਍ഀഀ ਍㰀洀攀琀愀 栀琀琀瀀ⴀ攀焀甀椀瘀㴀䌀漀渀琀攀渀琀ⴀ吀礀瀀攀 挀漀渀琀攀渀琀㴀∀琀攀砀琀⼀栀琀洀氀㬀 挀栀愀爀猀攀琀㴀甀渀椀挀漀搀攀∀㸀ഀഀ ਍㰀洀攀琀愀 渀愀洀攀㴀䜀攀渀攀爀愀琀漀爀 挀漀渀琀攀渀琀㴀∀䴀椀挀爀漀猀漀昀琀 圀漀爀搀 ㄀㐀∀㸀ഀഀ ਍㰀氀椀渀欀 爀攀氀㴀䘀椀氀攀ⴀ䰀椀猀琀 栀爀攀昀㴀∀褀偒꺌╩㈀　瘀厅妈뉥횀䲊⺘昀椀氀攀猀⼀昀椀氀攀氀椀猀琀⸀砀洀氀∀㸀ഀഀ ਍㰀氀椀渀欀 爀攀氀㴀琀栀攀洀攀䐀愀琀愀 栀爀攀昀㴀∀褀偒꺌╩㈀　瘀厅妈뉥횀䲊⺘昀椀氀攀猀⼀琀栀攀洀攀搀愀琀愀⸀琀栀洀砀∀㸀ഀഀ ਍㰀℀ⴀⴀ嬀椀昀 最琀攀 洀猀漀 㤀崀㸀㰀砀洀氀㸀ഀഀ ਍  㰀眀㨀䜀爀愀洀洀愀爀匀琀愀琀攀㸀䌀氀攀愀渀㰀⼀眀㨀䜀爀愀洀洀愀爀匀琀愀琀攀㸀ഀഀ false ਍  㰀眀㨀吀爀愀挀欀䘀漀爀洀愀琀琀椀渀最⼀㸀ഀഀ ਍  㰀眀㨀匀愀瘀攀䤀昀堀䴀䰀䤀渀瘀愀氀椀搀㸀昀愀氀猀攀㰀⼀眀㨀匀愀瘀攀䤀昀堀䴀䰀䤀渀瘀愀氀椀搀㸀ഀഀ false ਍  㰀眀㨀䄀氀眀愀礀猀匀栀漀眀倀氀愀挀攀栀漀氀搀攀爀吀攀砀琀㸀昀愀氀猀攀㰀⼀眀㨀䄀氀眀愀礀猀匀栀漀眀倀氀愀挀攀栀漀氀搀攀爀吀攀砀琀㸀ഀഀ ਍  㰀眀㨀䰀椀搀吀栀攀洀攀伀琀栀攀爀㸀䔀一ⴀ唀匀㰀⼀眀㨀䰀椀搀吀栀攀洀攀伀琀栀攀爀㸀ഀഀ ZH-TW ਍  㰀眀㨀䰀椀搀吀栀攀洀攀䌀漀洀瀀氀攀砀匀挀爀椀瀀琀㸀堀ⴀ一伀一䔀㰀⼀眀㨀䰀椀搀吀栀攀洀攀䌀漀洀瀀氀攀砀匀挀爀椀瀀琀㸀ഀഀ ਍   㰀眀㨀䈀爀攀愀欀圀爀愀瀀瀀攀搀吀愀戀氀攀猀⼀㸀ഀഀ ਍   㰀眀㨀唀猀攀䘀䔀䰀愀礀漀甀琀⼀㸀ഀഀ ਍  㰀洀㨀洀愀琀栀倀爀㸀ഀഀ ਍   㰀洀㨀戀爀欀䈀椀渀 洀㨀瘀愀氀㴀∀戀攀昀漀爀攀∀⼀㸀ഀഀ ਍   㰀洀㨀猀洀愀氀氀䘀爀愀挀 洀㨀瘀愀氀㴀∀漀昀昀∀⼀㸀ഀഀ ਍   㰀洀㨀氀䴀愀爀最椀渀 洀㨀瘀愀氀㴀∀　∀⼀㸀ഀഀ ਍   㰀洀㨀搀攀昀䨀挀 洀㨀瘀愀氀㴀∀挀攀渀琀攀爀䜀爀漀甀瀀∀⼀㸀ഀഀ ਍   㰀洀㨀椀渀琀䰀椀洀 洀㨀瘀愀氀㴀∀猀甀戀匀甀瀀∀⼀㸀ഀഀ ਍  㰀⼀洀㨀洀愀琀栀倀爀㸀㰀⼀眀㨀圀漀爀搀䐀漀挀甀洀攀渀琀㸀ഀഀ ਍㰀⼀猀琀礀氀攀㸀ഀഀ ਍㰀⼀栀攀愀搀㸀ഀഀ ਍㰀戀漀搀礀 氀愀渀最㴀娀䠀ⴀ吀圀 氀椀渀欀㴀戀氀甀攀 瘀氀椀渀欀㴀瀀甀爀瀀氀攀 猀琀礀氀攀㴀✀琀愀戀ⴀ椀渀琀攀爀瘀愀氀㨀㈀㐀⸀　瀀琀✀㸀ഀഀ ਍㰀搀椀瘀 挀氀愀猀猀㴀圀漀爀搀匀攀挀琀椀漀渀㄀㸀ഀഀ ਍㰀栀㈀ 愀氀椀最渀㴀挀攀渀琀攀爀 猀琀礀氀攀㴀✀琀攀砀琀ⴀ愀氀椀最渀㨀挀攀渀琀攀爀✀㸀଀쭗ॺ꥖❿硙㱛猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㄀　㌀㰀⼀猀瀀愀渀㸀砀瑛Ꙟⱞ㱻猀瀀愀渀ഀഀ lang=EN-US>2學期教學大綱 ਍ഀഀ ਍  㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ
਍    㰀琀搀 眀椀搀琀栀㴀∀㄀㔀─∀ 猀琀礀氀攀㴀✀眀椀搀琀栀㨀㄀㔀⸀　─㬀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

課程代碼

਍    㰀⼀琀搀㸀ഀഀ ਍    㰀琀搀 眀椀搀琀栀㴀∀㄀㔀─∀ 猀琀礀氀攀㴀✀眀椀搀琀栀㨀㄀㔀⸀　─㬀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

਍뉎碊㙛㱒⼀瀀㸀ഀഀ ਍    㰀琀搀 眀椀搀琀栀㴀∀㌀㔀─∀ 猀琀礀氀攀㴀✀眀椀搀琀栀㨀㌀㔀⸀　─㬀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

研究所碩士班

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀琀爀 猀琀礀氀攀㴀✀洀猀漀ⴀ礀昀琀椀ⴀ椀爀漀眀㨀㄀✀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

當代藝術教育論題 Issues in Contemporary Art ਍    䔀搀甀挀愀琀椀漀渀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

授課教師 (師資來源)

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

學分(時數)

਍    㰀⼀琀搀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

਍뉎ᩳ㱽⼀瀀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

藝術系碩班理論組1年甲班

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀琀爀 猀琀礀氀攀㴀✀洀猀漀ⴀ礀昀琀椀ⴀ椀爀漀眀㨀㌀✀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀㰀⼀琀搀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

