藝術進入十九世紀中期之後，便朝向著以形式為主導發展的現代主義藝術，隨著二十世紀晚期商業行為以及大眾媒體高漲的影響，進入了一個在藝術風格與形式之間疆界全然開放融合的後現代主義藝術。
後現代如繁花盛開般的藝術現象，導致了在分析作品以及自身創作時更增加了其難度。因而課程便是針對於此分為二個階段，第一階段即從"分析作品"作為起點，廣泛的從作品文本內容、風格形式、時代背景、文化思潮等角度分別切入作品分析的核心，試著建立起一套對藝術作品分析研究的脈絡。第二階段則是以"論述寫作"為課程基礎，並且藉由文化批評、美學、當代藝術現象等相關的論述以及評論的寫作知識和技巧的訓練，歸納出個人理論與創作的基礎結構，從中獲得更多的邏輯組織能力以及創作上的靈感啟發。After art entered the mid-19th century, it moved towards form-led modernist art. With the rise of commercial behavior and mass media in the late 20th century, it entered an era where the boundaries between artistic styles and forms were completely open and integrated. postmodernist art.
The postmodern artistic phenomenon is like a blossoming flower, which makes it more difficult to analyze works and one's own creation. Therefore, the course is divided into two stages. The first stage starts from "analyzing works" and breaks into the core of work analysis from the perspectives of textual content, style, background, cultural trends, etc. This article establishes a system of analysis and research on works of art. The second stage is based on "discursive writing" as the course, and through the training of cultural criticism, aesthetics, contemporary art phenomena and other related discussions as well as critical writing knowledge and skills, the basic structure of personal theory and creation is summarized, from which Get more logical organization skills and creative inspiration.
本課程旨培養學生整合與發展以藝術為媒介之研究方法以跨領域及多面向角度審視個人作品，實踐與增進藝術表現，加強創意思考與視覺表達能力，並強調人與環境的互動和共生、地方和歷史的重要性。
實務創作和理論探究的同時並行，將提供多層次與多觀點的角度 –理論研究以語言邏輯形式處理相關議題，提供分析工具， 豐富視覺創作的多變性和可能性；創作則提供聚焦與架構想法之方式，幫助創作者定位與建構個人觀點，重新定義與分析研究問題，集中核心發現。
課程安排將以學生自身創作為素材，輔以藝術理論、美學理論、文化批評研究，強調實作與理論研究同時並進，發展以藝術創作為媒介之研究方法，培養藝術創作者對社會議題與環境生活的敏銳度。
This course aims to train students to integrate and develop research methods using art as a medium to examine personal works from cross-field and multi-faceted perspectives, practice and enhance artistic expression, strengthen creative thinking and visual expression skills, and emphasize the interaction and symbiosis between people and the environment. The importance of place and history.
The parallelism of practical creation and theoretical inquiry will provide multi-level and multi-viewpoint perspectives - theoretical research handles relevant issues in the form of language and logic, provides analytical tools, and enriches the variability and possibility of visual creation; creation provides focus and structural ideas This method helps creators position and construct personal perspectives, redefine and analyze research problems, and focus on core findings.
The curriculum will use students' own creations as material, supplemented by art theory, aesthetic theory, and cultural criticism research, emphasizing the simultaneous advancement of practical and theoretical research, developing research methods using artistic creation as a medium, and cultivating artistic creators' understanding of social issues and the environment. Life acuity.
1. Atkins, Robert,《藝術開講》，黃麗絹譯，台北，藝術家出版社，2000
2. Lynton, Norbert,《現代藝術的故事》，楊松鋒譯，台北，聯經，2003
3. Osborne, Richard, 《藝術理論入門》，吳礽喻譯，台北，藝術家出版社，2013
4. Arthur C. Danto,《在藝術終結之後 當代藝術與歷史藩籬》，林雅琪、鄭惠雯譯，台北，麥田出版，2010
5. 謝東山，《藝術理論入門》，台北，藝術家出版社，2013
1. Atkins, Robert, "Art Lectures", translated by Huang Lijuan, Taipei, Artist Publishing House, 2000
2. Lynton, Norbert, "The Story of Modern Art", translated by Yang Songfeng, Taipei, Lianjing, 2003
3. Osborne, Richard, "Introduction to Art Theory", translated by Wu Yuyu, Taipei, Artist Press, 2013
4. Arthur C. Danto, "After the End of Art: Contemporary Art and Historical Barriers", translated by Lin Yaqi and Zheng Huiwen, Taipei, Wheatfield Publishing, 2010
5. Xie Dongshan, "Introduction to Art Theory", Taipei, Artist Publishing House, 2013
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席率及課堂投入度出席率及課堂投入度 Attendance and class engagement |
40 | |
| 課堂報告及作業課堂報告及作業 Class reports and assignments |
60 |
