政治與藝術，這兩個在東方文化習以為常的「讓藝術的歸藝術、政治的歸政治」呼聲中看似乎南轅北轍的領域，其實在西方藝術歷史的發展上一直有著曖昧而難以截然切割的糾纏。
藝術作品的生成與表現當中，時常可見政治意涵或明顯或內隱的寄寓其間。有時形之於階級的樣貌、有時顯現於殿堂的莊嚴；有時是對過去的緬懷，有時是對未來的想望；至於遭逢戰爭時，或剽悍勃發，或哀傷慟悼，都在藝術作品裡留下了千古的見證。
本課程目標主在分析歷史上的若干藝術作品如何嵌於政治的脈絡之中，成為有力的憑藉，有時是為當權者所用，成為正當化其政權的工具；有時是為受統治者所使，成為批判強權的利器。本課程主要將以「圖像分析」的方法探索藝術作品中的圖像訊息及政治意涵，分析解讀藝術作品中的符號與動機，展開一場「藝術與政治」的發現之旅。Politics and art, these two areas that seem to be common in oriental culture, seemingly the same field in the voices of "the art of art, and politics of politics". In fact, in the development of Western art history, it has always been ambiguous and difficult to cut.
In the generation and performance of art works, political meanings or obvious or indescribable are often seen. Sometimes the appearance of the class is solemn in the temple; sometimes it is the memory of the past, and sometimes the future of the future; as for the war, it is fascinating, or sorrowful mourning. The artistic works have left eternal testimony.
The goal of this course is to analyze how many art works in history are embedded in the context of politics, and become a powerful rely on. Sometimes it is used by those in power to become a tool for legitimate government power; sometimes it is for the ruler. Make it a weapon for critical power. This course will mainly explore the image messages and political meaning in art works in the method of "image analysis", analyze and interpret the symbols and motivations in art works, and start a "art and political" discovery journey.
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.
Uwe Fleckner / Martin Warnke / Hendrik Ziegler (Hgg.): Handbuch der politischen Ikonographie, Munchen: C.H.Beck 2011, 2 Bde（原文為德文，尚無中文譯本，授課教師將擇要翻譯與本課程相關之部分內容與同學共同討論）
Hugh Honour、John Fleming著，吳介禎等譯：《世界藝術史》。台北：木馬文化，2001。
Walter Benjamin著，許綺玲譯：〈機械複製時代的藝術作品（1936）〉，《迎向靈光消逝的年代》。台北：台灣攝影工作室，1999，頁57-119。
Peter Burke著，許綬南譯：《製作路易十四》。台北：麥田出版公司，1997。
Peter Burke 著，楊豫譯：《圖像證史》。北京：北京大學出版，2008。
Pierre Assouline著，徐振鋒譯：《卡提耶─布列松 世紀一瞬間》。台北：木馬文化，2012。
Leni Riefenstahl著，丁偉祥等譯：《蘭妮．萊芬斯坦回憶錄》。台北：左岸，2009。
Daniel Liebeskind著，吳家恆譯：《光影交舞石頭記：建築師李伯斯金回憶錄》。台北：時報，2006。
Carol Duncan著，王雅各譯，《文明化的儀式: 公共美術館之內》，台北：遠流，1998。
Linda Nochlin著，刁筱華譯：《寫實主義》。台北：遠流，1998。
Lucy R. Lippard著，張正仁譯：《普普藝術》。台北：遠流，1995。
H. W. Janson著，曾堉、王寶蓮譯：《西洋藝術史》（共四冊）。台北：幼獅文化，1984。
Uwe Fleckner / Martin WarNKE / Hendrik Ziegler (HGG.): Handbuch Der Politischen IKONOGRAPHIE, Munchen: C.H.BECK 2011, 2 BDE (the original is German, there is no Chinese translation. Course -related content Discussion with classmates)
Hugh Honour, John Fleming, Wu Jieyu and other translations: "History of World Art". Taipei: Trojan Culture, 2001.
Walter Benjamin, translated by Xu Qiling: "Art Works of Mechanical Copy (1936)", "The Age of Welcome to Light". Taipei: Taiwan Photography Studio, 1999, p. 57-119.
Peter Burke, translated by Xu Xunnan: "Production Louis XIV". Taipei: Maitian Publishing Company, 1997.
Peter Burke, translated by Yang Yu: "History of Image". Beijing: Published by Peking University, 2008.
Pierre assouline, translated by Xu Zhenfeng: "Kataya -Bresson Century". Taipei: Trojan Culture, 2012.
Leni Riefenstahl, Ding Weixiang and others translated: "Lannie. Leifenstein Memoirs ". Taipei: Left Bank, 2009.
Daniel Liebeskind, translated by Wu Jiaheng: "Light and Shadow Dance Stone Remember: Architect Libisjin Memoirs". Taipei: Times, 2006.
Carol Duncan, translated by Wang Ya, "Civilized Rites: In the Public Art Museum", Taipei: Yuanliu, 1998.
Linda Nochlin, Diao Xiaohua translated: "Realism". Taipei: Yuanliu, 1998.
Lucy R. Lippard, translated by Zhang Zhengren: "Pop Art". Taipei: Yuanliu, 1995.
H. W. Janson, translated by Zeng Huan and Wang Baolian: "History of Western Art" (four volumes in total). Taipei: Young Lion Culture, 1984.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席及課堂表現出席及課堂表現 Attending and classroom performance |
50 | |
| 期中考週隨堂作業期中考週隨堂作業 Period Examination Week Sui Tong House |
10 | |
| 期末考期末考 Final exam |
40 |