選修

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀琀爀 猀琀礀氀攀㴀✀洀猀漀ⴀ礀昀琀椀ⴀ椀爀漀眀㨀㐀✀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

授課語言

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

證照關係

਍    㰀⼀琀搀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

晤談時間

਍    㰀⼀琀搀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

課程大網網址

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

備 註

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 挀漀氀猀瀀愀渀㴀㐀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

本課程之教學主題、內容或活動是否與性別平等議題有相關之處：否

਍    㰀⼀琀搀㸀ഀഀ ਍  㰀⼀琀愀戀氀攀㸀ഀഀ

 

਍  㰀琀愀戀氀攀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀吀愀戀氀攀 戀漀爀搀攀爀㴀㄀ 挀攀氀氀瀀愀搀搀椀渀最㴀　 眀椀搀琀栀㴀∀㄀　　─∀ഀഀ style='width:100.0%;mso-cellspacing:1.5pt;mso-yfti-tbllook:1184'> ਍   㰀琀爀 猀琀礀氀攀㴀✀洀猀漀ⴀ礀昀琀椀ⴀ椀爀漀眀㨀　㬀洀猀漀ⴀ礀昀琀椀ⴀ昀椀爀猀琀爀漀眀㨀礀攀猀✀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 挀漀氀猀瀀愀渀㴀㌀ 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

◎核心能力

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 挀漀氀猀瀀愀渀㴀㌀ 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

1.進階中西繪畫之創作能力

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 挀漀氀猀瀀愀渀㴀㌀ 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

2.進階版畫及立體造型之創作能力

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 挀漀氀猀瀀愀渀㴀㌀ 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

3.進階數位藝術之創作能力

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 挀漀氀猀瀀愀渀㴀㌀ 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

4.進階數位設計之能力

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 挀漀氀猀瀀愀渀㴀㌀ 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

5.進階視覺藝術教育之知能

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 挀漀氀猀瀀愀渀㴀㌀ 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

6.進階藝術行政之專業知能

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 挀漀氀猀瀀愀渀㴀㌀ 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

7.進階視覺藝術理論、美學之專業知能

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 挀漀氀猀瀀愀渀㴀㌀ 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

8.進階藝術史與藝術批評之專業知能

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 挀漀氀猀瀀愀渀㴀㐀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

◎本學科內容概述：隨著當代藝術與社會發展理論觀點之不同，藝術教育無論在思想觀念、課程與教學實務਍﵎⊐ή衵❟葙䥶誏ʋⰰ뉧ஊㅺ⽜٦즘摡䉫湎䅯䥭ᆏ౔췿낑ꉥ遣癧厅妈뉥ⶀ䁎塢⡛著⹶⹺홺䲊ಘ೿᭞鹧ⵟ덎٨充끑乥ᑺ睎譑喕❜葠奶뉥ↀཪɟ㬰腎ꊉ๣蒊홶ঞᩧ盿厅妈뉥䮀ⱎ➌홠䲊Ƙ厅妈뉥䮀❎╠홒䲊Ƙ㸰͹厅妈뉥ƀ厅妈뉥祡該k䊗䭬홎䲊Ƙ厅妈뉥聡쾚䭥홎䲊Ƙ厅妈뉥䮀煎瑽❥홠䲊䦘䥻ɻ㰰⼀瀀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ

਍    㰀琀搀 挀漀氀猀瀀愀渀㴀㐀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

◎本學科教學內容大綱：誠如內容概述所示，本學科是從當代藝術教育之發展趨勢與動向中去探討一些重要的論題，主要教學內容條列如下 3.藝術教育之本質性與功能性論題； 4.藝術教育之性別議題； 7.社會藝術教育之論題； 8.當代藝術教育之關懷特殊需求之論題；--與文創產業整合之可能。

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀琀爀 猀琀礀氀攀㴀✀洀猀漀ⴀ礀昀琀椀ⴀ椀爀漀眀㨀㄀㈀✀㸀ഀഀ ਍   㰀琀爀 猀琀礀氀攀㴀✀洀猀漀ⴀ礀昀琀椀ⴀ椀爀漀眀㨀㄀㌀✀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 眀椀搀琀栀㴀∀㐀─∀ 猀琀礀氀攀㴀✀眀椀搀琀栀㨀㐀⸀㤀㘀─㬀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

਍    㰀琀搀 眀椀搀琀栀㴀∀㈀㘀─∀ 猀琀礀氀攀㴀✀眀椀搀琀栀㨀㈀㘀⸀㜀㈀─㬀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

主題

਍    㰀⼀琀搀㸀ഀഀ ਍    㰀琀搀 眀椀搀琀栀㴀∀㈀　─∀ 猀琀礀氀攀㴀✀眀椀搀琀栀㨀㈀　⸀㜀㠀─㬀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

教學方法

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀琀爀 猀琀礀氀攀㴀✀洀猀漀ⴀ礀昀琀椀ⴀ椀爀漀眀㨀㄀㔀✀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

introduction to issues in contemporary ਍    愀爀琀 攀搀甀挀愀琀椀漀渀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

講授、討論。

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀琀爀 猀琀礀氀攀㴀✀洀猀漀ⴀ礀昀琀椀ⴀ椀爀漀眀㨀㄀㘀✀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

the nature and theories of modern art ਍    攀搀甀挀愀琀椀漀渀 ⠀䤀⤀⠀挀爀攀愀琀椀瘀攀 漀爀椀攀渀琀愀琀椀漀渀Ⰰ 挀栀椀氀搀ⴀ挀攀渀琀攀爀攀搀 愀爀琀 攀搀甀挀愀琀椀漀渀Ⰰ 猀漀挀椀攀琀礀ഀഀ centered art education)

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

03
਍    　㌀⼀㄀㄀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

DCAE

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

04
਍    　㌀⼀㄀㠀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

DBAE

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

05
਍    　㌀⼀㈀㔀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

Neo-DBAE

਍    㰀⼀琀搀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

口頭報告、講授、討論。

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀琀爀 猀琀礀氀攀㴀✀洀猀漀ⴀ礀昀琀椀ⴀ椀爀漀眀㨀㈀　✀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

the trends of postmodern art education ਍    ⠀䤀䤀⤀ 㰀戀爀㸀ഀഀ (postmodern art education)

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

07
਍    　㐀⼀　㠀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

postmodern art education (II)

਍    㰀⼀琀搀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

口頭報告、講授、討論。

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀琀爀 猀琀礀氀攀㴀✀洀猀漀ⴀ礀昀琀椀ⴀ椀爀漀眀㨀㈀㈀✀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

issues in culture literacy in art ਍    攀搀甀挀愀琀椀漀渀 ⠀䤀⤀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

口頭報告、講授、討論。

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀琀爀 猀琀礀氀攀㴀✀洀猀漀ⴀ礀昀琀椀ⴀ椀爀漀眀㨀㈀㌀✀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

issues in culture literacy in art ਍    攀搀甀挀愀琀椀漀渀 ⠀䤀䤀⤀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

