6962 - 多元文化與藝術教育
Multiculture & Art Education
教育目標 Course Target
全球化是今日世界面貌改變的一個基本力量,而這股趨勢也帶來國際社會的高度關注,因為它引發了各界共同關注的政治、社會、經濟、文化與教育等的議題。拜科技之賜,資訊的傳播速度之快已經是無遠弗屆。強勢文化的在各地的殖民,也造成許多弱勢文化與在地文化的流失。加上各國人口基於各種因素快速的進行國際移動,已經造成了各地前所未有的文化多元性與複雜性。台灣社會本就因族群豐富而呈現多元文化面貌,另外,也因為外籍移工與新住民的移入而產生多元文化上諸多現象與議題。因此,在教育上必須正視這個問題。而透過藝術教育豐富的視覺影像傳達與詮釋上,可以協助學生從創意思辨與實踐上更易於理解多元文化的意涵,內容,並進行相關議題的探究,在了解己身文化的同時,能包容與理解他者的文化,共處一個和諧共榮的社會。
Globalization is a basic force changing the face of today's world, and this trend has also attracted great attention from the international community because it has triggered political, social, economic, cultural and educational issues of common concern to all walks of life. Thanks to technology, the speed of information dissemination has reached a limitless speed. The colonization of strong cultures in various places has also caused the loss of many weak cultures and local cultures. In addition, the rapid international movement of populations from various countries based on various factors has resulted in unprecedented cultural diversity and complexity in various places. Taiwanese society already has a multicultural appearance due to its rich ethnic groups. In addition, many multicultural phenomena and issues have arisen due to the immigration of foreign migrant workers and new residents. Therefore, this issue must be faced squarely in education. The rich visual image communication and interpretation through art education can help students to more easily understand the meaning and content of multiculturalism from the perspective of creative thinking and practice, and conduct research on related issues. While understanding their own culture, they can tolerate and understand the cultures of others, and live together in a harmonious and co-prosperous society.
參考書目 Reference Books
1) 郭禎祥(1994)。多元文化觀與藝術教育。師大學報,39, pp. 545-582。
2) 王采薇(2024)。James A. Banks 多元文化教育知識建構──初探。臺灣教育,747,pp.21-38。
3) 劉豐榮(2001)。當代藝術教育論題之評析。視覺藝術,4,pp. 59-96。
4) 劉美慧(2011)。多元文化教育研究的反思與前瞻。國科會人文與社會科學簡訊。12(4),pp. 56-63。
5) 馬素梅(2004)。藝術、文化與價值觀。文化與藝術教育:當代的觀點,pp. 127-152。香港教育學院。
6) 劉仲嚴(2004)。後現代藝術教育與文化發展。文化與藝術教育:當代的觀點,pp. 155-184。香港教育學院。
7).Paul Duncum (2019)。甚麼是美學識讀力。(魏意雯譯)。21世紀藝術文化教育 ,pp. 59-71。洪葉文化有限公司。
8) 黎明海 (2004)。社區文化與視覺藝術教育的關聯與建構。文化與藝術教育:當代的觀點,pp. 29-73。香港教育學院。
9) 趙惠玲、丘永福、張素卿、傅斌暉、曹筱玥、鐘政岳 (2006)。藝術無國界:多元文化藝術教育課程的理論與實務。高中藝術領域課程輔助教學參考手冊1-美術,pp. 33-53。國立臺灣藝術教育館。
10).陳箐繡(2002)。藝術、文化知覺和社區取向藝術教育之探討:以1999年「珈雅瑪文化藝術夏令營」為例。人文藝術學報,pp. 435-449。
11) 陳箐繡(2000)。走入社區環境的藝術教育課程:嘉義布袋海的聯想。美
育雙月刊,116,pp. 18-25。
12).郭碧口金(後二字併字,音:吟)(2010)。多元文化教育觀點的幼兒美術教育。幼兒教保研究期刊,4,PP. 1-18。
13) 傅斌暉(2003)。視覺文化範疇下的多元文化藝術課程設計初探。第四屆海峽兩岸美術教育交流會論文集,pp. 62-69。香港中文大學。
14) 劉豐榮 (2002)。社會學與藝術教育。藝術與人文教育(上),pp. 193-222。藝術教育研究編輯委員會。
15) 袁汝儀 (2002)。文化人類學與藝術教育。藝術與人文教育(上),pp. 223-236。藝術教育研究編輯委員會。
16) 李恪訓(2024)。多元文化教育視野與後現代女性平等之探討。臺灣教育,747,64-72。
1) Guo Zhenxiang (1994). Multicultural perspectives and art education. Journal of Normal University, 39, pp. 545-582.
