跨世代肢體開發探索

教學目標 (中文)本課程以藝術為療育與溝通的媒介，結合拉邦動作分析（Laban Movement Analysis, LMA）與巴特妮芙基礎動作訓練（Bartenieff Fundamentals, BF）等方法，引導學生探索身體表達的多樣性與感知經驗，培養覺察、自省與表達的能力。課程透過討論、創作與共舞歷程，使學生在身體實作中體驗「以動作作為對話」的過程，進而促進理解、共感與合作。 為深化學習並落實「青銀共學」的USR精神，課程將依循過往工作坊的成功經驗，透過校內推廣教育機制邀請中高齡社區民眾以「隨班附讀」方式參與課程；與學生共同進行肢體遊戲、互動觀察、小組討論與共創練習。藉由此跨世代共學過程，學生不僅能練習肢體開發與即興表達技巧，更能在實際互動中學習傾聽、理解與尊重，培養關懷他人與連結社區的能力。 (English)This course employs art as a medium for therapy and communication, integrating Laban Movement Analysis (LMA) and Bartenieff Fundamentals (BF) to guide students in exploring the diversity of bodily expression and sensory awareness. Through discussions, creative collaboration, and shared movement experiences, students develop embodied awareness, self-reflection, and expressive ability, while learning to use movement as a form of dialogue to foster understanding, empathy, and cooperation. To deepen learning and realize the USR mission of intergenerational co-learning, the course will invite older community participants to join as auditing learners through the university’s continuing education system, following the successful model of previous USR workshops. Students and older participants will engage together in movement games, interactive observation, group discussions, and co-creative practice. Through these intergenerational interactions, students not only refine their movement and improvisation skills but also learn to listen, empathize, and respect others, strengthening their capacity for care, communication, and community connection. 課程綱要 (中文)本課程強調以身體為溝通媒介，結合想像力、創意與合作創作，引導不同年齡層學員在肢體互動中展開對話與共感。課程內容涵蓋呼吸調節、重心轉移、對角線連結及動作質地探索等基礎訓練，以提升身體整合與動作效率。隨著課程推進，學員將透過合作即興練習，以非語言方式進行交流，在舞動中建構跨世代的理解、連結與共創經驗。 課程採歷程導向設計，以「身體探索—互動反思—創作整合—成果展現」為主要學習架構。學生將從自我覺察逐步延伸至群體協作與跨世代交流，並於期末以小組動態呈現形式展現共學成果，讓身體成為表達與連結的橋樑，實踐USR強調的「大學走入社區、以專業回應社會」之核心理念。 課程綱要 (English)This course emphasizes the body as a medium of communication, integrating imagination, creativity, and collaborative movement. Participants from different age groups engage in embodied dialogue through breathing control, weight shifting, diagonal connection, and exploration of movement qualities to enhance physical integration and efficiency. As the course progresses, students participate in cooperative improvisation, expressing themselves nonverbally to cultivate empathy, understanding, and intergenerational connection through shared movement experience. The course adopts a process-oriented design structured around four stages—exploration, reflection, integration, and presentation. Students progress from self-awareness to collaborative creation and intergenerational engagement, culminating in a final group performance that embodies their learning journey. Through movement as a bridge for expression and connection, students practice the USR mission of linking academic knowledge with social engagement and community well-being.

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授課方式 (1)(中文)本課程採體驗式與參與式教學，結合理論講解、示範帶領與實作練習。教學流程由個人身體覺察逐步發展至小組合作與跨世代互動，讓學生在動作探索與創作過程中學習傾聽、溝通與協作。課程後段安排小組討論與動態呈現準備，以統整學習成果並促進自我反思。 (1)(English)The course employs experiential and participatory learning, combining theoretical instruction with guided practice. Teaching progresses from individual body awareness to group collaboration and intergenerational interaction, encouraging students to develop listening, communication, and teamwork skills through movement exploration and creation. In the final weeks, students engage in group reflection and preparation for their performance to integrate learning outcomes and enhance self-reflection. (2)(中文)本課程採集中式授課方式，每週 2 小時，共計 8 週、16 小時。 授課期間為 2026/02/26–2026/04/16。 上課時間為 13:20–15:10。 實際上課日期請參閱每週進度表。 (2)(English) This course is offered in an intensive course format, meeting for 2 hours per week over a total of 8 weeks (16 hours in total). The course runs from February 26, 2026 to April 16, 2026. Class time is from 13:20 to 15:10. Please refer to the weekly course schedule for the exact class dates. 相關學習網址 世界舞蹈聯盟：https://unesco.org.nz 創造性舞蹈教學方法：https://web.arte.gov.tw/art-edu-study/91dance-seminar/91_dance_03_03_01.htm 拉邦動作分析https://ed.arte.gov.tw/uploadfile/periodical/2216_00640069.pdf 巴特妮芙基本動作https://ed.arte.gov.tw/ae/ae001q/pr0001_0117-6267.pdf

課程評量著重學習歷程與合作歷程的展現，強調學生在參與、表達與整合過程中的成長。評量項目如下： 評量項目、比例及補充說明： (1)課程參與及表現，40%，依課堂投入、互動態度及團隊合作情形評量。 (2)成果展現（期末動態呈現），40%，小組以創意即興方式呈現學習歷程，展現跨世代合作與身體表達成果。期末成果展現為整合性學習評量，重點不在表演技巧，而在合作歷程、同理溝通與共創精神，呼應USR「青銀共學」理念。 (3)出席與學習態度，20%，依出席情況與學習紀律評量。 Assessment focuses on students’ learning process and collaborative growth, emphasizing participation, expression, and integration. Evaluation Item、Weight、Description (1)Class Participation and Engagement，40%，Evaluated based on class involvement, interaction, and teamwork. (2)Final Presentation (Group Performance)，40%，Creative group improvisation demonstrating embodied learning and intergenerational collaboration. The final presentation serves as an integrative evaluation emphasizing empathy, collaboration, and the spirit of intergenerational co-learning rather than technical performance. (3)Attendance and Learning Attitude，20%，Based on attendance, responsibility, and learning discipline.

課程用書/參考資料 自編教材