現在位置:首頁 > 課程架構 > 課程架構
課程架構
Course Structure
創意生活設計系的學生一半 (約 23名) 來自一般高中,另一半來自高職,因此,對於大學部的課程,無論是理論課程還是實做課程,都希望能夠在課程中規劃出給予學生實際練習的機會,使理論課程也能涵蓋動手做的體驗在內,實踐「做中學」的設計理念。
Half of the students in the Department of Creative Design (about 23) are from the general high school and the other half from the vocational high schools.
Therefore, the courses of the Department, whether theoretical or practical, were established to provide student the opportunity to practice, bringing in hand-on experience to so theoretical courses to conform the design concept of “learning by doing”.

創生系的課程規劃

'' 原則 Principles ''
1. 專業求獨立:主軸課程以循序漸進,領域漸增的方式進行整合設計。
Professional and Independent: The curriculum is designed through step-by step and progressively increasing field content for integrated design.
2. 多元做整合:將服務設計、場域設計、活動設計、商品設計等做整合。
Diversified and Integrated: Integrating service design, space design, event design, product design, etc.
3. 課程不重複:其他設計系、管理系、文資系已開的課程,本系以不重複為原則。
Not Repeated: The courses in the curriculum do not repeat from courses opened in other design departments, management departments and cultural heritage department.
4. 開放跨院系:開放許多學分供學生跨系選修。
Open for Inter College/ Department: We open external-elective credits for students to enroll
5. 鼓勵選學習領域:建立學習領域以指引學生選課的方向。
Encouragement in learning areas: established different learning areas to guide and direct students in course selection.

5大原則圖表

'' 主軸課程的主題範疇構 Thematic categories of the curriculum''
1. 生活內容整合 Integration of Life Content:
整合食衣住行育樂等生活文化相關課程,成為生活觀察、文化資源概論、生活美學…等課程,以及「生活設計」
與「 活動設計」兩學習領域。
The integration of Food, Clothing, Housing, Transportation, Education, Entertainment etc related themes in life and culture and establish courses for life observation, introduction to cultural resources, life aesthetics, etc.The theme is divided into two learning areas: “Life Design” and “Event design”.
2. 創意設計整合 Integration of Creative Design:
整合視傳、產品、空間、數媒等專業主軸課程中,再增加學習領域相關的展演設計、休閒產業設計、福祉產業設計創意空間法則…等設計課程。
Integrating visual communication, product, space, digital media in the curriculum, and adding courses in diverse learning areas such as exhibition design, leisure industry design, welfare industry design, principles of creative space, etc.
3. 產業經營整合 Integration of Industrial Management:
思考生活產業的整體經營轉型, 開設產業經營、市場行銷、創業規畫…等課程。
Courses considering overall business transformation of Life Industries, including industrial management, marketing, entrepreneurial planning, etc.

''主軸課程簡介''
A.基本設計(一)、(二)
本課程乃為基礎設計訓練實作課程,強調設計能力的思維、美學、美感、邏輯等設計基石的養成,並搭配本系所三大專業領域「視覺品牌」、「產品工藝」及「空間場域」之核心能力指標進行系統性的培育訓練,包含學習能力及實務操作能力,前者如美感經驗的培養、造形能力的啟發、簡易商品的發想、空間基本概念及知識的建構等,後者則為插畫練習訓練、色感練習、簡易模型製作、立面圖及剖面圖的繪製等,循序漸進的針對各該領域所應具備的知識及能力進行磨練。
This course is a basic design practice training, emphasizing on the development of design thinking, aesthetics, logic and other design foundations, with systematic training for the core competence indicators of three major learning areas of the department: "visual branding", "product and craft" and “space and field.” The training covers ability development and practical implication skills. The former includes cultivation of aesthetic experience, the inspiration for shape design, the ideation of simple products, the basic concept of space and the construction of knowledge; the latter includes practical training for illustrations, color sense, simple model making, elevation and sectional drawing, etc. The curriculum progressively train students to posses related abilities and knowledge for the field.

現階段乃配合三大領域向度將學生分成三組,一組安排2位教師來進行教授,規劃6週為一個循環的設計主題課程,由其中一位教師擔任主軸日老師,負責協助學生設計主題的發想及安排適合主題供學生實作,另一位教師則為練功日老師,負責協助學生針對本次設計主題所需要具備的設計知識、美學、美感、邏輯等能力來進行授課及培育,讓學生可以有充足的資源及知識來進行設計主題的實作。每學期18週,每個向度6週,進行分流的設計基礎訓練。 At this stage, the students are divided into three groups according to the three major areas. Two teachers are assigned to each group for a six-week thematic lessons. One teacher serves as the major teacher to be responsible for assisting students in the ideation process of designing themes and arranging suitable topics for students to implement. The other teacher is the “practice day” teacher, who is responsible for assisting students for cultivating design knowledge, aesthetics, logic and other abilities required for the assigned design theme. This allow students to have sufficient resources and knowledge to carry out the design of the theme. There are 18 weeks in a semester. With six weeks as a cyclical process for each learning area, the students would then be able to alternate to learn different foundations for the three areas.