口頭報告、講授、討論。

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀琀爀 猀琀礀氀攀㴀✀洀猀漀ⴀ礀昀琀椀ⴀ椀爀漀眀㨀㈀㐀✀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

issues in visual culture art education ਍    ⠀䤀⤀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

口頭報告、講授、討論。

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀琀爀 猀琀礀氀攀㴀✀洀猀漀ⴀ礀昀琀椀ⴀ椀爀漀眀㨀㈀㔀✀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

issues in visual culture art education ਍    ⠀䤀䤀⤀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

口頭報告、講授、討論。

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀琀爀 猀琀礀氀攀㴀✀洀猀漀ⴀ礀昀琀椀ⴀ椀爀漀眀㨀㈀㘀✀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

issues in visual culture art education ਍    ⠀䤀䤀䤀⤀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

口頭報告、講授、討論。

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀琀爀 猀琀礀氀攀㴀✀洀猀漀ⴀ礀昀琀椀ⴀ椀爀漀眀㨀㈀㜀✀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

issues in multicultural art ਍    攀搀甀挀愀琀椀漀渀⠀䤀⤀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

口頭報告、講授、討論。

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀琀爀 猀琀礀氀攀㴀✀洀猀漀ⴀ礀昀琀椀ⴀ椀爀漀眀㨀㈀㠀✀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

issues in multicultural art ਍    攀搀甀挀愀琀椀漀渀⠀䤀䤀⤀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

口頭報告、講授、討論。

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀琀爀 猀琀礀氀攀㴀✀洀猀漀ⴀ礀昀琀椀ⴀ椀爀漀眀㨀㈀㤀✀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

issues in community-based art education

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

16
਍    　㘀⼀㄀　㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

excellence

਍    㰀⼀琀搀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

口頭報告、講授、討論。

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀琀爀 猀琀礀氀攀㴀✀洀猀漀ⴀ礀昀琀椀ⴀ椀爀漀眀㨀㌀㄀✀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

issues in holistic art education

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

18
਍    　㘀⼀㈀㐀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍    㰀琀搀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

Review on research

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ ਍    㰀琀搀 挀漀氀猀瀀愀渀㴀㐀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

◎課程要求：
਍    瀀愀爀琀椀挀椀瀀愀琀椀漀渀 愀渀搀 搀椀猀挀甀猀猀椀漀渀 椀渀 挀氀愀猀猀 㰀戀爀㸀ഀഀ presentation on the issues
਍    琀攀爀洀 瀀愀瀀攀爀 愀挀愀搀攀洀椀挀愀氀氀礀 眀爀椀琀攀渀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍   㰀⼀琀爀㸀ഀഀ

਍    㰀琀搀 挀漀氀猀瀀愀渀㴀㐀 猀琀礀氀攀㴀✀瀀愀搀搀椀渀最㨀⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀 ⸀㜀㔀瀀琀✀㸀ഀഀ

◎成績考核
਍    㰀⼀猀瀀愀渀㸀눀ʊ썘ݓຂ횊㲊猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㌀　─ 㨀 瀀愀爀琀椀挀椀瀀愀琀椀漀渀 椀渀 挀氀愀猀猀 愀渀搀 搀椀猀挀甀猀猀椀漀渀ഀഀ on the topics addressed in the curriculumin
਍    㰀⼀猀瀀愀渀㸀扦㆗䩘㱔猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㐀　─ 㨀 琀攀爀洀 瀀愀瀀攀爀 愀挀愀搀攀洀椀挀愀氀氀礀 眀爀椀琀琀攀渀㰀⼀猀瀀愀渀㸀ࠀ둎㥖碋卛릈ཥ塟Ὓ⭧ㅧ䩘॔㳿猀瀀愀渀ഀഀ lang=EN-US>
਍    㰀⼀猀瀀愀渀㸀ⵓ㆘䩘㱔猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㌀　─ 㨀 漀爀愀氀 瀀爀攀猀攀渀琀愀琀椀漀渀 漀渀 漀渀攀 漀昀 琀栀攀 琀漀瀀椀挀猀 椀渀ഀഀ the course（依此科目之課題進行個人之口頭報告）

਍    㰀⼀琀搀㸀ഀഀ ਍   㰀琀爀 猀琀礀氀攀㴀✀洀猀漀ⴀ礀昀琀椀ⴀ椀爀漀眀㨀㌀㔀㬀洀猀漀ⴀ礀昀琀椀ⴀ氀愀猀琀爀漀眀㨀礀攀猀✀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㄀　㌀㈀㈀㜀㐀　　　㌀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀눀ஊൺㅔ㱺⼀瀀㸀ഀഀ ਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀褀偒꺌㱩猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀⠀㰀⼀猀瀀愀渀㸀厅ﮈ㱼猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀⤀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㈀⸀　 ⠀㈀⸀　⤀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀䠀텏㱶⼀瀀㸀ഀഀ ਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀씀硟╏㱒⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀ഀ上課地點

