視覺藝術欣賞課程的設計著重於對西方美學的認知，自古希臘、羅馬時期至當代視覺藝術作品的介紹與賞析，藉由深入探討與評析不同時期之藝術家及其創作，提供學生對世界純藝術與應用藝術有一充實而完整的基本觀點與知識。 重點式談論藝術家的審美觀點、藝術的諸多型態與創作技術，學生可以更暸解每一藝術品背後藝術家的創作哲學、使用元素與設計的原理。課程中地圖與年代表的使用讓學生從世界、歷史與文化的背景認識西方藝術的演進，同時可以清楚知道世界主要藝術派別的形成過程及其發展的區域。對比當今重要藝術作品形態與過去的各種藝術運動，學生可以明顯感受世界藝術的演變與價值，同時培養個人的審美觀與品味。
This course is designed as an introduction to visual artworks from Ancient Greek and Roman Art to the current, contemporary practices of the art world. Through in-depth discussions and critique of artists and their artworks, this course provides students with an informed perspective, and basic knowledge of fine and applied arts throughout the world. An emphasis of aesthetics and techniques provides students with details about the philosophical foundations, elements, principles of design, and artists' considerations behind each piece of artwork. Maps and timelines provide a global, and historical context for the evolution of Western art, and show students the regions where major trends were developed. Contrasting important artworks from the contemporary scene to the pre-contemporary movements gives students genuine feel for how art, and its value has developed and evolved in the art world.
The design of the visual art appreciation course focuses on the knowledge of Western aesthetics. It introduces and analyzes works from ancient Greek and Roman times to contemporary visual art. By in-depth discussion and analysis of artists and their creations from different periods, it provides students with a complete and complete basic perspective and knowledge of world pure art and applied art. By discussing the artist's aesthetic views, art's multi-type and creative techniques, students can better understand the artist's creative philosophy, the principles of using elements and design behind each art. The use of maps and year representatives in the course allows students to understand the evolution of Western art from the world, history and culture background, and at the same time they can clearly understand the formation process and the area of development of major artistic schools in the world. Comparing the shape of important artistic works today with various artistic movements in the past, students can clearly feel the evolution and value of world art, while cultivating personal aesthetics and tastes.
This course is designed as an introduction to visual artworks from Ancient Greek and Roman Art to the current, contemporary practices of the art world. Through in-depth discussions and critique of artists and their artworks, this course provides students with an informed perspective, and basic knowledge of fine and applied arts throughout the world. An emphasis of aesthetics and techniques provides students with details about the philosophical foundations, elements, principles of design, and artists' considerations behind each piece of artwork. Maps and timeslines provide a global, and historical context for the evolution of Western art, and show students the regions where major trends were developed. Contrasting important artworks from the contemporary scene to the pre-contemporary movements give students geneine feel for how art, and its value has developed and evolved in the art world.
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 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 qualities are cultivated and have specific indicators for self-verification of teaching and learning results. They are divided into the following: Truth-seeking and nourishing (nature domain): 1. Learn the methods or philosophy of natural sciences to explore the subtleties of physics and the world of life, 2. Develop the spirit of doing things, 3. Be able to participate in public affairs related to scientific topics. 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.
陳秋瑾、林昌德、黃光男、劉俊蘭、許瀞月、張青峰、李美蓉2006。《視覺藝術欣賞》。台北：華泰文化。
Zelanski, Paul. Fisher, Mary Pat. P. (2009). The Art of Seeing. NJ: Prentice Hall, Inc.
Piper, David. (2004). The Illustrated History of Art. London: Bounty Books of Octopus Publishing Group Limited.
Chen Qiujin, Lin Changde, Huang Guangnan, Liu Junlan, Xu Yongyue, Zhang Qingfeng, Li Meirong 2006. "Visual Art Appreciation". Taipei: Huatai culture.
Zelanski, Paul. Fisher, Mary Pat. P. (2009). The Art of Seeing. NJ: Prentice Hall, Inc.
Piper, David. (2004). The Illustrated History of Art. London: Bounty Books of Octopus Publishing Group Limited.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂參與 Participation課堂參與 Participation Class Participation |
30 | 包括出席率、課堂內討論與操作練習 Attendance, Discussion & Practice |
| 期中報告 Midterm Report期中報告 Midterm Report Midterm Report Midterm Report |
25 | 兩頁(A4)報告 |
| 期末報告 Final Exam期末報告 Final Exam Final Exam |
5 | 可參考筆記與講義 Open Book |
