1. 認識西方藝術流派、思潮及大師名作
2. 培養對藝術作品的賞析能力，進而陶冶人文素養
3. 活用藝術於生活之中，看見蘊含其中的藝術元素與能量本課程為探索西方藝術名品的入門課程，希冀透過對歷代大師名作的剖析與欣賞，以及對現代藝術重要思潮的認識與理解後，能讓同學們對傳統的藝術流派以及新潮的當代藝術都具備「知其所以然」的賞析能力，甚且能進一步於生活中發現與運用隨處可見的藝術元素與能量。課程設計乃依傳統西方藝術研究的三大範疇「繪畫、雕刻、建築」為主軸而分配教材內容：繪畫領域主在欣賞自文藝復興以降的大師名作；雕刻與建築的範疇則回溯至古希臘並觀照今昔。此外，為求能讓同學們較無隔閡的理解當代藝術，在課程總結之前將特別著重介紹百花齊放的現代藝術觀念與作品。1. Understand Western art schools, trends of thought and masterpieces of masters
2. Cultivate the ability to appreciate works of art, thereby cultivating humanistic qualities
3. Use art in life and see the artistic elements and energy contained in it. This course is an introductory course for exploring famous Western art works. It is hoped that through the analysis and appreciation of masterpieces by masters of the past, as well as the understanding and understanding of important trends in modern art, , which enables students to have the ability to "know why" they appreciate both traditional art schools and trendy contemporary art, and can even further discover and apply artistic elements and energy that can be seen everywhere in life. The course design is based on the three major categories of traditional Western art studies "painting, sculpture, and architecture" as the main axis to allocate teaching materials: the painting field focuses on appreciating the masterpieces of masters since the Renaissance; the sculpture and architecture categories go back to ancient Greece and observe past and present. In addition, in order to allow students to understand contemporary art without any barriers, a special emphasis will be placed on introducing the modern art concepts and works of Let a Hundred Flowers Bloom before the course summary.
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. Each basic literacy has specific learning effectiveness indicators for self-examination of teaching and learning effectiveness, which are described below: Truth-seeking literacy (natural field): 1. Learn the methods or philosophy of natural science to explore physics and the subtleties of the living world, 2. Use the spirit of discussing matters 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 self-discipline, 3. Be able to use rationality 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.
1. E. H. Gombrich 著，雨云譯：《藝術的故事》，台北：聯經，1980/2015。
2. Will Gompertz 著，陳怡錚譯：《英國BBC的經典節目：現代藝術的故事》，台北：大是文化，2016。
3. Norbert Lynton 著，楊松鋒譯：《現代藝術的故事》，台北：聯經，2003。
4. Hugh Honour、John Fleming，吳介禎等譯，《世界藝術史》，台北：木馬文化，2001。
5. Susan Woodford，羅通秀等譯：《劍橋藝術史》（共八冊），台北：桂冠，2000。
1. E. H. Gombrich, translated by Yuyun: "The Story of Art", Taipei: Lianjing, 1980/2015.
2. Will Gompertz, translated by Chen Yizheng: "British BBC Classic Programs: The Story of Modern Art", Taipei: DaShi Culture, 2016.
3. Norbert Lynton, translated by Yang Songfeng: "The Story of Modern Art", Taipei: Lianjing, 2003.
4. Hugh Honour, John Fleming, translated by Wu Jiezhen and others, "History of World Art", Taipei: Trojan Culture, 2001.
5. Susan Woodford, translated by Luo Tongxiu and others: "Cambridge History of Art" (eight volumes in total), Taipei: Guiguan, 2000.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中心得與課堂作業期中心得與課堂作業 Term Center Points and Class Assignments |
10 | |
| 出席出席 Attend |
50 | |
| 期末考期末考 final exam |
40 |