਍    㰀⼀琀搀㸀ഀഀ 		਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀踀卿⢈㲙猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀 䰀㈀　㜀 㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀螂㱥⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀℀㱱⼀瀀㸀ഀഀ ਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀ἀὦ㱧猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㌀㰀⼀猀瀀愀渀㸀Ⰰ㱻猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㌀㰀⼀猀瀀愀渀㸀쀀㱻猀瀀愀渀ഀഀ lang=EN-US>~第4節, 地點~第4節, 地點 ਍   㰀⼀琀爀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀栀琀琀瀀猀㨀⼀⼀眀攀戀　㠀㔀　　㐀⸀愀搀洀⸀渀挀礀甀⸀攀搀甀⸀琀眀⼀匀礀氀氀愀戀甀猀⼀匀礀氀氀愀戀甀猀开刀瀀琀⸀愀猀瀀砀㼀䌀爀猀䌀漀搀攀㴀㄀　㌀㈀㈀㜀㐀　　　㌀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀戀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀츀㰥⼀猀瀀愀渀㸀ff䁼奢뉥᥶ᩪ㳿⼀戀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㰀戀爀㸀ഀഀ 本碩士班旨在增進學生進階之藝術創作、設計、藝術教育與藝術理論之能力，同時強調傳統藝術媒材與電腦科技之互補，以及藝術創作與藝術理論之統整。未來將加強數位藝術與設計、
਍    㰀⼀猀瀀愀渀㸀ࠀÿॎ黿㉘㊐躐隖몉厅疈屒ࡏ浜ﵩ鮀㱒猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀 㰀戀爀㸀ഀഀ （二）提昇進階數位藝術與設計專業知能
਍    㰀⼀猀瀀愀渀㸀ࠀ৿ॎ惿驙㉛躐隖몉厅妈뉥ހ䲂㾈ࡥ浜⁩ൽ養
਍    㰀⼀猀瀀愀渀㸀ࠀॖ﫿쭞㉺躐隖몉厅ڈ홴ࢊ浜ﵷ㲀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀戀㸀澕➀㱠⼀戀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 挀氀愀猀猀㴀䜀爀愀洀䔀㸀澕➀ൠㅺ㱟⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 挀氀愀猀猀㴀䜀爀愀洀䔀㸀澕➀ൠㅺ㱟⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 挀氀愀猀猀㴀䜀爀愀洀䔀㸀澕➀ൠㅺ㱟⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 挀氀愀猀猀㴀䜀爀愀洀䔀㸀澕➀ൠㅺ㱟⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀澕➀`㝧㱟⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 挀氀愀猀猀㴀䜀爀愀洀䔀㸀澕➀ൠ㝺㱟⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 挀氀愀猀猀㴀䜀爀愀洀䔀㸀澕➀ൠ㝺㱟⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 挀氀愀猀猀㴀䜀爀愀洀䔀㸀澕➀ൠ㝺㱟⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀戀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀츀㰥⼀猀瀀愀渀㸀Ⰰ硧텛硹퉛᥶ᩪ㳿⼀戀㸀㰀猀瀀愀渀ഀഀ lang=EN-US>
਍    吀栀椀猀 挀漀甀爀猀攀 愀琀琀攀洀瀀琀猀 琀漀 氀攀愀搀椀渀最 猀琀甀搀攀渀琀猀 琀漀㨀 㰀戀爀㸀ഀഀ a. to understand the nature and theories of modern art education
਍    戀⸀ 琀漀 甀渀搀攀爀猀琀愀渀搀 琀栀攀 琀爀攀渀搀猀 漀昀 瀀漀猀琀洀漀搀攀爀渀 愀渀搀 一攀漀ⴀ䐀䈀䄀䔀 愀爀琀 攀搀甀挀愀琀椀漀渀 㰀戀爀㸀ഀഀ c. to explore the issues in culture literacy in art education
਍    搀⸀ 琀漀 攀砀瀀氀漀爀攀 琀栀攀 椀猀猀甀攀猀 椀渀 瘀椀猀甀愀氀 挀甀氀琀甀爀攀 愀爀琀 攀搀甀挀愀琀椀漀渀 㰀戀爀㸀ഀഀ e. to explore the issues in multicultural art education
਍    昀⸀ 琀漀 攀砀瀀氀漀爀攀 琀栀攀 椀猀猀甀攀猀 椀渀 挀漀洀洀甀渀椀琀礀ⴀ戀愀猀攀搀 愀爀琀 攀搀甀挀愀琀椀漀渀 㰀戀爀㸀ഀഀ g. to explore the issues in excellence in art education
਍    栀⸀ 琀漀 攀砀瀀氀漀爀攀 琀栀攀 椀猀猀甀攀猀 椀渀 栀漀氀椀猀琀椀挀 愀爀琀 攀搀甀挀愀琀椀漀渀 㰀戀爀㸀ഀഀ i. to review the research in contemporary art education

਍    㰀⼀琀搀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀戀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀츀㰥⼀猀瀀愀渀㸀夀硥㉛Ꚑᩞ㳿⼀戀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀戀㸀夀硥杛륑㱛⼀戀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀 愀氀椀最渀㴀挀攀渀琀攀爀 猀琀礀氀攀㴀✀琀攀砀琀ⴀ愀氀椀最渀㨀挀攀渀琀攀爀✀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀　㄀㰀戀爀㸀ഀഀ 02/25

਍    㰀⼀琀搀㸀ഀഀ 		਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀椀渀琀爀漀搀甀挀琀椀漀渀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀 愀氀椀最渀㴀挀攀渀琀攀爀 猀琀礀氀攀㴀✀琀攀砀琀ⴀ愀氀椀最渀㨀挀攀渀琀攀爀✀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀　㈀㰀戀爀㸀ഀഀ 03/04

਍    㰀⼀琀搀㸀ഀഀ 		਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀洀漀搀攀爀渀 愀爀琀 攀搀甀挀愀琀椀漀渀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀ᬀ袋ţะ횊ʊ㰰⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀琀栀攀 渀愀琀甀爀攀 愀渀搀 琀栀攀漀爀椀攀猀 漀昀 洀漀搀攀爀渀 愀爀琀ഀഀ education (II) (DCAE)

਍    㰀⼀琀搀㸀ഀഀ 		਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀ᬀ袋ţะ횊ʊ㰰⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀琀栀攀 渀愀琀甀爀攀 愀渀搀 琀栀攀漀爀椀攀猀 漀昀 洀漀搀攀爀渀 愀爀琀ഀഀ education (III) (DBAE)

਍    㰀⼀琀搀㸀ഀഀ 		਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀ⵓ㆘䩘Ŕᬰ袋ţะ횊ʊ㰰⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀琀栀攀 琀爀攀渀搀猀 漀昀 瀀漀猀琀洀漀搀攀爀渀 愀爀琀 攀搀甀挀愀琀椀漀渀ഀഀ (I)
਍    ⠀一攀漀ⴀ䐀䈀䄀䔀⤀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀 愀氀椀最渀㴀挀攀渀琀攀爀 猀琀礀氀攀㴀✀琀攀砀琀ⴀ愀氀椀最渀㨀挀攀渀琀攀爀✀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀　㘀㰀戀爀㸀ഀഀ 04/01

਍    㰀⼀琀搀㸀ഀഀ 		਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀瀀漀猀琀洀漀搀攀爀渀 愀爀琀 ⠀䤀⤀攀搀甀挀愀琀椀漀渀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀ⵓ㆘䩘Ŕᬰ袋ţะ횊ʊ㰰⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀琀栀攀 琀爀攀渀搀猀 漀昀 瀀漀猀琀洀漀搀攀爀渀 愀爀琀 攀搀甀挀愀琀椀漀渀ഀഀ (III)
਍    ⠀瀀漀猀琀洀漀搀攀爀渀 愀爀琀 攀搀甀挀愀琀椀漀渀⤀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀 愀氀椀最渀㴀挀攀渀琀攀爀 猀琀礀氀攀㴀✀琀攀砀琀ⴀ愀氀椀最渀㨀挀攀渀琀攀爀✀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀　㠀㰀戀爀㸀ഀഀ 04/15

਍    㰀⼀琀搀㸀ഀഀ 		਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀挀甀氀琀甀爀攀 氀椀琀攀爀愀挀礀 ⠀䤀⤀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀 愀氀椀最渀㴀挀攀渀琀攀爀 猀琀礀氀攀㴀✀琀攀砀琀ⴀ愀氀椀最渀㨀挀攀渀琀攀爀✀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀　㤀㰀戀爀㸀ഀഀ 04/22

਍    㰀⼀琀搀㸀ഀഀ 		਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀挀甀氀琀甀爀攀 氀椀琀攀爀愀挀礀 ⠀䤀䤀⤀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀 愀氀椀最渀㴀挀攀渀琀攀爀 猀琀礀氀攀㴀✀琀攀砀琀ⴀ愀氀椀最渀㨀挀攀渀琀攀爀✀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㄀　㰀戀爀㸀ഀഀ 04/29

਍    㰀⼀琀搀㸀ഀഀ 		਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀瘀椀猀甀愀氀 挀甀氀琀甀爀攀 ⠀䤀⤀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀 愀氀椀最渀㴀挀攀渀琀攀爀 猀琀礀氀攀㴀✀琀攀砀琀ⴀ愀氀椀最渀㨀挀攀渀琀攀爀✀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㄀㄀㰀戀爀㸀ഀഀ 05/06

