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, thoughts and master works
2. Cultivate the ability to analyze artistic works and cultivate humanistic qualities
3. Use art in life and see the artistic elements and energy contained in it. This course is to explore the entry course of Western art masters, hoping to analyze and appreciate the masterpieces of ancient masters and understand the important thoughts of modern art. , which allows students to analyze traditional art genres and trendy contemporary art, and even further discover and use artistic elements and energy visible in life. The course design is based on the three major themes of traditional Western art research, "painting, carving, and architecture" as the main axis and allocates the textbook content: the painting domain owner appreciates the masterpieces of the masters who have been revived from the revival of literature and art; the carving and architecture are traced back to ancient Greece and viewed. past and present. In addition, in order to allow students to understand contemporary art more without any separation, we will specifically introduce the concepts and works of modern art that bloom in a variety of flowers before the course is concluded.
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 course is different from the professional course, and it actually focuses on guiding students to actively care, explore and understand the ultimate value and wisdom of human beings. At the same time, the knowledge provided by the general course is not the purity of the professional course, but the basic knowledge with a strong sense of reality. . Our school has established four basic qualities for general education based on the concept of creating school traditions, school training and management: seeking truth, trustworthiness, striving for general education, and implementing the ideal of general education in our school in a specific way. I hope that students of this school can develop the spirit of independent learning, and under the guidance of general course teachers, they will gradually cultivate their basic qualities of general education, and look forward to finally learning. Various basic ingredient cultivation and have specific learning effectiveness indicators to serve as a specific indicator for self-verification of teaching and learning effectiveness, which are divided into the following: Truth-seeking cultivation (nature field): 1. Learn the methods or philosophy of natural sciences to explore physics The subtlety of the life world, 2. Develop the spirit of doing things, 3. Be able to participate in public affairs related to scientific issues. Relief and nourishment (humanity field): 1. Learn the humanistic spirit to explore the deep value of inner self and leading human civilization, 2. Develop self-discipline spirit, 3. Be able to use rationality to conduct moral reasoning. Practice and cultivate (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Accept and respect for diversity and differences, 3. Realize the spirit of democratic review. Hongtong basic cultivation (cross-domain): 1. Pursuing the overall value of human beings, 2. Integrating truth-seeking, trustworthiness, and action in personal life. Courses in various fields can be selected across learning performance indicators without being restricted.
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, Yuyun Translation: "The Story of Art", Taipei: Union, 1980/2015.
2. Written by Will Gompertz, translated by Chen Yi: "The Classic Program of the British BBC: The Story of Modern Art", Taipei: Dashi Culture, 2016.
3. By Norbert Lynton, translated by Yang Song-Yang: "The Story of Modern Art", Taipei: Union, 2003.
4. Hugh Honour, John Fleming, Wu Jieming, etc., "History of World Art", Taipei: Muma Culture, 2001.
5. Susan Woodford, Luo Tongxiu, etc.: "History of Art of the Broadcasting Bridge" (total eight books), Taipei: Laurel, 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 The center must and class work |
10 | |
| 出席出席 Attend |
50 | |
| 期末考期末考 Final exam |
40 |
