Core Content of Cross-disciplinary Aesthetics Course Module Version 4.2

1. Definition and types of cross-field aesthetic courses

1. Definition of cross-field aesthetic courses

Using art media, artistic concepts, aesthetic elements and artistic resources as the media, resources, strategies and main axis to activate, assist and integrate the learning of other disciplines, construct an "arts-based" cross-disciplinary aesthetic curriculum.

2. Examples of types of cross-field aesthetic courses

• Activation courses: Apply art knowledge, issues, strategies, resources and activities to assist and activate the teaching of non-art subjects.
• Intersecting courses: Gathering the knowledge structure or aesthetic commonality at the intersection of non-art subjects and art subjects.
• Issue-based courses: Use the relationship between the art field, society, culture, environment and ecology to develop emerging issue courses that are in line with social and cultural development trends.
• School-based courses: Based on the school, the development includes school-based courses, special courses, flexible courses, theme courses, community courses, etc.
• Window-based courses: Through other non-school courses, courses focusing on local art and cultural activities, environmental ecology, media characteristics, international visits, etc. are conducted.
• Blended courses: The courses cover face-to-face teaching, online learning, synchronous and asynchronous learning, and integrate different teaching strategies, teaching methods, teaching media, and teaching technologies.

2. Definition of cross-field aesthetic course module

A "module" is a special-purpose component composed of several components with different functions. Therefore, the course module contains several course components with different teaching functions. After selection and combination, a course plan with unique teaching objectives can be formed, and a continuous course plan can form a teaching system. After the course module is formed, if the course plan needs to be adjusted or modified, it can also be achieved by adjusting the course components. The "Cross-Domain Aesthetics Course Module" is an organic and flexible course format composed of components of the Cross-Domain Aesthetics Course Module.

Participate in the components and highlights of the cross-field aesthetic course module

1. Cross-field connotation

Based on the course objectives and course type, select art and non-art fields/subjects/topic connotations.

2. Aesthetic elements and aesthetic forms

Based on the course objectives, select the development and application of components that connect art and non-art fields/subjects, topics, aesthetic elements, and aesthetic forms, such as creative expression, appreciation, and practice and other artistic activities.

(1) Aesthetic elements

Visual arts: points, lines, surfaces, space, composition, texture, color (including hue, brightness and saturation), etc.

Music: rhythm, melody, timbre, dynamics, texture, musical 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, rhythm, repetition, order, unity, simplicity, virtual reality, specificity, etc.

3. Cross-field aesthetic literacy

Based on the course objectives, choose cross-field aesthetic literacy.

(1) Aesthetic thinking and awareness and reflection: Thinking and discerning based on aesthetic heritage and reflecting on oneself to discover one's own positioning and identity.
(2) Design thinking and creative thinking: Cultivate people-oriented empathy and the initiative to develop problem-solving through creative thinking and concrete plans.
(3) Art exploration and life practice: through the exploration of artistic activities and the application of relevant knowledge in daily life practice.
(4) Symbol reading and context application: identify and understand symbol styles and meanings and be able to apply them appropriately and flexibly in different contexts.
(5) Digital media and network mastery: Make good use of digital technology media and network information and be able to understand and evaluate it.
(6) Artistic participation and social action: plan artistic activities and use them to express participation in society.
(7) Cross-cultural and diverse interpretation: cross different groups, countries and global cultures and conduct diverse interpretations.

4. Core Competencies

Based on the curriculum objectives, the corresponding core competencies in the art field and core competencies in fields/subjects are selected from the 12-year national basic education syllabus for each field.

5. Structure of cross-field aesthetic courses

According to the curriculum objectives, it is composed of curriculum sub-components with cross-field aesthetic characteristics, including curriculum objectives, teaching material content, teaching activities, teaching strategies, teaching resources, and learning evaluation.

(1) Course objectives: Cultivate cross-field aesthetic literacy. Please refer to the seven indicators of cross-field aesthetic literacy mentioned above (multiple choices are available).

(2) Teaching material content and resources: Make good use of various appropriate teaching materials, resources and personnel inside and outside the school.

1. textbook
2. Self-edited teaching materials
3. On-campus resources and personnel
4. Off-campus resources and personnel
5. Cross-disciplinary beauty project website resources and personnel
6. other

(3) Teaching activities: course teaching activities that can induce motivation and learning experience.

1. Classroom listening
2. Observe demonstration
3. Group discussion
4. Post Share
5. Topic exploration
6. role play
7. Video appreciation
8. Internet exploration
9. Off-campus visits
10. resource person speech
11. other

(4) Teaching strategies: Relevant strategies to help learners achieve course goals during the teaching process.

1. cooperative learning
2. Community collaboration
3. problem oriented
4. Special discussion
5. creative thinking
6. virtual reality situation
7. Online resource experience
8. Observation and exploration
9. 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. Implementation evaluation
4. Profile evaluation
5. peer feedback
6. self-check
7. other

6. Important issues

Highlights highlighted in recent years include: connections inside and outside the school, international education, gender equality education, human rights education, science and technology education, SEL, etc.
(1) Nineteen topics in the 108 curriculum:

1. gender equality
2. human rights
3. environment
4. ocean
5. Science and Technology
6. energy
7. family education
8. Aboriginal education
9. Morality
10. life
11. rule of law
12. information
13. Safety
14. Disaster prevention
15. career planning
16. multicultural
17. reading literacy
18. outdoor education
19. international education

(2) The United Nations’ 17 Sustainable Development Goals (SDGs):

1. eradicating poverty
2. Ending hunger
3. health and well-being
4. quality education
5. gender equality
6. Water purification and sanitation
7. Affordable 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. Sustainable Development Partnership

3. Social and Emotional Learning (SEL):

1. Self-awareness
2. Self-management
3. social awareness
4. interpersonal skills
5. Responsible decision

(4) Bilingual:

1. Mandarin Chinese
2. local languages
3. New Resident Language
4. Taiwan Sign Language
5. English
6. second foreign language