਍    㰀⼀琀搀㸀ഀഀ 		਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀瘀椀猀甀愀氀 挀甀氀琀甀爀攀 ⠀䤀䤀⤀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀 愀氀椀最渀㴀挀攀渀琀攀爀 猀琀礀氀攀㴀✀琀攀砀琀ⴀ愀氀椀最渀㨀挀攀渀琀攀爀✀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㄀㈀㰀戀爀㸀ഀഀ 05/13

਍    㰀⼀琀搀㸀ഀഀ 		਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀瘀椀猀甀愀氀 挀甀氀琀甀爀攀 ⠀䤀䤀䤀⤀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀 愀氀椀最渀㴀挀攀渀琀攀爀 猀琀礀氀攀㴀✀琀攀砀琀ⴀ愀氀椀最渀㨀挀攀渀琀攀爀✀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㄀㌀㰀戀爀㸀ഀഀ 05/20

਍    㰀⼀琀搀㸀ഀഀ 		਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀洀甀氀琀椀挀甀氀琀甀爀愀氀 愀爀琀 攀搀甀挀愀琀椀漀渀⠀䤀⤀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀 愀氀椀最渀㴀挀攀渀琀攀爀 猀琀礀氀攀㴀✀琀攀砀琀ⴀ愀氀椀最渀㨀挀攀渀琀攀爀✀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㄀㐀㰀戀爀㸀ഀഀ 05/27

਍    㰀⼀琀搀㸀ഀഀ 		਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀洀甀氀琀椀挀甀氀琀甀爀愀氀 愀爀琀 攀搀甀挀愀琀椀漀渀⠀䤀䤀⤀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀 愀氀椀最渀㴀挀攀渀琀攀爀 猀琀礀氀攀㴀✀琀攀砀琀ⴀ愀氀椀最渀㨀挀攀渀琀攀爀✀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㄀㔀㰀戀爀㸀ഀഀ 06/03

਍    㰀⼀琀搀㸀ഀഀ 		਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀挀漀洀洀甀渀椀琀礀ⴀ戀愀猀攀搀 愀爀琀 攀搀甀挀愀琀椀漀渀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀ⵓ㆘䩘Ŕᬰ袋ţะ횊ʊ㰰⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀椀猀猀甀攀猀 椀渀 攀砀挀攀氀氀攀渀挀攀 椀渀 愀爀琀 攀搀甀挀愀琀椀漀渀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀 愀氀椀最渀㴀挀攀渀琀攀爀 猀琀礀氀攀㴀✀琀攀砀琀ⴀ愀氀椀最渀㨀挀攀渀琀攀爀✀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㄀㜀㰀戀爀㸀ഀഀ 06/17

਍    㰀⼀琀搀㸀ഀഀ 		਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀栀漀氀椀猀琀椀挀 愀爀琀 攀搀甀挀愀琀椀漀渀㰀⼀猀瀀愀渀㸀㰀⼀瀀㸀ഀഀ ਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀ⵓ㆘䩘Ŕᬰ袋ţะ횊ʊ㰰⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀刀攀瘀椀攀眀 漀渀 爀攀猀攀愀爀挀栀 椀渀 挀漀渀琀攀洀瀀漀爀愀爀礀 愀爀琀ഀഀ education