B.創意生活設計(一)、(二)
本課程以創意整合傳統與現代的內涵,提高服務(Service)、場域(Place)、活動(Activity)、商品(Goods) 等生活整體之深度體驗、高質美感與生活甜度的設計; 包括整合設計(Integrated design)與體驗設計(Experience design)二種統整型概念,具體教學目標是以跨界的主動溝通與合作為基礎,體驗設計意義串聯下令人難忘的服務課程,並佐以視覺設計、產品設計、空間場域及室內居家生活為主要的設計整合範疇,指導學生學習視覺設計、生活及文化商品設計與展示空間之設計。
This course integrates the traditional and modern connotations with creativity, to improve the overall experience of high-quality aesthetics and sweetness of life, in “Service”, “Place", “Activity”, and “Goods”. Integrated design and experience design are two integrated concepts. The specific teaching objectives are based on cross-disciplinary active communication and cooperation. The meaning of experience design is connected with service courses, integrating visual, product, space and interior design, facilitating students in learning visual design, life and cultural product design and exhibition space design.

C.創意生活整合設計(一)、(二)
本課程以整合設計為跨界的主動溝通與合作當基礎,強調本系教學核心領域包含視覺文化、產品工藝及空間場域的跨域整合,並以實際任務目標為導向,進入各種生活設計,其目的在於培養高級的生活創意設計人才。 課程以公共空間場域為主要的設計範疇,指導學生練習設計:視覺溝通設計、生活商品、公共空間之設計。內容包括: 基本調查/資料收集與分析、設計構想、基本設計、Sketch圖/立體模型(2D/3D)、細部設計、以及設計主題成果之呈現。
This course’s foundation is on the interdisciplinary active communication and cooperation in integrated design. It emphasizes the core teaching areas, interdisciplinary integrating visual branding, product craftsmanship, and space and field. The students are assign with practical tasks in different life design, so as to cultivate, advanced creative life design talents. The course focuses on the public space and field to guide students to practice related design: visual communication design, daily products, and public space design. Learning contents include: basic survey/data collection and analysis, design ideation, basic design, Sketch/3 dimensional model (2D/3D), detailed design, and presentation of design results. 

D.創意生活專題設計(一)、(二)

創意生活專題設計(一)與(二)為上、下學期聯合的畢業專題設計,以區域活化為主要設計範疇,但需要整合前三年所學,構想出區域產業活化的創新概念,並規劃設計出創意生活產業整體空間與時間的服務、場域、活動、商品等的體驗方式。
The course, which includes a collaborative senior design project is divided into two semesters. Focusing on regional revitalization as the main design category, students need to integrate the what they have learned in the previous three years, to think of innovative concept for regional industrial revitalization, and to plan and design an overall experience for service, space and time, activity, and products in a creative life industry. 

E.進階創意生活設計(一)、(二)(碩士班)
本課程透過有形與無形服務接觸 (encounters) 和服務體驗 (experience) 設計,旨在提供服務接受者可用 (usable)、好用 (useful) 及想用 (desirable) 的服務,且協助服務提供者發展出可行(viability)、有效率 (efficiency) 及有效能 (effectiveness) 的服務。本課程主旨在於闡釋各種跨領域設計領域相關之理論、工具與方法,並藉由服務設計案例進行引導,培養學生具有宏觀化的設計思維、美學及邏輯。同學在具備各種設計相關理論、工具及方法等能力後,藉由各種複合媒材的結合,完整訓練同學具備設計邏輯思考、企劃、服務、展演到策展之輸出,擁有跨領域整合統籌呈現之技能。
Through tangible and intangible service encounters and service experience design, the course is designed to provide usable, useful, and desirable services and assist service providers to provide. viable, efficient, and effective services. The main purpose of this course is to explain the theories, tools and methods related to various interdisciplinary design fields. Through service design cases, the course guides students to cultivate their macroscopic design thinking, aesthetics and logic. After having various design-related theories, tools and methods, the course then train students to integrate what they have learned to put their skills on logical design thinking, planning, service, performance and curation to action and produce an outcome.

課程的特色 Course Features
'' 整體課程的規畫特色 The Features of Overall Curriculum''
 
A. 循序的:
Progressive
 
從個人、居家、街區到區域。
From personal, home, neighborhood to region.
 
B. 整合的:
Integrated
 
對設計、文化與經營做整合性思考。
Integrate thinking of design, culture and management.
 
C. 傳承的:
Successive
 
加強學長姐與學弟妹的共學、共工與傳承機制。
Strengthen the co-education, co-work and successive mechanism of mentors and mentees among the students.
 
D. 學習領域:
Learning areas
 
主軸課與學習領域設計交互搭配。
The courses and learning areas collocate with each other.
 
E. 合授的:
Collaborative teaching
 
不同專業的老師將合作授課,彼此學習與刺激。
Teachers with different expertise collaborate teach and learn from each other.
 
F. 實踐的:
Practical
 
以雲林、周邊縣市甚至更遠地為練習與實踐的場域。
Practice and internship in Yunlin, surrounding counties or further cities.

TOP