[Visual Art X Chinese]

The course already has six sets of tabletop game course design experience for three years in courses 107, 108 and 109, guiding students to explore the learning process of cross-field aesthetics from life-themed experiences. Based on the literacy orientation of the 108 curriculum, we build students' feelings about the beauty of things in life, combine art with cross-field course content, conduct production and discussions through board game course activities, and feature "multiculturalism" and "imagining the future". , design courses in the fields of chemistry, cartography, art life, Chinese, English, and mathematics to think about aesthetic perception and behavioral expressions of perception, and guide students to appreciate cross-field beauty. The course starts from dynamic equilibrium and introduces Alexander. The balanced design of Alexander Calder (1898-1976) guides students to think about balanced shape features and dynamic combinations. Give life cases to let students explore the relationship with feeling beauty from life, and this feeling becomes a behavior that enhances the change of aesthetic attitude; through the design and production of balanced objects in board games, students are guided to become aware of the dynamics of life, so that students can Discover that beauty exists in the living environment. As long as you feel, discover, observe and experience with your heart, beauty is actually around you. This semester explores beauty through the theme content of "Dynamic Balance", guiding students to understand the "acid-base neutralization" of chemistry, the "center of gravity" of drawing, the "expression techniques" of art, the "basic design" of artistic life, and the "basic design" of Chinese language. "Representation of Chapters", "daily language" in English and possible changes in "positive and negative ratios" in mathematics, using a sense of participation to guide students to discuss hands-on methods such as the balanced order of shape composition, combination of color objects and dynamic areas of materials, etc., so that students can Discuss each other's emotional relationships with the living environment in context.

Therefore, this course will use the three concepts of discovery, exploration, and application as a step-by-step teaching strategy activity to allow students to experience the aesthetic methods and inspiration of beauty, and then promote cross-field literacy situations that can achieve life knowledge, that is, aesthetic learning; It is hoped that through innovative aesthetic courses, it can provide reference for schools or teachers who conduct cross-field aesthetic teaching activities in the future.