਍    㰀⼀琀搀㸀ഀഀ 		਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀ⵓ㆘䩘Ŕᬰ袋ţะ횊ʊ㰰⼀瀀㸀ഀഀ
਍    㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀戀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀츀㰥⼀猀瀀愀渀㸀쌀͓ݶ碂퉛읿邌㱮⼀戀㸀㰀猀瀀愀渀ഀഀ lang=EN-US>
਍    䄀渀搀攀爀猀漀渀Ⰰ 吀⸀ ☀愀洀瀀㬀 䴀椀氀戀爀愀渀搀琀 䴀⸀ 䬀⸀ ⠀㈀　　㈀⤀⸀ 䄀爀琀 昀漀爀 氀椀昀攀⸀ 一攀眀 夀漀爀欀㨀ഀഀ MacGraw-Hill.
਍    䄀渀搀攀爀猀漀渀Ⰰ 吀⸀ ⠀㄀㤀㤀㜀⤀⸀吀漀眀愀爀搀 愀 瀀漀猀琀洀漀搀攀爀渀 愀瀀瀀爀漀愀挀栀 琀漀 愀爀琀 攀搀甀挀愀琀椀漀渀⸀ 䤀渀 䨀⸀ഀഀ Hutchens & M. Suggs (Eds), Art education: Content and practice in a ਍    瀀漀猀琀洀漀搀攀爀渀 攀爀愀 ⠀瀀瀀⸀ ㄀㜀ⴀ㌀　⤀⸀ 刀攀猀琀漀渀Ⰰ 嘀䄀㨀 一愀琀椀漀渀愀氀 䄀爀琀 䔀搀甀挀愀琀椀漀渀 䄀猀猀漀挀椀愀琀椀漀渀⸀ഀഀ
਍    䄀爀洀猀琀爀漀渀最Ⰰ 䌀⸀ ⠀㄀㤀㤀　⤀⸀ 吀攀愀挀栀椀渀最 愀爀琀 椀渀 愀 洀甀氀琀椀挀甀氀琀甀爀愀氀⼀洀甀氀琀椀攀琀栀渀椀挀 猀漀挀椀攀琀礀⸀ഀഀ In B. Young (Ed.), Art, Culture, and Ethnicity (pp.97-114). Reston, VA: ਍    一愀琀椀漀渀愀氀 䄀爀琀 䔀搀甀挀愀琀椀漀渀 䄀猀猀漀挀椀愀琀椀漀渀⸀ 㰀戀爀㸀ഀഀ Barrett, T. (1997). Modernism and Postmodernism: An overview with art ਍    攀砀愀洀瀀氀攀猀⸀ 䤀渀 䨀⸀ 䠀甀琀挀栀攀渀猀 ☀愀洀瀀㬀 䴀⸀ 匀甀最最猀 ⠀䔀搀猀⤀Ⰰ 䄀爀琀 攀搀甀挀愀琀椀漀渀㨀 䌀漀渀琀攀渀琀 愀渀搀ഀഀ practice in a postmodern era (pp. 17-30). Reston, VA: National Art ਍    䔀搀甀挀愀琀椀漀渀 䄀猀猀漀挀椀愀琀椀漀渀⸀ 㰀戀爀㸀ഀഀ Bersson, R. (1987). Why art education is neither socially relevant nor ਍    挀甀氀琀甀爀愀氀氀礀 搀攀洀漀挀爀愀琀椀挀㨀 䄀 挀漀渀琀攀砀琀甀愀氀 愀渀愀氀礀猀椀猀⸀ 䤀渀 䐀⸀ 䈀氀愀渀搀礀 愀渀搀 䬀⸀ 䜀⸀ഀഀ Congdon (Eds.), Art in a democracy (pp.78-90). New York: Teachers College ਍    倀爀攀猀猀Ⰰ 䌀漀氀甀洀戀椀愀 唀渀椀瘀攀爀猀椀琀礀⸀ 㰀戀爀㸀ഀഀ Boyer, B. A. (1987). Cultural literacy in art: Developing conscious ਍    愀攀猀琀栀攀琀椀挀 挀栀漀椀挀攀猀 椀渀 愀爀琀 攀搀甀挀愀琀椀漀渀⸀ 䤀渀 䐀⸀ 䈀氀愀渀搀礀 愀渀搀 䬀⸀ 䜀⸀ 䌀漀渀最搀漀渀 ⠀䔀搀猀⸀⤀Ⰰഀഀ Art in a democracy (pp.91-105). New York: Teachers College Press, Columbia ਍    唀渀椀瘀攀爀猀椀琀礀⸀ 㰀戀爀㸀ഀഀ Clark, R. (1996). Art education: Issues in postmodernist pedagogy. Reston, ਍    嘀䄀㨀 一愀琀椀漀渀愀氀 䄀爀琀 䔀搀甀挀愀琀椀漀渀 䄀猀猀漀挀椀愀琀椀漀渀⸀ 㰀戀爀㸀ഀഀ Collins, G., & Sandell, R. (1992). The politics of multicultural art ਍    攀搀甀挀愀琀椀漀渀⸀ 匀琀甀搀椀攀猀 椀渀 䄀爀琀 䔀搀甀挀愀琀椀漀渀Ⰰ 㐀㔀 ⠀㘀⤀Ⰰ 㠀ⴀ㄀㌀⸀ 㰀戀爀㸀ഀഀ Danto, A. (1981). The transfiguration of the commonplace. Cambridge: ਍    䠀愀爀瘀愀爀搀 唀渀椀瘀攀爀猀椀琀礀 倀爀攀猀猀⸀ 㰀戀爀㸀ഀഀ Davenport, M. (2000). Culture and education: Polishing the lenses. Studies ਍    椀渀 䄀爀琀 䔀搀甀挀愀琀椀漀渀Ⰰ 㐀㄀ ⠀㐀⤀Ⰰ ㌀㘀㄀ⴀ㌀㜀㔀⸀ 㰀戀爀㸀ഀഀ David, D. J. (1993). Art education in the 1990s: Meeting the challenges of ਍    愀挀挀漀甀渀琀愀戀椀氀椀琀礀⸀ 匀琀甀搀椀攀猀 椀渀 䄀爀琀 䔀搀甀挀愀琀椀漀渀Ⰰ ㌀㐀⠀㈀⤀㰀猀瀀愀渀 挀氀愀猀猀㴀䜀爀愀洀䔀㸀Ⰰ㠀㈀㰀⼀猀瀀愀渀㸀ⴀ㤀　⸀ഀഀ
਍    䐀漀戀戀猀Ⰰ 匀⸀ 䴀⸀ ⠀㈀　　㐀⤀⸀ 䐀椀猀挀椀瀀氀椀渀攀ⴀ䈀愀猀攀搀 䄀爀琀 䔀搀甀挀愀琀椀漀渀⸀ 䤀渀 䔀氀氀椀漀琀 圀⸀ 䔀椀猀渀攀爀ഀഀ and Michael D. Day (Eds.), Handbook of research and policy in art education ਍    ⠀瀀瀀⸀㜀　㄀ⴀ㜀㈀㐀⤀⸀ 一䨀㨀 䰀愀眀爀攀渀挀攀 䔀爀氀戀愀甀洀 愀猀猀漀挀椀愀琀攀猀Ⰰ 瀀甀戀氀椀猀栀攀爀猀⸀ 㰀戀爀㸀ഀഀ Duncum, P. (2000). Art education and visual culture. Paper presented at ਍    ㈀　　　 䤀渀琀攀爀渀愀琀椀漀渀愀氀 嘀椀猀甀愀氀 䄀爀琀猀 䌀漀渀昀攀爀攀渀挀攀Ⰰ 吀愀椀瀀攀椀Ⰰ 吀愀椀眀愀渀⸀ 㰀戀爀㸀ഀഀ Eisner, W. E. (2002). The arts and the creation of mind. New Haven & ਍    䰀漀渀搀漀渀㨀 夀愀氀攀 唀渀椀瘀攀爀猀椀琀礀 倀爀攀猀猀⸀ 㰀戀爀㸀ഀഀ EfIand, A., Freedman.(2003).Teaching visual ਍    挀甀氀琀甀爀攀⸀ 刀攀猀琀漀渀Ⰰ 嘀䄀㨀 一愀琀椀漀渀愀氀 䄀爀琀 䔀搀甀挀愀琀椀漀渀 䄀猀猀漀挀椀愀琀椀漀渀⸀ 㰀戀爀㸀ഀഀ Efland, A., Freedman,K., & Stuhr, P.(1996). ਍    倀漀猀琀洀漀搀攀爀渀 愀爀琀 攀搀甀挀愀琀椀漀渀㨀 䄀渀 愀瀀瀀爀漀愀挀栀 琀漀 挀甀爀爀椀挀甀氀甀洀⸀ 刀攀猀琀漀渀Ⰰ 嘀䄀㨀 一愀琀椀漀渀愀氀ഀഀ Art Education Association.