2) Wang Caiwei (2024). James A. Banks Knowledge Construction in Multicultural Education─A Preliminary Study. Taiwan Education, 747, pp.21-38.
3) Liu Fengrong (2001). Commentary on contemporary art education topics. Visual Arts, 4, pp. 59-96.
4) Liu, Meihui (2011). Reflections and prospects on multicultural education research. National Science Council Humanities and Social Sciences Bulletin. 12(4), pp. 56-63.
5) Ma Sumei (2004). Art, Culture and Values. Culture and Arts Education: Contemporary Perspectives, pp. 127-152. Hong Kong Institute of Education.
6) Liu Zhongyan (2004). Postmodern art education and cultural development. Culture and Arts Education: Contemporary Perspectives, pp. 155-184. Hong Kong Institute of Education.
7).Paul Duncum (2019). What is aesthetic literacy. (Translated by Wei Yiwen). Art and Culture Education in the 21st Century, pp. 59-71. HONGYE CULTURE LIMITED.
8) Dawn Sea (2004). The connection and construction of community culture and visual arts education. Culture and Arts Education: Contemporary Perspectives, pp. 29-73. Hong Kong Institute of Education.
9) Zhao Huiling, Qiu Yongfu, Zhang Suqing, Fu Binhui, Cao Xiaoyue, and Zhong Zhengyue (2006). Art without borders: Theory and practice in multicultural arts education curricula. High School Art Curriculum Auxiliary Teaching Reference Manual 1 - Fine Arts, pp. 33-53. National Taiwan Art Education Center.
10). Chen Qingxiu (2002). Discussion on art, cultural awareness and community-oriented art education: taking the 1999 "Gayama Culture and Art Summer Camp" as an example. Journal of Humanities and Arts, pp. 435-449.
11) Chen Qingxiu (2000). Art education courses in community environments: Associations with Budaihai in Chiayi. Beauty
Education Bimonthly, 116, pp. 18-25.
12). Guo Bikoujin (the last two characters are combined, pronounced: Yin) (2010). Early childhood art education from a multicultural education perspective. Journal of Early Childhood Education and Care Research, 4, pp. 1-18.
13) Fu Binhui (2003). A preliminary study on the design of multicultural art courses under the category of visual culture. Proceedings of the Fourth Cross-Strait Art Education Exchange Conference, pp. 62-69. The Chinese University of Hong Kong.
14) Liu Fengrong (2002). Sociology and Art Education. Arts and Humanities Education (Part 1), pp. 193-222. Arts Education Research Editorial Board.
15) Yuan Ruyi (2002). Cultural Anthropology and Arts Education. Arts and Humanities Education (Part 1), pp. 223-236. Arts Education Research Editorial Board.
16) Li Kexun (2024). A discussion on the perspective of multicultural education and postmodern women’s equality. Taiwan Education, 747, 64-72.
評分方式 Grading
評分項目 Grading Method |
配分比例 Percentage |
說明 Description |
---|---|---|
期中報告兩篇 Two midterm reports |
30 | |
課堂參與 class participation |
20 | |
出席率 Attendance |
10 | |
期末口頭報告 Final oral report |
10 | |
期末口頭報告與作業 Final oral report and assignment |
40 |
授課大綱 Course Plan
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課程資訊 Course Information
基本資料 Basic Information
- 課程代碼 Course Code: 6962
- 學分 Credit: 0-2
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上課時間 Course Time:Thursday/12,13[FA102]
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授課教師 Teacher:李靜芳
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修課班級 Class:美術專班1,2
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選課備註 Memo:不開放旁聽、推廣部隨班附讀。
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