本課程旨在介紹藝術教育的課程發展與教學計畫的設計。這些內容包含藝術教材或學習內容的組織與安排、相對應於藝術表現、鑑賞、與實踐的教學策略抉擇等。修習完本課程後學習者應能對中等教育階段的視覺藝術或美術的課程綱要，有一通盤的理解與認識並能據以計畫與發展前述的課程設計。此外，現階段十二年國民基本教育藝術領綱（草案）和當代藝術教育思潮中相當重視的教學評量也將別介紹，並於課程發展中加以練習。根據此目標，本課程的授課內容為：
1. 新舊課程綱要的比較與探討
2. Big Idea 的藝術課程發展
3. Understanding by Design 的課程教學單元活動設計
4. 教學策略／音樂五大教學法／視覺藝術教學策略
5. 藝術的認知發展／美感與鑑賞的發展
6. SBA評量規準發展與藝術教學
7. 藝術表現教學與評量
8. 藝術鑑賞教學與評量
9. 藝術實踐教學與評量
10. 詳案與略案之活動設計
11. 學習階段之完整課程發展This course aims to introduce the curriculum development and teaching plan design of art education. These contents include the organization and arrangement of art teaching materials or learning content, the selection of teaching strategies corresponding to artistic expression, appreciation, and practice, etc. After completing this course, learners should be able to have a comprehensive understanding and understanding of the visual arts or fine arts curriculum syllabus at the secondary education level and be able to plan and develop the aforementioned curriculum design accordingly. In addition, the current 12-year National Basic Education Art Program (Draft) and the teaching evaluation that attaches great importance to contemporary art education trends will also be introduced separately and practiced in curriculum development. According to this goal, the teaching content of this course is:
1. Comparison and discussion of the old and new curriculum syllabuses
2. Big Idea’s art curriculum development
3. Design of course teaching unit activities for Understanding by Design
4. Teaching Strategies/Five Music Teaching Methods/Visual Art Teaching Strategies
5. Cognitive development of art/development of aesthetics and appreciation
6. Development of SBA assessment standards and art teaching
7. Teaching and evaluation of artistic expression
8. Art appreciation teaching and evaluation
9. Art practice teaching and evaluation
10. Activity design of detailed and rough plans
11. Complete curriculum development in the learning stage
This course is an introduction to music curriculum design and development. It aims to give students an understanding of music education in a broad perspective through a study of its philosophical foundations, pedagogy and practical implementations.
We will explore several different curriculum visions as we begin to construct our own views of the role and purpose of curriculum beyond just content and teaching materials. We will study frameworks for designing curriculum and instruction that enable us to prioritize, focus and assess student-learning experiences. We will discuss different perspectives in music teaching, assessment, and how to use technology in the classroom. Academic work is reinforced by 10 required lab hours with K-9 students in public school community classrooms. Consideration will be given to designing curriculum and instruction that acknowledges individual learning differences, cultural diversity and student readiness and interest levels. Each student will develop a curriculum project as a culmination of class learning.
This course is an introduction to music curriculum design and development. It aims to give students an understanding of music education in a broad perspective through a study of its philosophical foundations, pedagogy and practical implementations.
We will explore several different curriculum visions as we begin to construct our own views of the role and purpose of curriculum beyond just content and teaching materials. We will study frameworks for designing curriculum and instruction that enable us to prioritize, focus and assess student-learning experiences. We will discuss different perspectives in music teaching, assessment, and how to use technology in the classroom. Academic work is reinforced by 10 required lab hours with K-9 students in public school community classrooms. Consideration will be given to designing curriculum and instruction that acknowledges individual learning differences, cultural diversity and student readiness and interest levels. Each student will develop a curriculum project as a culmination of class learning.
鄭方菁（2015）。當代五大音樂教學法。臺中市：古韻文化。
Beattie, D. K. (1997). Assessment in art education. Worcester, Mass.: Davis Publications.
Wachowiak, F., & Clements, R. D. (2001). Emphasis art: a qualitative art program for elementary and middle schools (7th ed.). New York: Longman.
McTighe, J., & Wiggins, G. P. (2008). 重理解的課程設計：專業發展實用手冊Understanding by design : Professional development workbook (賴麗珍, Trans.). 台北市: 心理出版社.
Walker, S. R. (2001). Teaching meaning in artmaking. Worcester, Mass.: Davis Publications.
Feldman, E. B., & National Art Education Association. (1997). Becoming human through art : aesthetic experience in the school. Reston, Va.: The National Art Education Association.
Hetland, L., & Teachers College (New York N.Y.). (2007). Studio thinking : the real benefits of visual arts education. New York: Teachers College Press.
Zheng, Fangjing (2015). Five contemporary music teaching methods. Taichung City: Ancient Rhythm Culture.
Beattie, D. K. (1997). Assessment in art education. Worcester, Mass.: Davis Publications.
Wachowiak, F., & Clements, R. D. (2001). Emphasis art: a qualitative art program for elementary and middle schools (7th ed.). New York: Longman.
McTighe, J., & Wiggins, G. P. (2008). Understanding by design: Professional development workbook (Lai Lizhen, Trans.). Taipei: Psychology Press.
Walker, S. R. (2001). Teaching meaning in artmaking. Worcester, Mass.: Davis Publications.
Feldman, E. B., & National Art Education Association. (1997). Becoming human through art : aesthetic experience in the school. Reston, Va.: The National Art Education Association.
Hetland, L., & Teachers College (New York N.Y.). (2007). Studio thinking: the real benefits of visual arts education. New York: Teachers College Press.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席與參與討論出席與參與討論 Attend and participate in discussions |
10 | |
| 課程發展試做課程發展試做 Curriculum Development Trial |
30 | |
| 評量規準擬定評量規準擬定 Developing rubrics |
20 | |
| 完整式課程發展完整式課程發展 Complete curriculum development |
30 | |
| 期末報告期末報告 Final report |
10 |
