完成多件、不同型態的戶外畫作是本學期的首要目標。在個人創作之前，分別就「藝術史課題」、「經典畫作分析」與「現場寫生」的不同情境進行學習，藉此有效地掌握空間營造的視覺條件與特色。在此學習的經驗基礎上，進入期末的個人專題創作。
Complete multiple and different types of outdoor paintings is the primary goal of this study. Before personal creation, we learn about different situations of "artist history course topic", "classical painting analysis" and "on-site writing", so as to effectively grasp the visual conditions and characteristics of space construction. Based on this learning experience, we enter the final stage of personal topic creation.
此課程藉由實際操作，訓練學生思考與表現力，並具備基礎能力與議題整合的概念。
This course uses actual operation to train students to think and express, and has the concept of integrating basic abilities and topics.
羅丹口述，Paul Gsell書寫：《羅丹藝術論》雄獅美術，1993。
Johannes Itten著，蔡毓芬譯：《造型藝術教育系列：造型分析》，地景，2001。
約翰伯格著，吳莉君譯：《班托的素描簿》，麥田出版，2012，頁113-118。
Rudolf Arnheim著，郭小平、翟燦譯：《藝術心理學新論》，台北：台灣商務，1998，頁297-305。
Rodan oral, written by Paul Gsell: "Rodan Art Discourse" Lion Art, 1993.
By Johannes Itten, translated by Cai Yufen: "Styling Art Education Series: Modeling Analysis", Landscape, 2001.
Written by John Berg, translated by Wu Lijun: "Banto's Sketch Book", published by Maitian, 2012, pages 113-118.
Rudolf Arnheim, Guo Xiaoping and Zhai Yilu: "New Discussion on Art Psychology", Taipei: Taiwan Business, 1998, page 297-305.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時考核平時考核 Regular assessment |
40 | 課堂表現 |
| 期中評圖期中評圖 Midterm reviews |
30 | 戶外寫生 |
| 期末評圖期末評圖 Final reviews |
30 | 個人創作 |
