本課程旨在介紹藝術教育的課程發展與教學計畫的設計。這些內容包含藝術教材或學習內容的組織與安排、相對應於藝術表現、鑑賞、與實踐的教學策略抉擇等。修習完本課程後學習者應能對中等教育階段的視覺藝術或美術的課程綱要，有一通盤的理解與認識並能據以計畫與發展前述的課程設計。此外，現階段十二年國民基本教育藝術領綱（草案）和當代藝術教育思潮中相當重視的教學評量也將別介紹，並於課程發展中加以練習。根據此目標，本課程的授課內容為：
1. 新舊課程綱要的比較與探討
2. Big Idea 的藝術課程發展
3. Understanding by Design 的課程教學單元活動設計
4. 教學策略／音樂五大教學法／視覺藝術教學策略
5. 藝術的認知發展／美感與鑑賞的發展
6. SBA評量規準發展與藝術教學
7. 藝術表現教學與評量
8. 藝術鑑賞教學與評量
9. 藝術實踐教學與評量
10. 詳案與略案之活動設計
11. 學習階段之完整課程發展

This course aims to introduce the course development of art education and the design of teaching planning. These contents include the organization and arrangement of art textbooks or learning content, the teaching strategy decisions corresponding to art performance, awards, and practical teaching strategies, etc. After completing this course, learners should be able to have a panoramic understanding and understanding of the course requirements of visual art or art in the secondary education stage and be able to plan and develop the aforementioned course design. In addition, the current twelve-year national basic education art leader (draft) and the teaching evaluations that are highly valued in contemporary art education thought will also be introduced and will be practiced in the development of the course. According to this goal, the course teaching content is:
1. Comparison and exploration of what needs to be done in the new course
2. Big Idea's Art Course Development
3. Understanding by Design’s Course Tutorial Unit Activity Design
4. Teaching strategies/Five major music teaching methods/Visual art teaching strategies
5. Artistic awareness development/Aesthetics and valuation development
6. SBA evaluation standard development and art teaching
7. Art Performance Teaching and Evaluation
8. Art valuation teaching and evaluation
9. Artistic teaching and evaluation
10. Activity design for detailed and brief cases
11. Complete course development of learning stages

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 assessment 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 reading and interest levels. Each student will develop a curriculum project as a culmination of class learning.

鄭方菁（2015）。當代五大音樂教學法。臺中市：古韻文化。
Beattie, D. K. (1997). Assessment in art education. Worcester, Mass.: Davis Publications.
Wachowiak, F., & Clements, R. D. (2001). Emphasis art: a qualitative art program for elementary and middle schools (7th ed.). New York: Longman.
McTighe, J., & Wiggins, G. P. (2008). 重理解的課程設計：專業發展實用手冊Understanding by design : Professional development workbook (賴麗珍, Trans.). 台北市: 心理出版社.
Walker, S. R. (2001). Teaching meaning in artmaking. Worcester, Mass.: Davis Publications.
Feldman, E. B., & National Art Education Association. (1997). Becoming human through art : aesthetic experience in the school. Reston, Va.: The National Art Education Association.
Hetland, L., & Teachers College (New York N.Y.). (2007). Studio thinking : the real benefits of visual arts education. New York: Teachers College Press.

Zheng Fangjing (2015). Five contemporary music teaching methods. Taichung City: Ancient culture.
Beattie, D. K. (1997). Assessment in art education. Worcester, Mass.: Davis Publications.
Wachowiak, F., & Clements, R. D. (2001). Emphasis art: a qualified art program for elementary and middle schools (7th ed.). New York: Longman.
McTighe, J., & Wiggins, G. P. (2008). Course design that emphasizes understanding: Professional development practical manual Understanding by design : Professional development workbook (Tian Lizhen, Trans.). Taipei City: Psychological Press.
Walker, S. R. (2001). Teaching meaning in artmaking. Worcester, Mass.: Davis Publications.
Feldman, E. B., & National Art Education Association. (1997). Becoming human through art : aesthetic experience in the school. Reston, Va.: The National Art Education Association.
Hetland, L., & Teachers College (New York N.Y.). (2007). Studio thinking : the real benefits of visual arts education. New York: Teachers College Press.