਍    䜀爀愀搀礀Ⰰ 䴀⸀ ⠀㈀　　㘀⤀⸀ 䄀爀琀 愀渀搀 挀漀渀猀挀椀漀甀猀渀攀猀猀 ጀ†吀栀攀 瀀攀搀愀最漀最礀 漀昀 愀爀琀 愀渀搀ഀഀ transformation. Visual Arts Research, 32(1). 83-91.
਍    䠀愀洀戀氀攀渀Ⰰ 䬀⸀ ⠀㄀㤀㤀㜀⤀⸀ 吀栀攀 攀洀攀爀最攀渀挀攀 漀昀 一攀漀ⴀ䐀䈀䄀䔀⸀ 䤀渀 䨀⸀ 䠀甀琀挀栀攀渀猀 ☀愀洀瀀㬀 䴀⸀ഀഀ Suggs (Eds), Art education: Content and practice in a postmodern era (pp. ਍    㐀　ⴀ㐀㘀⤀⸀ 刀攀猀琀漀渀Ⰰ 嘀䄀㨀 一愀琀椀漀渀愀氀 䄀爀琀 䔀搀甀挀愀琀椀漀渀 䄀猀猀漀挀椀愀琀椀漀渀⸀ 㰀戀爀㸀ഀഀ Hutchens, J. W. & Suggs, M. S. (1997). Student complaints and faculty ਍    洀漀愀渀椀渀最㨀 匀漀洀攀 愀渀琀攀挀攀搀攀渀琀猀 琀漀 琀栀攀 攀猀猀愀礀猀 琀栀愀琀 昀漀氀氀漀眀⸀ 䤀渀 䨀⸀ 䠀甀琀挀栀攀渀猀 ☀愀洀瀀㬀ഀഀ M. Suggs (Eds), Art education: Content and practice in a postmodern era ਍    ⠀瀀瀀⸀ 㜀ⴀ㄀㔀⤀⸀ 刀攀猀琀漀渀Ⰰ 嘀䄀㨀 一愀琀椀漀渀愀氀 䄀爀琀 䔀搀甀挀愀琀椀漀渀 䄀猀猀漀挀椀愀琀椀漀渀⸀ 㰀戀爀㸀ഀഀ Kia, A. (1988). The transition from Modernism to Post Modernism and its ਍    瀀爀漀戀氀攀洀愀琀椀挀 椀洀瀀愀挀琀 漀渀 愀爀琀 攀搀甀挀愀琀椀漀渀 挀甀爀爀椀挀甀氀甀洀⸀ 唀渀瀀甀戀氀椀猀栀攀搀 搀漀挀琀漀爀愀氀ഀഀ dissertation, University of Wisconsin, Madison.
਍    䴀挀䘀攀攀Ⰰ 䨀⸀ 䬀⸀ ⠀㄀㤀㤀㔀⤀⸀ 䌀栀愀渀最攀 愀渀搀 琀栀攀 挀甀氀琀甀爀愀氀 搀椀洀攀渀猀椀漀渀猀 漀昀 愀爀琀 攀搀甀挀愀琀椀漀渀⸀ഀഀ In R.W. Neperud (Ed.), Context, content, and community in art education: ਍    䈀攀礀漀渀搀 瀀漀猀琀洀漀搀攀爀渀椀猀洀 ⠀瀀瀀⸀㄀ⴀ㈀㈀⤀⸀ 一攀眀 夀漀爀欀㨀 吀攀愀挀栀攀爀猀 䌀漀氀氀攀最攀 倀爀攀猀猀Ⰰ 䌀漀氀甀洀戀椀愀ഀഀ University.
਍    䴀椀爀稀漀攀昀昀Ⰰ 一⸀ ⠀㄀㤀㤀㤀⤀⸀ 圀栀愀琀 椀猀 瘀椀猀甀愀氀 挀甀氀琀甀爀攀㼀 䤀渀 一⸀ 䴀椀爀稀漀攀昀昀 ⠀䔀搀⸀⤀Ⰰ 吀栀攀ഀഀ visual culture reader (pp. 3-13). London: Routledge.
਍    一攀瀀攀爀甀搀Ⰰ 刀⸀ 圀⸀ ⠀㄀㤀㤀㔀愀⤀⸀ 吀爀愀渀猀椀琀椀漀渀猀 椀渀 愀爀琀 攀搀甀挀愀琀椀漀渀㨀 䄀 猀攀愀爀挀栀 昀漀爀 洀攀愀渀椀渀最⸀ഀഀ In R.W. Neperud (Ed.), Context, content, and community in art education: ਍    䈀攀礀漀渀搀 瀀漀猀琀洀漀搀攀爀渀椀猀洀 ⠀瀀瀀⸀㄀ⴀ㈀㈀⤀⸀ 一攀眀 夀漀爀欀㨀 吀攀愀挀栀攀爀猀 䌀漀氀氀攀最攀 倀爀攀猀猀Ⰰ 䌀漀氀甀洀戀椀愀ഀഀ University.
਍    一攀瀀攀爀甀搀Ⰰ 刀⸀ 圀⸀ ⠀㄀㤀㤀㔀戀⤀⸀ 吀攀砀琀甀爀攀 漀昀 挀漀洀洀甀渀椀琀礀㨀 䄀渀 攀渀瘀椀爀漀渀洀攀渀琀愀氀 搀攀猀椀最渀ഀഀ education. In R.W. Neperud (Ed.), Context, content, and community in art ਍    攀搀甀挀愀琀椀漀渀㨀 䈀攀礀漀渀搀 瀀漀猀琀洀漀搀攀爀渀椀猀洀 ⠀瀀瀀⸀㄀ⴀ㈀㈀⤀⸀ 一攀眀 夀漀爀欀㨀 吀攀愀挀栀攀爀猀 䌀漀氀氀攀最攀ഀഀ Press, Columbia University.
਍    倀攀愀爀猀攀Ⰰ 䠀⸀ ⠀㄀㤀㤀㜀⤀⸀ 䐀漀椀渀最 漀琀栀攀爀眀椀猀攀㨀 䄀爀琀 攀搀甀挀愀琀椀漀渀 瀀爀愀砀椀猀 椀渀 愀ഀഀ postparadigmatic world. In J. Hutchens & M. Suggs (Eds), Art education: ਍    䌀漀渀琀攀渀琀 愀渀搀 瀀爀愀挀琀椀挀攀 椀渀 愀 瀀漀猀琀洀漀搀攀爀渀 攀爀愀 ⠀瀀瀀⸀ ㌀㄀ⴀ㌀㤀⤀⸀ 刀攀猀琀漀渀Ⰰ 嘀䄀㨀 一愀琀椀漀渀愀氀ഀഀ Art Education Association.
਍    匀洀椀琀栀Ⰰ 刀⸀ 䄀⸀ ⠀㄀㤀㠀㜀⤀⸀ 䔀砀挀攀氀氀攀渀挀攀 椀渀 愀爀琀 攀搀甀挀愀琀椀漀渀㨀 䤀搀攀愀猀 愀渀搀 椀渀椀琀椀愀琀椀瘀攀猀⸀ഀഀ Reston, VA: National Art Education Association.
਍    匀洀椀琀栀Ⰰ 刀⸀ 䄀⸀ ⠀㄀㤀㠀㤀⤀⸀ 吀栀攀 猀攀渀猀攀 漀昀 愀爀琀㨀 䄀 猀琀甀搀礀 椀渀 愀攀猀琀栀攀琀椀挀 攀搀甀挀愀琀椀漀渀⸀ഀഀ London: Routledge.
਍    匀洀椀琀栀Ⰰ 刀⸀ 䄀⸀ ⠀㄀㤀㤀㈀⤀⸀ 䈀甀椀氀搀椀渀最 愀 猀攀渀猀攀 漀昀 愀爀琀 椀渀 琀漀搀愀礀ᤀ猠 眀漀爀氀搀⸀ 匀琀甀搀椀攀猀 椀渀ഀഀ Art Education, 33(2), 71-88.
