| Summary: | 碩士 === 國立臺灣師範大學 === 音樂學系在職進修碩士班 === 93 === The Grade 1-9 Curriculum has already been put into practice. In which, the Arts and Humanities because of its fusing traditional music, visual arts, and performing arts disciplines into one Learning Area, and the curriculum goals focusing at the humanistic literacy, is highly striking and argued. However, neither the supporters nor the dissenters have discussed the questionable points through the essence of arts, the operating states of arts, and the features of art activities. The study first analyzed the states and the features of aesthetic experiences, discussed the inner and external value of art activities, and explored the similarities and dissimilarities of different arts. Then, the research probed into the Curriculum Rationale, the Curriculum Goals, the practice principles of the Arts and Humanities Curriculum, and some relative concepts and statements originated from Grade 1-9 Curriculum Guidelines. Finally, the study explored the concept and practice of Arts and Humanities through aesthetics, examined whether they corresponding or interfering the aesthetic principles. And then, brought up conclusions and suggestions concerning the realization and correction of the Arts and Humanities Curriculum.
Since on creating, appreciating, and examining progresses, music, visual arts, and performing arts each needs proper capabilities and trainings related with specific media and symbols. Besides, the training and learning related with media and symbols cannot be substitute by the others. Furthermore, due to the particularities of the media and symbols, each kind of art has particular subjects suitable or not for them to express. Therefore, it is difficult to integrate the learning activities concerning different kinds of arts. To touch upon the topic of art education and humanistic literacy, 10 Core Competences, etc., art education must take charge of them directly concerning with art, but it can only give situations for them not directly concerning with art to appear. To improve the humanistic literacy, the category Arts and Humanities can do effectively is much more narrower than it cannot do directly.
According to the primary and secondary results of this study, the researcher brought up some specific proposals for the reference of the first line teachers, curriculum designers, education administration organizations, and follow-up researchers.
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