（此為暫訂課程大綱，請以開學後社會系網頁上課程資訊的課程大綱為準）
本學門作為大一的必選課項目之一，課程設計因而具有高度的針對性，需適用於東海社會學系大一新生。過去開設的藝術社會學科目雖多，卻多以視覺藝術、美學、或藝術的社會理論為大宗，未曾明確涵蓋文學，現今重新思考文學與藝術社會學並行的可能授課方案。架構設計上，將以同時適用於幾項主要藝術範疇的「基礎通論」和「關鍵面向」為原則來開展，並將該門課簡稱為「文藝社會學」。第一單元首先將介紹文藝社會學的基本原理及文藝與社會之間可能的幾種關係思維模式：
（一）文藝社會學的基本原理：如何思考文藝與社會的關連：法國藝術社會學者Nathalie Heinich曾經梳理藝術社會學不同世代的發展，提出三種藝術社會學的認識論階段：「藝術與社會」(art and society)的對立思考；衡量藝術於社會裡發生脈絡的「社會中的藝術」 (art in society) ；以及「作為社會的藝術」，即藝術界（art as society）。此一關係系列也可用來觀照文學與社會的關連。大抵文藝與社會之間關係的形貌認識，從起初視兩者為相互獨立、對立，漸然加入藝術發展的社會脈絡考察這種嵌入式的思維模式，包括藝術的社會史、藝術史的文化轉向等等。此外，對於藝術主動發揮的塑造性及批判性觀察也漸強，藝術與社會相互浸潤。至二十世紀中葉以後文藝活動發展已具一定的自主性與專業度、社會科學的經驗實證研究工具也日益趨於完善，藝術圈作為一個小規模的社會場域與研究單位遂邁向成熟。三種認識論的關係模式實際上得以共存，並非毫無交集。比起單向式的考察（無論藝術對社會或社會對藝術產生的影響），當代藝術社會學採行互動式、辯證式及開放式的檢驗方法是更為常見的。
此處，「藝術」所涉及的內涵仍有待細部分類：應至少區分作為「實踐活動」的藝術，以及作為「實踐成果」的藝術品。不少文藝社會學課程直接將自身的定位等同於文藝作品的社會學研究，這是經過選擇的。本入門課程架構上則傾向呈現涵蓋文藝社會學關鍵環節與核心面向的全貌，並試圖探問：「文藝既然是一種無法全然與社會切割的實踐，社會學可能的探索課題與路徑有哪些」？課程並在接續的單元裡，區分文藝層面為二：文藝作為一種經歷社會過程的文化生產，以及具體進入作品：文藝作品的社會學研究。
（二）文藝作為一種文化生產及其社會過程：鑑於大一新生的社會學理論基礎尚淺，課程主軸的設置將以藝術經驗的社會過程為縱軸，進而帶入基本的藝術社會學原理，介紹社會學如何處理包括文藝創作者的社會角色、文藝生產、中介與接受等運作機制。文藝的社會過程不僅是經濟意義下的生產與消費，更有美學意義上的創作與鑑賞，以及政治文化意義上的合法性、正典化和結構問題。一個既定社會對於文藝的評價和獎懲制度，將影響文藝的發展。此外，「藝術界」和「藝術場域」的主題，無論就理論或經驗研究方面都存在著成熟的學術著作，不乏結合理論與經驗的典範，例如法國的Pierre Bourdieu對於十九世紀法國文化場域的分析，以及美國 Howard Becker的藝術界探討。
（三）文藝作品的社會學研究：最後，一門涉及不同藝術範疇的文藝社會學課程，會在「作品分析」的層次上，因著藝術類型的迥異而產生最大的路徑分野，研究方法及相關理論皆大異其趣。光是單一藝術領域，即可針對作品的社會學分析設計一整學期的課，我曾開設過以視覺藝術為主的「藝術作品的社會學研究」。今年為了增廣藝術的討論範疇，新的入門課程會在第三單元「文藝作品的社會學研究」裡，以視覺藝術、文學和音樂三個領域為例，概論性地介紹社會學分析文藝作品的方法。一個單元的份量自然無法充分處理作品社會學的全盤問題，然而在一個綜論式的課程大綱架構下，教師僅能以提要的方式進行簡介。本課程大綱所列的文獻當中，指定閱讀的文本將以中文為主，外文為輔。教師將整合多元教材於課堂上一併傳講。
(This is a regular course registration, please use the course information on the course information on the post-school social system page as the standard)
As one of the must-choose courses for freshmen, this course design is therefore highly appropriate and needs to be used for freshmen in Donghai Social Sciences. Although there are many art social subjects in the past, most of them are based on visual art, aesthetics, or art social theory. They have not clearly covered literature. Now they have rethinked the possible teaching plans for literature and art society. In terms of architecture, the "basic discussion" and "key orientation" that are applicable to several major arts at the same time will be carried out, and the course will be simply called "Literature and Art Social Science". The first unit will first introduce the basic principles of literary and artistic society and several possible relationship thinking patterns between literary and artistic society:
(I) The basic principle of literary and artistic society: how to think about the connection between literary and social: French art society scholar Nathalie Heinich once sorted out the development of art society in different generations and proposed three stages of cognitive discussion in art society: "art and society" (art and society) thinking; "art in society" (art in society) that measures the ties between art in society) ; and "art as society", that is, art as society. This relationship series can also be used to connect literature and society. Generally speaking, the morphological understanding of the relationship between literature and society. At first, the two people were independent and opposed to each other, and they naturally joined the social development of art to examine this embedded thinking model, including the social history of art, the cultural transformation of art history, etc. In addition, the shaping and critical observation of the active development of art has also become stronger, and art and society are mutually immersed. By the 20th century, the development of literary art activities has already had a certain degree of autonomy and expertise, and the experience and evidence research tools of social sciences have also become increasingly perfect. The art circle, as a small-scale social field and research unit, has matured. The relationship patterns of three analytical discussions can actually coexist and do not have no intersection. Compared with single-directional examinations (regardless of the impact of art on society or society on art), it is more common for contemporary art society to adopt interactive, authentic and open inspection methods.
