspects. In this course, we will discuss language and music with views from biology. We will discuss how the brain understands and analyzes language and music, how we acquire language, and why we are able to appreciate, create and perform music. We will also discuss how language and music learning influence brain developments. We will explore the musical elements in the language sound, and talk about how music changes our mood. The goal of this course is to develop students' interests towards Neuroscience research and provide an introduction view of the Current scientific research towards physical and psychological basis of language and music.
Music and language are seen as evolutionary characteristics unique to humans. No other species currently known to us have developed music and language systems that are comparable to humans. Previously, most of the research on language and music was developed from social and psychological studies. This course will explore how brains understand and analyze language and music, as well as how humans learn to communicate language, appreciate music, and music performance from the perspective of biology and neuroscience; During the course, the impact of language and music learning on brain development will be discussed. We will also explore the musicality and application in language, and how music affects our emotions. This course will be conducted in an interactive way, so that students can cultivate their interest in neuroscience during the course of study, and have a preliminary understanding of current neuroscience research on music, language, and listening.
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. 丹尼爾．列維廷：迷戀音樂的腦 台北市：大家出版社 2013 （Daniel Levitin : This Is Your Brain on Music: The Science of a Human Obsession, Plume/Penguin, 2007 )
2. 奧力佛．薩克斯：腦袋裝了2000齣歌劇的人 台北市：天下文化 2008 （Oliver Sacks： Musicophilia: Tales of Music and the Brain, Vintage, 2008)
3. 蔡振家：音樂認知心理學 台北市：國立台灣大學出版中心 2014
4.Guy Deustch, Through the Language Glass: Why the World Looks Different in Other Languages, Picador, 2011
1. Dannyer. Levitin: The Brain of a Perplexing Music Taipei City: Home Publishing House 2013 (Daniel Levitin: This Is Your Brain on Music: The Science of a Human Obsession, Plume/Penguin, 2007 )
2. Oli Buddha. Sax: A person who has 2,000 songs in his brain Taipei City: World Culture 2008 (Oliver Sacks: Musicphilia: Tales of Music and the Brain, Vintage, 2008)
3. Cai Zhenjia: Music Knowledge Psychology Taipei City: National Taiwan University Publishing Center 2014
4.Guy Deustch, Through the Language Glass: Why the World Looks Different in Other Languages, Picador, 2011
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂參與 Class Participation課堂參與 Class Participation Class Participation in Class Participation |
25 | 含出席率與課堂討論 Attendance & In-class discussion |
| 分組報告 Group Presentation分組報告 Group Presentation Group Presentation |
30 | |
| 個人報告 Personal Essay個人報告 Personal Essay Personal Report Personal Essay |
20 | |
| 期末考 Final期末考 Final Final exam Final |
25 |
