COURSE DETAILS
4. Consider the social implications of the pronunciation of words
References
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COURSE DETAILS
social issues e.g. the dissociation of private and public languages frequently occasioned by technological emphases in modern education. Throughout the course, an attempt will be made to transpose the insights of one medium to another.
Barnes, Language, the Learner and the School. Penguin, 1969.
Jones, R.M. Fantasy and Feeling in Education. Penguin, 1968.
Laing, R.D. Politics of Experience. Penguin, 1967.
Klinger, E. Structure and Function of Fantasy. N.Y.
Inter. Science, 1971.
Slater, P. The Pursuit of Loneliness. Penguin, 1970.
Sartre, J.P. Existentialism and Humanism. Methuen, 1970.
Assessment Assessment is based on a written assignment or presentation of a class paper.
THE AUSTRALIAN LANGUAGE
Aims To enable the teacher-student to:
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GRAD. DIP. IN ED.
Pringle, J.D. Australian Accent. Chatto and Windus, London, 1958.
Ransom, W.S. Australian English. Australian National University Press, 1966.
Assessment Assessment is cumulative and is based on written assignments, practical activities and class participation.
FANTASY, CREATIVITY AND THE UNCONSCIOUS
Aims This course offers an introduction to some of the main tendencies in psycho-analytic thought, directed to problems of creative innovation in contemporary school and society. The course will develop an integrated study of different aspects of creativity relevant to participants in their growth as individuals and teachers.
Content Seminar workshop topics include:
Freedom and the unconscious; the sublimation of unconscious conflict; fantasy and the social construction of reality; the collective unconscious and the archetypal situation of myth; psychic equilibrium and the environ- ment.
Opportunities for formal study will be provided. But students will be encouraged to draw on their own resources and develop their own aims as individuals and as a group.
References Eqoff, S. Only Connect. O.U.P.1969.
Jones, R.M. Fantasy and Feeling in Education. Penguin, 1972.
Jung, C. Man and His Symbols. Dell, 1973.
Freud, S.On Creativity and the Unconscious. Harper and Row. 1970.
Laing, R. The Divided Self. Pelican. 1967.
Le Guin, U. A Wizard of Earth Sea. Penguin. 1972.
Richie, D. The Films of Akira Kurosawa. University of California Press. 1970.
Assessment Assessment is based on a written assignment or presentation of a class paper.
MUSIC, CULTURE AND SOCIETY
This course will offer a humanistic perspective on music by studying it in a context of cultural and social change.
The course will cover the evolution of music from the romantic period to the present day, with emphasis on allied movements in literature and the visual arts.
Throughout, the attempt will be to transpose the insights of one medium to another and, where feasible, film study will be included.
Aims
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COURSE DETAILS
References Fleming, W. Arts and Ideas. Holt, Rinehart and Winston.1968.
Harman & Mellors. Man and His Music. Barrie & Rockliff. 1964.
Kahler, E. The Disintegration of Form in the Arts. Braziller, 1969.
Lang, P.N. Music in Western Civilization. Dent. 1942.
Steiner, G. Language and Silence. Penguin. 1969 This unit may be offered in Semester II.
Assessment Assessment is based on a written assignment or presentation of a class paper.
DRAMA WORKSHOP
Aims This is a practical unit designed to introduce drama as a form of creative expression. The emphasis will be on experience by the participants rather than communication with an audience. Activities, centred on improvisation, will be directed towards increased concentration, better vocal control, development of expressive movement, and engagement of the intellect and imagination.
Attention could be focused on: drama as a means of self- expression, the use of drama in the learning of many subjects, the relation between drama skills and teaching skills.
References
Assessment THEATRE Aims
Clarke, B. Group Theatre. Pitman. 1971.
Hodgson, J. and Banham, M. Drama in Education. Pitman. 1972.
Laban, R. Modern Educational Dance. MacDonald and Evans, Ltd.1963.
Slade, S. Natural Dance. Hodder and Stoughton, 1977.
Way, B. Development Through Drama. Longmans.1972.
Assessment is cumulative and is based on written assignments, practical activities and class participation.
The aim of this unit is to increase the student's knowledge of the component parts of a production, as a means of promoting a better understanding of the theatre. Consider- ation will be given to the roles of the director, actor, stage manager and designer. The emphasis will be on visits to theatres, plays, rehearsals, workshops and discussion with people who are actively engaged in some aspect of profess- ional theatre. Different kinds of theatre will be observed and the presentation and skills involved will be discussed, as well as the increasing involvement of playwrights with contemporary social issues. The kinds of theatre will include entertainment for children, social reform, musical,
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straight, farce and street theatre. The unit will assist teachers who wish to engage in theatrical productions for the school or the community.
