本課程介紹西方自古希臘到文藝復興的藝術。這一段時間，藝術採用了神話、宗教及現實社會的題材，反映了時代背景，也體現許多技術的出現與改進。這一段時間是了解藝術的科學層面與人文層面很好的範例。西洋早期藝術的神話或是宗教的主題，往往蘊含了象徵與教化的意義。有的藝術品有特殊的使用方式，顯示他們的社會的功能。課程將介紹如何判斷藝術的主題，並詮釋藝術在古代的文化與社會的意義。課程也將介紹藝術品的材料，以及處理材料的技術；這些可以由科學的角度加以了解。課程也將介紹現代科學家藉由儀器分析，對於藝術品的年代、材料來源、製作技術等進行的研究。This course introduces the art of Western art from ancient times to the rejuvenation of literature and art. During this period, art adopted myths, religions and real society, reflecting the context of the times, and also showing the emergence and improvement of many technologies. This period of time is a good example of understanding the scientific and humanistic aspects of art. The myths or religious themes of early Western art often contain symbols and education. Some art products have special usage methods that show their social functions. The course will introduce how to judge the theme of art and explain the meaning of art in ancient culture and society. The course will also introduce the materials of the art product and the techniques for processing materials; these can be understood from a scientific perspective. The course will also introduce research conducted by modern scientists through instrument analysis on the age of art products, source of materials, production technology, etc.
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.
Honour, H., and Fleming, J., A World History of Art, 7th edition (London: Lawrence King Publishing, 2005). (中文版: 修．歐納，約翰．苻萊明著，吳介禎等譯，《世界藝術史》，據英文第五版譯，台北: 木馬文化，2001).
Hodges, H., Artifacts: An Introduction to Early Materials and Technology, 2nd edition (London: Gerald Duckworth, 1976).
Hall, J., Dictionary of Subjects and Symbols in Art (London, J. Murray, 1984). (中文版: 詹姆斯‧霍尔著，遲軻譯，《西方藝術事典》，南京: 江蘇教育，2005).
Honour, H., and Fleming, J., A World History of Art, 7th edition (London: Lawrence King Publishing, 2005). (Chinese version: Xun. Ona, John Fu Liming, Wu Jieming, "History of World Art", English fifth edition, Taipei: Muma Culture, 2001).
Hodges, H., Artifacts: An Introduction to Early Materials and Technology, 2nd edition (London: Gerald Duckworth, 1976).
Hall, J., Dictionary of Subjects and Symbols in Art (London, J. Murray, 1984). (Chinese version: James Hall, Translation, Western Art Documentary, Nanjing: Jiangsu Education, 2005).
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂參與 課堂參與 Class Participation |
10 | |
| 課堂練習課堂練習 Classroom practice |
20 | |
| 期中考期中考 Midterm exam |
35 | |
| 期末考期末考 Final exam |
35 |
