1.藉由社區音樂治療和音樂照護共學，以待人著想的心，提升本課程青年人與銀髮族相互關懷與扶持的社會責任感。
2.本課程的學生除了學習社區音樂治療和音樂照護原理與技術外，也提供實際參與在社區音樂治療和音樂照護的實務練習中，來幫助這兩個族群共學與共助。
3.本課程將與台中市文山社區大學合作，開放社區銀髮族參與本課程。
4.本課程不僅僅是相互扶持的學習，更是一種深度的場域與互為主體的審美體驗。也唯有在此基礎之上，待人著想與降低代間疏離的可能，才會油然而生。
1. Through community music therapy and music care sharing, we can improve the social responsibility of young people and the silver hair tribe in this course to care about each other and support each other with the young people in this course.
2. In addition to learning the principles and techniques of community music therapy and music care, students in this course also provide practical participation in practical training in community music therapy and music care to help these two ethnic groups share the same learning and co-sponsorship.
3. This course will cooperate with Taichung Wenshan Community University to open community silver hair students to participate in this course.
4. This course is not only a mutually supportive learning, but also a deep field and mutually subjective aesthetic experience. Only on this basis can people think about and reduce the possibility of generational separation arise naturally.
主要由授課老師撰寫教材與活動設計
原文書的部分為參考資料:
Brynjulf Stige and Leif Aaro (2012) Invitation to Community Music Therapy. Routledge.
Kari K. Veblen, Stephen J. Messenger, Marissa Silverman, and David J. Elliott (2013). Community Music Today. Rowman & Littlefield Education and National Association for Music Education.
Mercedes Pavlicevic and Gary Ansdell (2004) Community Music Therapy. Jessica Kingsley Publishers.
Textbooks and activity designs are mainly written by the teacher.
The original book is reference information:
Brynjulf Stige and Leif Aaro (2012) Invitation to Community Music Therapy. Routledge.
Kari K. Veblen, Stephen J. Messenger, Marissa Silverman, and David J. Elliott (2013). Community Music Today. Rowman & Littlefield Education and National Association for Music Education.
Mercedes Pavlicevic and Gary Ansdell (2004) Community Music Therapy. Jessica Kingsley Publishers.
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