References Bentham, F. The Art of Stage Lighting. Pitman. 1968.
Brook, P. Open Stage. Pelican.1968.
Hodge, F. Play Directing. Prentice-Hall.1971.
Kostelanetz, R. The Theatre of Mixed Means. Dial Press. 1968.
Staub, A. Creating Theatre. Harper and Row.1973.
This unit will not be offered until Semester II Assessment Assessment is cumulative and is based on written
assignments, practical activities and class participation.
THEATRE WORKSHOP
Aims This is a unit designed to promote a greater understanding of the technical aspects of theatre. It will involve practical work in set designing, use of make-up, stage lighting and stage managing. There will be emphasis placed on the role of the producer, the interpretation of the play, character- isation, groupings, relationships as well as the increasing involvement of theatre with contemporary social issues.
It is expected that the semester will culminate in a practical activity based on the work undertaken during the unit.
The unit will assist teachers who want to produce plays for the school or for the community.
References Counsell, J. Play Direction. David and Charles.1973.
Grotowski, J. Towards a Poor Theatre. Clarion Book. 1970.
Magarshack, D. Stanislaysky on the Art of the Stage.
Faber.1957.
Parker, W.O. and Smith, H.R. Scenic Design and Stage Lighting. Holt, Rinehart and Winston.1968.
Steinbeck, M. On Stage. Soccer.
This unit will not be offered until Semester II Assessment Assessment is cumulative and is based on written
assignments, practical activities and class participation.
WRITERS WORKSHOP
Encourages participants to develop their abilities in creative self-expression.
The major questions any serious creative writers must eventually ask themselves are:
—What do I have to say?
—How can I best say it?
Aims
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COURSE DETAILS
References
Assessment
The ways in which self-expression contributes to the growth of self-awareness will be explored.
Writers will be encouraged to explore various modes of expression:
dialogue- plays for theatre, scripts for television and radio, film scenarios.
prose- short stories, children's literature, novels, journalism, documentary features.
poetry- all forms and styles.
Allen, W. Writers on Writing. Phoenix House, London, 1965.
Herbert, J. The Techniques of Radio Journalism. Edward Arnold, Melbourne, 1976.
Hilliard, R. Writing for Television and Radio. Hastings House, New York, 1967.
Lane, R. led) Take One. Jacaranda, Adelaide, 1972.
Smiley, S. P/aywriting — The Structure of Action. Prentice Hall, New Jersey, 1971.
Assessment is cumulative and is based on practical and/or written assignments and class participation.
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1 YEAR COURSE
School Experience Students enrolled in the subject of Teaching Practice, which is an integral part of their total school experience program, are required to undertake a number of supervised teaching experiences each week throughout the academic year.
Assessment
Those students preparing to teach at the secondary and middle levels (in the Graduate Diploma in Education course) will normally spend two days each week in their training schools or colleges throughout the year and teach, under supervision, a prescribed number of lessons (or other experiences) each week. An approved supervisor, who will be an experienced teacher in the student's training school or college will write a constructively initial report on each session supervised. These reports, together with those prepared by College lecturers who will visit each student during the year, are intended to help the 'trainee': they are not used as a basis for the final assessment of the student's teaching ability.
Each supervised session will be supported by a written plan which should focus attention on the objectives of the session, and the means by which the student (and the class) will attempt to achieve them. The plan will make it easier to consider the effectiveness of the session in the light of what was intended as well as what actually happened.
Final results in Teaching Practice are determined only after considering the recommendations of both the training schools and College staff.
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COURSE DETAILS
DIPLOMA OF TECHNICAL TEACHING
The course for the Diploma of Technical Teaching, a diploma registered by the Australian Council on Awards in Advanced Education in category U.G.2, comprises two parts:
1. A Core program consisting mainly of professional studies.
2. A Complementary program consisting entirely or predominantly of specialist studies.
The Core program is undertaken at the College by all candidates and takes two years to complete. During this time, candidates spend two days each week throughout two academic years in the College studying the academic components of the course, and three days each week in the school or college to which they are attached, under- taking their school experience (or teaching practice).
The Complementary program, which constitutes the third year of the course, may have been wholly or partly completed before commencing the Core program, or may be undertaken or completed at the conclusion of the Core program. This flexible arrangement is designed to cater to the diverse backgrounds of non-graduate entrants to technical teaching. It is intended that those entrants who lack the complementary program requirements will normally complete those requirements by part time study following the Core program.
