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course information of 113 - 2 | 6962 Multiculture & Art Education(多元文化與藝術教育)

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 fundamental force for the change of the world today, and this trend has also brought high attention from the international community because it has attracted political, social, economic, cultural and educational issues that are of common concern to all walks of life. By the knowledge of technology, the speed of information transmission is no longer far away. The colonization of strong culture in various places has also caused the loss of many weak cultures and local cultures. In addition, the rapid international movement of populations in various countries based on various factors has caused unprecedented cultural diversity and complexity in various places. Taiwan society has a diverse cultural outlook due to its rich ethnic group. In addition, it has produced diverse cultural phenomena and discussions due to the migration of foreign migrant workers and new residents. Therefore, this problem must be viewed correctly in education. Through the rich visual image transmission and interpretation of artistic education, students can help them understand the meaning and content of multiculturalism more easily from creative and practical aspects, and explore relevant topics. While understanding their own culture, they can tolerate and understand the culture of others and share a harmonious 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 Xuxiang (1994). Multicultural viewing and artistic education. Teachers University News, 39, pp. 545-582.
2) Wang Caiwei (2024). James A. Banks The knowledge structure of multicultural education──Preliminary exploration. Taiwan Education, 747, pp.21-38.
3) Liu Fengsheng (2001). Analysis of contemporary art education topics. Visual Arts, 4, pp. 59-96.
4) Liu Meihui (2011). Reflection and foresight in multicultural education research. Humanities and Social Sciences Skills of the National Society. 12(4), pp. 56-63.
5) Ma Sumei (2004). Art, culture and value view. Culture and Art Education: Contemporary Views, pp. 127-152. Hong Kong Institute of Education.
6) Liu Zhongshen (2004). Post-modern art education and cultural development. Culture and Art Education: Contemporary Views, pp. 155-184. Hong Kong Institute of Education.
7). Paul Duncum (2019). What is aesthetic reading. (Reprinted by Wei Yiwen). 21st Century Arts and Culture Education, pp. 59-71. Hongye Culture Co., Ltd.
8) Dawn Sea (2004). The connection and construction of community culture and visual art education. Culture and Art Education: Contemporary Views, pp. 29-73. Hong Kong Institute of Education.
9) Zhao Huiling, Qiu Yongfu, Zhang Suqing, Fu Binying, Cao Xiaoyue, and Jun Zhengyue (2006). Art Non-Country: Theory and Practice of Multicultural Art Education Courses. High School Arts Field Course Assistant Teaching Reference Manual 1-Aesthetics, pp. 33-53. National Taiwan Art Education Center.
10). Chen Qingyan (2002). An exploration of art, cultural awareness and community orientation art education: Taking the 1999 "Jiama Cultural Art Summer Camp" as an example. Humanities and Arts Journal, pp. 435-449.
11) Chen Qingyan (2000). Art education courses entering the community environment: Chiayi Budaihai’s idea. Beauty
中文化, 116, pp. 18-25.
12). Guo Bi's mouth is Jin (the second two characters are combined, pronounced: Yin) (2010). Preschool aesthetic education with diverse cultural education perspectives. Journal of Early Childhood Education and Insurance Research, 4, PP. 1-18.
13) Fu Bin-sai (2003). A preliminary study on the design of multicultural art courses under the visual culture. The Fourth Season Cross-Strait Art Education Exchange Conference, pp. 62-69. Chinese University of Hong Kong.
14) Liu Fengsheng (2002). Social and artistic education. Art and Humanities Education (Part 1), pp. 193-222. Art Education Research and Editing Committee.
15) Yuan Ruyi (2002). Cultural humanities and art education. Art and Humanities Education (Part 1), pp. 223-236. Art Education Research and Editing Committee.
16) Training by Li Ke (2024). An exploration of the perspectives of multicultural education and post-modern women's equality. Taiwan Education, 747, 64-72.


評分方式 Grading

評分項目 Grading Method 配分比例 Grading percentage 說明 Description
期中報告兩篇期中報告兩篇
Two midterm reports
30
課堂參與課堂參與
Class Participation
20
出席率出席率
Attendance rate
10
期末口頭報告期末口頭報告
Final oral report
10
期末口頭報告與作業期末口頭報告與作業
Final oral report and operation
40

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Course Information

Description

學分 Credit:0-2
上課時間 Course Time:Thursday/12,13[FA102]
授課教師 Teacher:李靜芳
修課班級 Class:美術專班1,2
選課備註 Memo:不開放旁聽、推廣部隨班附讀。
授課大綱 Course Plan: Open

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