The core connotation of the cross-field aesthetic course module3.0version

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 artistic knowledge, strategies, resources and activities to assist and activate the teaching of non-art subjects.
• Intersectional courses: Gather the knowledge structure or aesthetic commonality at the intersection of disciplines and art fields.
• Issue-based courses: Use the relationship between the art field, society, culture, environment and ecology to develop multi-cultural issue courses.
• School-based courses: School-based development includes school-based courses, special courses, flexible courses, theme courses, community courses, etc.
• Window-based courses: Courses based on local arts and cultural activities, environmental ecology, media characteristics, international visits, etc. are conducted in the form of other non-school courses.
• Blended courses: Hybrid courses covering face-to-face teaching, synchronous online learning and asynchronous learning, integrating 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 the continuous course plan forms a teaching system. Ideally, after the course module is formed, if the course plan needs to be adjusted or modified, this can be achieved by adjusting the course components. The "Cross-Domain Aesthetics Course Module" is composed of components of the Cross-Domain Aesthetics Course Module and is an organic course format.

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

1. Cross-field connotation

According to the course objectives and course type, select the knowledge (ability) connotation of art and non-art subjects/fields.

2. Aesthetic elements and aesthetic forms

Based on the course objectives, select art and non-art subjects/fields to develop and apply components that can be connected with aesthetic elements and forms, such as creative expression, appreciation and practice and other artistic activities.

(1) Aesthetic elements

Visual art: points, lines, surfaces, space, composition, texture, color, light and shade, 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.

• Aesthetic thinking and awareness reflection: discovering one’s own positioning and identity through reflection and introspection of aesthetic knowledge.
• Design Thinking and Creative Thinking: Develop the habit of being creative and solving problems with concrete plans.
• Art exploration and life practice: Cultivate the habit of exploring artistic activities and apply relevant knowledge in daily life.
• Symbol recognition and context application: Identify and understand symbol styles and meanings and use them appropriately.
• Digital Media and Network Mastery: Master digital technology media and be able to understand and evaluate online information.
• Artistic participation and social action: planning artistic activities and using them to express social participation.
• Cross-domain culture and multiple interpretations: Understand cultural diversity and be able to try to interpret the connotation of issues.

4. Core Competencies

According to the course objectives, sinceTwelve-year National Basic Education Curriculum in Various FieldsSelect the corresponding core competencies in the art field and core competencies in the field/subject.

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) Curriculum objectives: Be aware of the current situation of education, the core concepts of the curriculum with cross-field/subject connotation and aesthetic literacy, the literacy and learning focus that the course aims to cultivate.

1. Demonstrate the connection between cross-field aesthetic literacy and cross-field/subject learning content.
2. Demonstrate application of cross-domain/subject learning focus and cross-domain aesthetic literacy.
3. Demonstrate the benefits of cross-field aesthetic literacy to cross-field/subject learning effectiveness.
4. Demonstrate the motivation, cultivation and application of cross-field aesthetic literacy.
5. Demonstrate the stimulation of cross-field aesthetic literacy to creativity, criticism, thinking and other abilities.
6. other.

(2) Textbook content: In courses with interdisciplinary connotations and aesthetic qualities, motivational media and course materials developed by teachers can establish student learning files.

1. The teaching materials connect students' prior knowledge, artistic subjects and non-art subjects.
2. The teaching materials develop students' creative, critical, critical thinking, application and other abilities in daily life.
3. The composition of the teaching materials conforms to the cross-field aesthetic education curriculum module and compilation principles.
4. Textbooks invite outsiders to collaborate.
5. Textbooks help students build a profile of their learning journey.
6. other.

(3) Teaching activities: motivational course teaching activities, after-school teaching and other activities in courses with interdisciplinary connotations and aesthetic qualities.

1. Present the characteristics of the type of cross-field aesthetic courses developed.
2. Apply teaching strategies that incorporate cross-disciplinary aesthetic literacy to guide teaching activities.
3. Design cross-field aesthetic course teaching activities that conform to cross-field/subject characteristics.
4. Plan teaching activities that inspire students to think about artistic concepts and aesthetic experiences.
5. Plan extended learning activities that stimulate cross-domain aesthetic experiences.
6. other.

(4) Teaching strategies: detailed plans to help learners achieve each teaching goal.

