跨領域藝術研究所的學生來自各學科領域，通識課的學生亦然，這裡討論藝術史可以提供這些異質的藝術創作／實踐者與學習者什麼樣的養分。我的藝術史課程多是理論與實踐並重，學生不只閱讀、分析藝術史，也書寫藝術史，從既有的藝術史文本出發，他們挪用、借鑒、學習在特定時空條件下的藝術家如何為思想賦形，以及評論者、史家如何藉著對藝術的討論，建立自己的理論、史觀，藉此，學生們一起發展多元歷史書寫的可能，也發想個體的創作實踐。具體上，學生從挑選、批判性閱讀藝術史相關文本開始，之後提出續寫、改寫、重寫等書寫計畫，選擇／分析案例、評論等，逐步完成書寫，同時提出、實踐相關創作計畫，並且自我評論，經歷與藝術史相遇、相消長、相砥礪的過程。

As a teacher of the Graduate Institute of Transdisciplinary Art, National Kaohsiung Normal University, I teach graduates from diverse backgrounds. I also conduct courses for the university’s general education, in which the undergraduates are also with various majors. For both of them, I design practice-based art history courses respectively, where they read classic texts, rewrite or revise parts of the texts, and develop creative writings or art projects. In this way, students with or without art-related backgrounds can explore a part of art history and have their unique way of reading and rereading it.