਍    匀洀椀琀栀Ⰰ 刀⸀ 䄀⸀ ⠀㄀㤀㤀㔀⤀⸀ 䔀砀挀攀氀氀攀渀挀攀 䤀䤀㨀 吀栀攀 挀漀渀琀椀渀甀椀渀最 焀甀攀猀琀 椀渀 愀爀琀 攀搀甀挀愀琀椀漀渀⸀ഀഀ Reston, VA: National Art Education Association.
਍    匀琀甀栀爀Ⰰ 倀⸀ 䰀⸀ ⠀㄀㤀㤀㔀⤀⸀ 匀漀挀椀愀氀 爀攀挀漀渀猀琀爀甀挀琀椀漀渀椀猀琀 洀甀氀琀椀挀甀氀琀甀爀愀氀 愀爀琀 挀甀爀爀椀挀甀氀甀洀ഀഀ design: Using the Powwow as an example. In R.W. Neperud (Ed.), Context, ਍    挀漀渀琀攀渀琀Ⰰ 愀渀搀 挀漀洀洀甀渀椀琀礀 椀渀 愀爀琀 攀搀甀挀愀琀椀漀渀㨀 䈀攀礀漀渀搀 瀀漀猀琀洀漀搀攀爀渀椀猀洀 ⠀瀀瀀⸀㄀㤀㌀ⴀ㈀㈀㄀⤀⸀ഀഀ New York: Teachers College Press, Columbia University.
਍    吀愀爀爀Ⰰ 倀⸀ ⠀㄀㤀㠀㜀⤀⸀ 匀礀洀戀漀氀椀挀 椀渀琀攀爀愀挀琀椀漀渀椀猀洀 愀猀 愀 琀栀攀漀爀攀琀椀挀愀氀 瀀攀爀猀瀀攀挀琀椀瘀攀 昀漀爀ഀഀ the study of children’s artistic development. Unpublished manuscript, The ਍    唀渀椀瘀攀爀猀椀琀礀 漀昀 䤀漀眀愀⸀ 㰀戀爀㸀ഀഀ Taylor, H. (1970). The spirit of humanism. In S. Schwartz (Ed.), Teaching ਍    琀栀攀 栀甀洀愀渀椀琀椀攀猀 ⠀瀀瀀⸀㈀　ⴀ㈀㜀⤀⸀ 一攀眀 夀漀爀欀㨀 䴀愀挀洀椀氀氀愀渀⸀ 㰀戀爀㸀ഀഀ Tomhave, R. D. (1992). Value bases underlying conceptions of multicultural ਍    攀搀甀挀愀琀椀漀渀㨀 䄀渀 愀渀愀氀礀猀椀猀 漀昀 猀攀氀攀挀琀攀搀 氀椀琀攀爀愀琀甀爀攀 椀渀 愀爀琀 攀搀甀挀愀琀椀漀渀⸀ 匀琀甀搀椀攀猀 椀渀ഀഀ Art Education, 34 (1), 48-60
਍    㰀⼀猀瀀愀渀㸀褀偒꺌ࡩ㳿猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㄀㤀㤀㜀㰀⼀猀瀀愀渀㸀ऀ˿縰꾂൥厅妈뉥ᶀᑠ癸ɺᝓɓᩞ㓿孬ɲ㰰猀瀀愀渀ഀഀ lang=EN-US>
਍    㰀⼀猀瀀愀渀㸀褀偒꺌ࡩ㳿猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㈀　　㄀㰀⼀猀瀀愀渀㸀ऀ˿瘰厅妈뉥횀䲊䮘啎邊ɧ阰몉厅ಈ㳿猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㐀㰀⼀猀瀀愀渀㸀ఀ㳿猀瀀愀渀ഀഀ lang=EN-US>59-96。
਍    㰀⼀猀瀀愀渀㸀褀偒꺌ࡩ㳿猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㈀　　㄀㰀⼀猀瀀愀渀㸀ऀ˿谰﹟㭎ꥎൿ癜䵵厅禈啢妊硥䭛彎㩕ɹର魗厅妈뉥碀͛ࡧ㳿猀瀀愀渀ഀഀ lang=EN-US>InSEA）亞洲地區學術研討會論文集 (頁
਍    㰀⼀猀瀀愀渀㸀褀偒꺌ࡩ㳿猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㈀　　㈀㰀⼀猀瀀愀渀㸀ऀ˿砰扛厅妈뉥㲀猀瀀愀渀 挀氀愀猀猀㴀䜀爀愀洀䔀㸀䬀㹎硭ّ遒㱧⼀猀瀀愀渀㸀ఀ⟿ꡙ౒㳿猀瀀愀渀ഀഀ lang=EN-US>5，10-13。
਍    㰀⼀猀瀀愀渀㸀褀偒꺌ࡩ㳿猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㈀　　㈀㰀⼀猀瀀愀渀㸀ऀ˿厅妈뉥ⶀ㹎͹홧ᅓ쁔䮞籎啶ݜ喂邊ɧର뱒썥虘㭏౽厅ވ몂蝎奥뉥ࢀǿ㲘猀瀀愀渀ഀഀ lang=EN-US>193-204,706-707）。台北市：桂冠。
਍    㰀⼀猀瀀愀渀㸀褀偒꺌ࡩ㳿猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㈀　　㐀㰀⼀猀瀀愀渀㸀ऀ˿뀰荴奘뉥ހ厅妈뉥璀ࡥ䭔⩎虧홏ᅓɔ崰瑎^ꭎ늌ஊ葺읶ඌ訊教育與環境教育融入「藝術與人文」學術研討會論文集（劉豐榮（2005a）。台灣藝術論述中關於現代與後現代觀點之考慮。台灣藝術與文化學術研討會論文集（劉豐榮（2005b）。當代美感教育目的論題之省思。美感與文化學術研討會論文單行本（劉豐榮（2005c）。人文主義與反人文主義美學：現代到後現代藝術教育理論基礎之變遷。藝術研究期਍౒㳿猀瀀愀渀ഀഀ lang=EN-US>1，83-104。
਍    㰀⼀猀瀀愀渀㸀褀偒꺌ࡩ㳿猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㈀　　㜀㰀⼀猀瀀愀渀㸀ऀ˿阰몉螉ᙥ厅妈뉥ڀݟ쩒癓൑捓䭰硎⅛ݨ碂扛厅妈뉥ྀ땡䭭َ遒౧௿뱒ⱥ豻䙎蹜὿ݡ螂ᙥ硓卛ᒈ๸Ί홧螊왥࢖ǿ㲘猀瀀愀渀ഀഀ lang=EN-US>9-26）（ISBN-978-986-01-1784-4）。嘉義縣：國立嘉義大學人文藝術學院劉豐榮（2008）。當前美感教育方向之新思維：精神性取向全人美感教育理念初探。教師天地，劉豐榮（2010）精神性取向全人藝術創作教學之理由與內容層面：後現代以後之學院藝術教育。視覺藝術論壇， ਍   㰀⼀琀爀㸀ഀഀ
਍  㰀⼀琀搀㸀ഀഀ ਍㰀⼀琀愀戀氀攀㸀ഀഀ ਍㰀瀀 挀氀愀猀猀㴀䴀猀漀一漀爀洀愀氀㸀㰀猀瀀愀渀 氀愀渀最㴀䔀一ⴀ唀匀㸀㄀⸀㰀⼀猀瀀愀渀㸀쬀ඊ尊重智慧財產਍쁫쩟൓靎幟햗煬灟ɓ㰰猀瀀愀渀ഀഀ lang=EN-US>
਍㈀⸀㰀⼀猀瀀愀渀㸀쬀춊隑➉╠獒䥞奻뉥䮀쵎膑➉ౠ⣿їՔ碘Ὓ왵Ζ㑧ࡘŔᐰຏ쩜奓硥乛ஐ⵺౎ꣿ䊖ᅦ硔Ὓꍵ๛捜멫葸❶╠獒⁞䤀쁻౟⛿쎕൳上學生感情及生活事項，隨時予以適當的輔導，建立學生正確的性別平等意識。

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