1. Apply problem-based teaching that integrates cross-field aesthetic literacy.
2. Apply virtual reality situational teaching that integrates cross-field aesthetic literacy.
3. Apply online resource experiential teaching that integrates cross-field aesthetic literacy.
4. Apply inquiry-based teaching that integrates cross-field aesthetic literacy.
5. Apply cooperative learning teaching that integrates cross-field aesthetic literacy.
6. Apply thematic discussion-based teaching that integrates cross-field aesthetic literacy.
7. Apply creative thinking teaching that integrates cross-field aesthetic literacy.
8. Apply collaborative teaching that integrates cross-field aesthetic literacy.
9. other.

(5) Teaching resources: In courses with interdisciplinary connotations and aesthetic qualities, course development references, course cited resources, and student learning outcomes.

1. Use human resources inside and outside the school, local culture, hardware equipment, space or places such as museums and parks.
2. Connect to the world and have resources with an international perspective.
3. Use various forms of instruments, electronic devices or programming software.
4. Visual, musical, and performing arts works are used to assist in embodying the learning focus and core spirit of the subject.
5. Past experimental course plans are extended and sustainable, or school-based course experiences can be re-applied.
6. other.

(6) Learning assessment: In courses with interdisciplinary connotation and aesthetic literacy, use formative assessment, summative assessment, multiple assessment models, design of assessment indicators, validity testing of learning achievement assessment, and assessment To achieve the planned curriculum objectives, please refer to the "Key Points of Construction of Student Learning History Files at Senior Secondary Education Stage by the National and Preschool Education Department of the Ministry of Education".

1. Apply formative assessment integrated into expressive arts activities.
2. Apply summative assessment integrated into expressive arts activities.
3. Apply formative assessment integrated into appreciative art activities.
4. Apply summative assessment integrated into appreciative art activities.
5. Apply formative assessment integrated into practical art activities.
6. Summative evaluation of application and integration into practical art activities.
7. Use cross-field aesthetic literacy to build learning history files.
8. Developing diversified assessment strategies for cross-disciplinary aesthetic courses.
9. other.

6. Highlights of Excellence

(1) Connections within and outside the school: Through interdisciplinary courses with interdisciplinary connotations and aesthetic literacy, there are connections inside and outside the school such as cross-field co-preparation within the school, school-based curriculum application, and community care outside the school.

1. Collaborate with more than two types of teachers with different professional backgrounds to enter the education scene.
2. Link each school-based curriculum with campus characteristics.
3. Connect with communities, local features or cultural resources.
4. Use local history, culture and humanistic characteristics to integrate into cross-disciplinary curriculum plans.
5. Integrate different time, regions, humanistic resources, etc., to appreciate, interpret, think and criticize cross-field aesthetics.
6. other.

(2) International perspective: Through cross-disciplinary courses with interdisciplinary connotations and aesthetic literacy, international perspectives such as discussion of international situations, multicultural experiences, dialogue between Eastern and Western cultures, global localization, and local globalization are cultivated.

1. Make good use of course resources and course materials as media to enhance international perspectives.
2. Enhance your international perspective through co-preparation and co-teaching by international teachers, or cooperative learning with exchange students.
3. Strengthen national cultural identity.
4. Enhance international competitiveness.
5. Integrate the international situation and global emerging issues, and link the global to the local.
6. Connect diverse cultures, cross-domain observation and exchange, and promote local globalization.
7. Participate in international tours.
8. other.

(3) Human rights justice: Through cross-disciplinary courses with interdisciplinary connotations and aesthetic literacy, it integrates knowledge of universal human rights, promotes the understanding and practice of respect, tolerance and responsibility, and protects/fights for positive actions for human rights and freedoms. achieve human rights justice.

1. Make good use of course resources and course materials as media to achieve human rights justice.
2. Achieve human rights justice through co-preparation, co-teaching, or other collaborative groups.
3. Thinking ability that integrates personal rights, social laws, and international relations.
4. Learn from and care about regional and international events, ethnic development, and historical events.
5. Participate in and practice human rights-related activities.
6. other.

(4) Gender equality: Through cross-disciplinary courses with interdisciplinary connotations and aesthetic literacy, we provide integrated teaching of knowledge, emotional attitudes, and motor skills on issues such as gender diversity, gender literacy, gender rights, and emotional education.

1. Make good use of course resources and course materials as media to enhance gender equality.

2. Achieve gender equality through co-preparation, co-teaching, or other collaborative groups.

3. Strengthen the understanding and tolerance of gender traits, gender identity and sexual orientation.

4. Construct dialogue and convergence consensus between gender and other multicultural issues.

5. Participate in and practice gender equality related activities.

6. Others.