It is also intended that those requirements will ensure that graduates will have acquired expert knowledge and skills in their specialized field to a level substantially beyond that at which they will be required to teach. The requirements may also accommodate studies which will contribute to the further development of candidates as educators and as educated persons.
The College will determine what credit may be granted for previous studies, and will advise on, approve and supervise individual programs of further study. It will also provide some studies which will be suitable for inclusion in particular programs.
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DIP. TECH. TCHG.
The course is available to suitably qualified candidates who are preparing to teach in such subject areas as Carpentry and Joinery, Plumbing, Metal Fabrication, Hairdressing, Automotive Trades, Wool Classing, and so on.
The Core program of the course is normally subject-based (see below), although an alternative integrated program is also available to selected students which is designed to give participants the maximum opportunity to integrate and unify their learning experiences. The Integrated Studies Program involves sixty students selected from four nominated trade areas working co-operatively with a team of staff members in varying groupings suited for professional, general or specialist studies. The program is highly supportive placing emphasis on meeting immediate needs, on developing skills and understandings, and on encouraging progress towards confident self-direction.
College Studies — Core Program (Subject-based program) Hours per week Year 1 Year 2 Principles and Methods of
Teaching 1 4
Principles and Methods of
Teaching 2 — 3
Syllabus Studies 4 —
Educational Psychology — 2
Education and Society — 2
Communication Studies 2 -
General Studies — 4
Total 10 11
Regulation
School Experience — Teaching Practice N.B. Orientation
A three-week full time orientation unit, "Introduction to Teaching and Learning", is taken by candidates in both programs before formal College studies begin.
1. In this regulation unless inconsistent with the context or subject matter
1.1 "Council" refers to the Council of the State College of Victoria at Hawthorn;
1.2 "Faculty" refers to the Faculty of Teacher Education of the State College of Victoria at Hawthorn;
1.3 "approved" or "prescribed" means approved or prescribed by the Faculty;
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1.4 "UG3 associate diploma" means an award registered in category UG3 in the register of the Australian Council on Awards in Advanced Education;
1.5 "the Diploma" means the Diploma of Technical Teaching awarded under this regulation.
2. There shall be a Diploma of Technical Teaching which shall be awarded in one grade only.
3. An applicant may be admitted to candidature who (a) has had at least eight years of approved vocational
study and occupational experience, and has qualified for
(i) a Certificate of Proficiency of the Victorian Industrial Training Commission, or
equivalent; or
(ii) a Certificate of Technology, or equivalent awarded by an approved institution;
or
(b) has qualified for a UG3 associate diploma, and has had not less than two years of approved occupational experience;
or
(c) has such other vocational qualifications and industrial experience as may be deemed by the Faculty to be at least equivalent to either (a) or (b) above;
provided that an applicant otherwise ineligible for admission under this clause may be admitted if deemed by the Faculty to be an applicant especially suited for admission by virtue of his or her qualifications, experience and suitability for technical teaching.
4. The course for the Diploma (a) shall comprise
(i) a prescribed Core Program of studies which shall (except to the extent that a candidate may be exempted from this requirement) be undertaken by all candidates directly after their admission, and
(ii) a Complementary Component of approve approved studies:
and
(b) shall be subject to such conditions as may be determined from time to time by the Faculty and published in the College Handbook or in a supplement or supplements thereto.
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DIP. TECH. TCHG.
5. Candidates shall be awarded credit points for the successful completion of prescribed or approved studies towards the Diploma:
5.1 Credit points shall be classified as being awarded for Professional studies, or General studies, or Specialist studies.
5.2 The number and classification of credit points that may be awarded for particular studies shall be as determined from time to time by the Faculty except that if in the opinion of the Faculty two or more particular studies are substantially the same, credit points may be awarded for one of them only.
5.3 Prior approval must be obtained for any proposed studies to be undertaken subsequent to admission to the course for the purpose of providing credit points towards the Complementary Component.
6. To qualify for the Diploma a candidate shall
(a) to the satisfaction of the Faculty participate in prescribed classes and other activities;
and
(b) attain a standard satisfactory to the Faculty in prescribed practical, written and other work;
and
(c) obtain a total of 115 credit points, comprising 75 credit points for the Core Program and 40 credit points for the Complementary Component, and including (unless the Faculty in particular cases determines otherwise)
(i) at lease 51 credit points for Professional studies;
(ii) at least 18 credit points for General studies;
(iii) at least 30 credit points for Specialist studies.
7. Candidates upon admission may apply with document- ary evidence for the award of credit points for
previously completed studies.
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