歷年來，藝術創作結合教育的表現方式隨著時代的推演而有不同的面貌與型態，同樣的，以通識教育中藝術類的教學方式而言，也跟隨美學理論的演變而有嶄新的論述，甚至以結合藝術展演實踐的相互搭配而落實於人文、藝術的通識整合，因此，創意教學方案不僅符合藝術教育的宗旨，也凸顯新世代年輕學子樂於參與的上課方式之一。 本文以藝術大學通識教育之創意教學與創作實踐的教學計畫為例，透過教師在課堂上引導學生進行一系列相關規劃，從擬定主題、討論、分享、回饋、呈現等參與活動過程，結合課程設計、學生實際行動、創作呈現等連貫的教學體驗，藉以探討通識教育以藝術行動作為教學目標的可行性。同時，這一系列教學內容是針對不同系別的學生特質作為考量因素，例如以藝術表現形式和表達的媒介等，帶領學生從課堂教學到參與研討會、專題展覽之系列活動，嘗試導入「新類型公共藝術」的概念於藝術通識教育中，透過實際學習規劃、分組討論、分享與回饋經驗等，誘發年輕學生透過藝術創作的過程認識社會與自我身份。在本研究中發現，藝術教學方案的自由特質能觸發這群學生將以往的經驗與社會實踐連結起來，也藉此協助他們發現自己對藝術應用於生活中新的可能。 最後，本文透過上述的新類型教學、創作、呈現與回饋的互動過程，來討論通識教育需要什麼樣的藝術課程？並以學生參與創作行動為例，檢視集體創作在教育體制下如何脫離傳統的束缚？在討論新類型的創意教學時，是否得以成為藝術教學的新路線？

In recent years the change of periods had helped the creation of artwork which is in connection with ecucation show its difference to the public. Similarly, the way of teaching art in the general education develops its new argument by following the aesthetic theory, and is inclined to combine art theory and the creation of artwork as the means to attain the integrity of art and culture. The creative method not only achieves the purpose of educating art in academia but also reveals the situation that students are more willing to attend to the courses. By guiding students to experiment a series of programs, such as subject decision, discussion, sharing, evaluation and presentation, the teacher attempts to explore the possibility of creation through teaching and experimentation. The practice project, which guides students to not only take art couses in school, but also have chances to attend the international conferences and exhibitions. "New Genre Public Art" is the main concern which inspires students to learn how to discuss, share and evaluate the subject which discusses the situation of the seniors in the society. This program offers students a chance of considering the seniors and representing themselves through their participation. This research also helps students enjoy different experiences and learn to live in art. Therefore, this text will discuss what kind of art courses is necessary for the general education by the interaction of teaching, creation, presentation and evaluation. This text also takes example to examine the possibility of a non-traditional creation in academia, and see how it can bring the innovation in the teaching of art.