Here, the connotation of "art" still needs to be detailed: art should be classified at least as "actual activities" and art products as "actual achievements". Many literary and artistic social courses directly equate their positioning with social research on literary and artistic works, which has been selected. In the structure of this introductory course, it presents a full picture of the key sections and core aspects of literary and arts social science, and tries to explore: "Since literary and art is a reality that cannot be completely separated from society, what are the possible exploration topics and paths of social science?" The course is in the continuous unit, and the area of the arts is two: the arts as a cultural production of cultural processes through social processes, and the specific entry into the works: the social research of arts.
(II) Arts as a cultural production and its social process: As a freshman, the social theory foundation of freshmen is still pure, and the main axis of the course will be set up with the social process of artistic experience as the axis, and then it will bring in basic artistic social principles, introducing how society deals with the social role of literary creators, including the social role of literary creators, the social production, intermediary and acceptance. The social process of literature and art is not only about production and consumption under economic meaning, but also about creation and criticism in aesthetic meaning, as well as legality, canonization and structure issues in political and cultural meaning. A established society's evaluation and award system for literary arts will affect the development of literary arts. In addition, there are mature academic works in the themes of "artistic circles" and "artistic field" regardless of theoretical or empirical research, and there are many classics of reasonable discussion and experience, such as the French Pierre Bourdieu's analysis of the French cultural field of the 19th century, and the American Howard Becker's exploration of the art world.
(III) Social research on literary and artistic works: Finally, a literary and artistic social course involving different arts will create the greatest difference in the "work analysis" level due to the different types of art, and the research methods and related theories are very interesting. Just a single art field can design a whole course of social analysis and design of works. I have developed the "Social Research of Art Works" focusing on visual art. In order to increase the discussion of art this year, the new introductory course will briefly introduce the social analysis of literary works in the third unit "Social Research on Literary Works" in the third unit "Social Research on Literary Works" with the three fields of visual art, literature and music as examples. The weight of a single unit naturally cannot fully handle the full-page problem of work society. However, under a comprehensive course structure, teachers can only introduce it in the form of a summary. In the texts listed in this course, the texts specified to be read will be mainly Chinese and foreign. The teachers will integrate diverse textbooks and present them in the classroom.
阿諾德‧豪澤爾(Arnold Hauser)著，居延安編譯，1991，《藝術社會學》。臺北：雅典出版社。
Alexander, Victoria D.著,張正霖、陳巨擘譯，2006,《藝術社會學：精緻與通俗形式之探索》。臺北：巨流。
Written by Arnold Hauser, edited by Yan'an, 1991, "Art Society". Taipei: Athens Publishing House.
Alexander, Victoria D., Zhang Zhenglin and Chen Jue Ronaldo, 2006, "Art Society: Exploration of Exquisite and Popular Forms". Taipei: The giant stream.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中申論題考試期中申論題考試 Midterm application test |
40 | |
| 期末申論題考試期末申論題考試 Final application test |
40 | |
| 個人作業個人作業 Personal action |
20 | 專題演講心得、國美館參訪心得 |
