「創藝」源自於本校特有的「創意設計暨藝術學院」（簡稱創藝學院），為全國唯一涵蓋完整設計及藝術（含表演）學習之學院，這是本校富有人文底蘊基礎所發展出的跨領域教學特色，也期待整合設計與藝術之創意思維及方法，提供全校同學作為通識跨領域學習之課程。

當代藝術及設計領域的發展非常蓬勃，這是由於知識的普及、全球化經濟、跨文化交流皆達到空前的發達與繁榮，再加上新數位網路媒體科技的快速進展，「藝術、設計與科技」(Art, Design & Technology)已經成為當代顯學，當全球經濟步入文化創意驅動的生產消費模式時，藝術與設計的融通整合已是未來新常態的一環節，也應是大學通識教育不可忽視的實踐性知識範疇。

本課程提供精簡版4次講演課程介紹設計及藝術創作之心智模式，並搭配簡短設計之動手操作練習。 另安排3次主題工作坊，以「多回衝刺」（scrums）實作模式熟悉藝術設計思考之關鍵環節。 下半學期將安排兩次創作練習，在校園擇一處環境讓同學發展環境閱讀與環境介入之練習。

這將是介紹與探討當代設計藝術思潮創作方向與教學之實驗課程。 設計及藝術背景修課同學可藉此了解創藝學院內友系教學特色及跨專業溝通方式，非專業背景同學修習本課程，可對當代設計及藝術專業學習與創作模式獲得一基礎性了解。

"Creative Arts" originates from the school's unique "College of Creative Design and Art" (referred to as the College of Creative Arts), which is the only college in the country that covers complete design and art (including performance) studies. This is an interdisciplinary teaching feature developed by the school's rich humanistic heritage. We also look forward to integrating the creative thinking and methods of design and art to provide all students in the school as a general interdisciplinary study course.

The field of contemporary art and design is developing very vigorously. This is due to the unprecedented development and prosperity of knowledge, global economy, and cross-cultural exchanges. Coupled with the rapid development of new digital network media technology, "Art, Design & Technology" (Art, Design & Technology) Technology) has become a prominent contemporary science. When the global economy enters a production and consumption model driven by cultural creativity, the integration of art and design has become a part of the new normal in the future. It should also be a practical knowledge category that cannot be ignored in university general education.

This course provides a simplified version of 4 lectures to introduce the mental model of design and artistic creation, coupled with short hands-on design exercises. Three themed workshops will also be arranged to familiarize yourself with the key aspects of artistic design thinking using the "multi-sprint" (scrums) implementation model. Two creative exercises will be arranged in the second half of the semester. Students will choose an environment on campus to develop environmental reading and environmental intervention practices.

This will be an experimental course to introduce and explore the creative direction and teaching of contemporary design art trends. Students with design and art backgrounds can take this course to understand the teaching characteristics and inter-professional communication methods of other departments in the School of Creative Arts. Students with non-professional backgrounds can gain a basic understanding of the learning and creation models of contemporary design and art majors by taking this course.

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。

General courses are different from professional courses. They actually focus on guiding students to actively care for, explore and practice the ultimate value and wisdom of mankind. At the same time, the knowledge provided by general courses is not the superficiality of professional courses, but basic knowledge with a solid sense. Based on the school’s founding tradition, school motto and school philosophy, the school has formulated four basic qualities for general education: truth-seeking quality, belief quality, practical quality and general quality, in order to concretely implement the school’s ideals of general education. We hope that our students can develop their independent learning spirit and gradually develop their basic literacy in general education under the guidance of general education teachers, and look forward to lifelong learning. Various basic competencies have specific learning effectiveness indicators for self-examination of teaching and learning effectiveness, which are described as follows: Truth-seeking literacy (natural field): 1. Learn the methods or philosophy of natural science to explore the subtleties of the physical and life world, 2. Use the spirit of discussing things as they are, 3. Be able to participate in public affairs related to scientific issues. Belief literacy (humanities field): 1. Learn the humanistic spirit to explore the inner self and understand the deep value of human civilization, 2. Develop a spirit of self-discipline, 3. Be able to use reason for moral reasoning. Practical literacy (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Recognize and respect diversity, 3. Practice the spirit of democratic deliberation. Hongtong literacy (cross-field): 1. Pursue the overall value of human beings, 2. Integrate qualities such as truth-seeking, faith, and practice into personal life. Courses in various fields can choose from different learning outcome indicators, so there is no need to be rigid.

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