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 Greece to Renaissance from ancient times. During this time, art adopted the subject matter of myths, religion and real society, reflecting the background of the times, and also reflecting the emergence and improvement of many technologies. This time is a good example of understanding the scientific and human level of art.
The myths of early Western art or the theme of religion often contain the significance of symbolism and education. Some artworks have a special way of use, showing their social functions. The course will introduce how to judge the theme of art and interpret the significance of art in ancient culture and society.
The course will also introduce the materials of artworks and the technology of processing materials; these can be understood from a scientific perspective. The course will also introduce the study of modern scientists through instrument analysis to study the age, source of materials, and production technology of artworks.
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 courses are different from professional courses, and they really focus on guiding students to actively care, explore and practice the ultimate value and wisdom of human beings. At the same time, the knowledge provided by general courses is not the shallowization of professional courses, but a basic knowledge with a strong sense of sense. Essence The school sets the four basic literacy of general education based on the traditional school tradition, school motto and school running concepts: seeking authenticity, belief in literacy, acting literacy and macro literacy, and specifically implement the ideal of the school's general education education. It is hoped that the students of the school can play their own spirit of self -study. Under the guidance of the general course teacher, they will gradually cultivate their basic literacy of general education and look forward to learning for life. Various basic literacy and setting specific learning effectiveness indicators to do the specific indicators of self -testing of teaching and learning results are divided into as follows: seeking authenticity (natural field): 1. Learn the method or philosophy of natural science to explore physics to explore physics The subtleness of the world of life, 2. Give full play to the spirit of the matter, 3. Can participate in public affairs related to scientific issues. Believe in literacy (humanities): 1. Learn the spirit of humanities to explore the profound value of internal self and understanding human civilization, 2. Develop the spirit of self -discipline, 3. Be able to use rationality for moral reasoning. Equality (social field): 1. Use social science methods or philosophy to stimulate students' ability to listen and communicate, 2. Acknowledge and respect diversified differences, 3. Practice the spirit of democratic review. Hongtong literacy (cross -domain): 1. Pursuing the overall value of human beings, 2. Incorporate the literacy such as the truth, faith, and practice of the literacy. Course in various fields can be selected for learning effectiveness indicators without having to stick to it.
1. 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).
2. E. H. Gombrich著, 雨云譯, 《藝術的故事》，台北: 聯經，2012。
1. Honour, H., and Fleming, J., A World History of Art, 7th Edition (LONDON: Lawrence King Publishing, 2005). "History of World Art", according to the fifth edition of English, Taipei: Trojan Horse Culture, 2001).
2. E. H. GOMBRICH, translated by Yu Yun, "Story of Art", Taipei: Lianjing, 2012.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂參與 課堂參與 Classroom participation |
10 | 出席狀況 |
| 課堂練習課堂練習 Classroom practice |
10 | |
| 期中考期中考 Secondary entrance examination |
40 | |
| 期末考期末考 Final exam |
40 |
