Cross-disciplinary Aesthetics Course Module Core Concepts Version 5.0
1. Definition and types of cross-field aesthetic courses
1. Definition of cross-field aesthetic courses
Artistic media, artistic concepts, aesthetic elements, and artistic resources are used as mediums, resources, and strategies to revitalize, assist, and integrate the learning of other disciplines, thus constructing an interdisciplinary aesthetic curriculum "based on art".
II. Types of Interdisciplinary Aesthetic Courses
(one)Activation course: Apply art knowledge, topics, strategies, resources and activities to assist and revitalize the teaching of non-art subjects.
(two)intersectional courses: The convergence of knowledge structures or aesthetic commonalities between non-art subjects and art subjects.
(three)Issue-based coursesDevelop courses that align with emerging social, cultural, and international trends, such as the 19 topics in the 108 Curriculum Guidelines, Sustainable Development Goals (SDGs), and Social and Emotional Learning (SEL).
(Four)school based curriculumBased on the school, develop school-based courses, special courses, flexible courses, thematic courses, community courses, etc., which are related to the characteristics of the school environment.
(five)Window course: Courses on connecting local and international arts and cultural activities, venues and resources are conducted through informal school courses.
(six)blended coursesCourses that utilize physical, online, and information technology for synchronous and asynchronous learning.
2. Definition of cross-field aesthetic course module
A "module" is a component with a specific purpose, composed of several elements with different functions. Therefore, a "course module" contains several course elements with different teaching functions. These are selected and combined to form a course plan with unique teaching objectives. Once the course module is formed, adjustments or modifications to the course plan can be made by adjusting the course elements. The "Interdisciplinary Aesthetics Course Module" is composed of several elements with interdisciplinary aesthetic teaching functions, resulting in a flexible and organic course format.
Components of the interdisciplinary aesthetics curriculum module
1. Cross-field connotation
(a) Select the content of art and non-art fields/subjects/topics based on the course objectives and course type.
(II) Key issues emphasized domestically and internationally in recent years:
1. Social-Emotional Learning (SEL)
(1) Self-awareness (2) Self-management (3) Social awareness (4) Interpersonal skills (5) Responsible decision-making
2. The 17 Sustainable Development Goals (SDGs) of the United Nations
(1) Eliminate poverty (2) End hunger (3) Health and well-being (4) Quality education (5) Gender equality
(6) Clean water and sanitation (7) Affordable and sustainable energy (8) Employment and economic growth
(9) Sustainable industry and infrastructure (10) Eliminating inequality (11) Sustainable urban and rural areas
(12) Responsible consumption and production (13) Climate action (14) Sustainable oceans and conservation (15) Terrestrial ecology
(16) Institutional Justice and Peace (17) Partnership for Sustainable Development
3. 19 topics in the 108 Curriculum Guidelines
(1) Gender equality (2) Human rights (3) Environment (4) Ocean (5) Science and technology (6) Energy (7) Family education
(8) Indigenous Education (9) Morality (10) Life (11) Rule of Law (12) Information (13) Safety
(14) Disaster prevention (15) Career planning (16) Multiculturalism (17) Reading literacy (18) Outdoor education
(19) International Education
4. Bilingual
(1) Mandarin Chinese (2) Indigenous Languages (3) Languages of New Immigrants (4) Taiwanese Sign Language (5) English Language (6) Second Foreign Language
2. Aesthetic elements and aesthetic forms
Based on the course objectives, students select aesthetic elements and forms that correspond to art and non-art fields/subjects/topics, and engage in artistic activities such as creation, appreciation, and practice.
(1) Aesthetic elements
- Visual arts: points, lines, planes, space, composition, texture, color (including hue, brightness, and chroma), form, structure, movement, etc.
- Music: rhythm, melody, timbre, dynamics, texture, form, etc.
- Performing Arts: Elements of drama or dance such as sound, body, emotion, time, space, energy, improvisation, movement, theme, etc.
(2) Aesthetic form
Balance, harmony, contrast, gradation, proportion, rhythm, variation, repetition, order, unity, simplicity, reality and illusion, and uniqueness.
3. Cross-field aesthetic literacy
Based on the course objectives, select the corresponding interdisciplinary aesthetic literacy.
(I) Aesthetic Speculation and Awareness Reflection:Based on aesthetic foundation, we can think and discern, and perceive and reflect on our own positioning and identity.
(II) Design Thinking and Creative Ideas:Cultivate people-centered empathy and develop initiative in problem-solving through creative thinking and concrete planning.
(III) Artistic Exploration and Life PracticeThrough exploration of artistic activities, relevant knowledge and skills are applied to the practice of daily life.
(iv) Symbol recognition and contextual application:Identify and understand symbolic patterns and their meanings, and apply them flexibly and appropriately in different contexts.
(v) Digital Media and Network MasteryMake good use of digital technology and media for artistic expression, and appropriately understand and evaluate online information.
(vi) Artistic Participation and Social Action:To plan art activities and express concern and participation in social issues and public affairs.
(vii) Cultural Transboundary and Diverse Interpretations:To understand different groups, countries and global cultures across domains, and to engage in diverse dialogues and interpretations.
4. Core Competencies
Based on the curriculum objectives, core competencies corresponding to arts and non-arts fields/subjects/topics are selected from the curriculum guidelines of each field of the twelve-year compulsory education.
5. Structure of cross-field aesthetic courses
Based on the curriculum philosophy, the curriculum development integrates interdisciplinary and aesthetically pleasing sub-components, including curriculum objectives, teaching materials, teaching activities, teaching strategies, teaching resources, and learning assessment.
(a) Course Objectives: To cultivate interdisciplinary aesthetic literacy. (Multiple selections are allowed for the seven interdisciplinary aesthetic literacy items mentioned above.)
(2) Teaching material content and resources: Make good use of various appropriate teaching materials, resources and personnel inside and outside the school.
1. Textbooks
2. Self-compiled teaching materials
3. On-campus resources and personnel
4. Off-campus resources and personnel
5. Cross-disciplinary Aesthetics Project Website Resources and Personnel
6. Interdisciplinary aesthetic education × social-emotional learning navigation cards, multi-purpose boxes 7. Others
(3) Teaching activities: course teaching activities that can induce motivation and learning experience.
1. Listening in class
2. Observe and demonstrate
3. Group discussion
4. Post and share
5. Thematic Exploration
6. Role-playing
7. Film Appreciation
8. Internet Exploration
9. Off-campus visits
10. Speech by a resource expert
11. Application of interdisciplinary aesthetic education with social-emotional learning navigation cards and multi-treasure box cards.
12. Other
(iv) Teaching strategies: strategies to assist learners in achieving course objectives and promote social-emotional learning during the teaching process.
1. Collaborative learning
2. Community Collaboration
3. Problem-oriented
4. Special Topic Discussion
5. Creative Thinking
6. Virtual Reality Scenarios
7. Network resource experience
8. Observation and Exploration
9. Awareness and Reflection
10. Cultural Response
11. Other
(5) Learning assessment: In addition to traditional paper-and-pencil tests, the following multiple assessment methods can be used.
1. Formative assessment
2. Summative assessment
3. Practical Assessment
4. Record assessment
5. Peer Feedback
6. Self-check
7. Other