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To develop understanding about the function of communication in society with special reference to the


2. To develop understanding about the function of communication in society with special reference to the

mass media and to the teaching/learning process.

Students will investigate various kinds of communication in contemporary society. These may include the mass media, small work-groups, the importance of role-relationships in speech situations, the rhetoric of demonstrations, communication in organisations and theatre.

References Aranguren, J.L. Human Communication. World University Library, 1967.

Argyle, M. Social Encounters. Methuen. 1973.

Borden, Gregg and Grove. Speech Behaviour and Human Interaction. Prentice Hall. 1969.

Brooks, W.D. and P. Emmert. Interpersonal Communication. W.C. Brown.1976.

Efrein, J.L. Video Tape Production and Communication Techniques. T.A.B. Books. 1972.

Assessment Assessment is cumulative and is based on written assignments, practical activities and class participation.


Through an open workshop situation students are able to work in 8 mm. film making, 35 mm. photography or video.

There are opportunities to develop educational programmes or else to work at a purely experimental level. In the limited time it is not the intention to aim at a high level of competence but to provide an experience in a contemporary art form and an understanding of its technical principles.

References Daniel, J.B. Grafilm. Studio Vista.

Fist, S. Film Making. R.J. Cleary.1972.

Youngblood, G. Expanded Cinema. Dutton.1970.



Weiner, P. Making the Media Revolution—A Handbook for Video Tape Production. Macmillan.1973.

Assessment Assessment is based on practical activities and class participation.


Two hours per week for one or more terms.

The unit is divided into two areas:

1. A study/discussion of the effects of the mass media;

2. A practical course in television production.

The first area will refer to newspapers, magazines, comics and radio but will concern itself primarily with television and its effect on secondary students.

The major topics are-

1. The structure of Australian television and the role of the broadcasting tribunal.

2. Advertising (including advertising aimed at children).

3. Sex role stereotypes.

4. Children's viewing habits.

5. The Australian content problem (programs made for women and children).

6. The mass culture debate.

7. Violence in the media.

The practical course will be in the use of the simple tele- vision equipment found in most technical schools.

Instruction will be given in scripting, filming, editing and sound.

References McQuail, D. (ed) Sociology of Mass Communications.


Schramm, W. Mass Communications. University of Illinois.1960.

Thomson, D. Discrimination and Popular Culture. Pelican.

Chapters on advertising, press, television, pop music. 1970.

Berger, J. Ways of Seeing. Pelican. 1972.

Edgar, P. & McPhee, H. Media She. Heinemann. 1974.

Edgar P. Sex role stereotypes in Family Programs. LaTrobe University Papers, 1974.

Edgar, P. Families without television. Media Papers, 1975.

Edgar, P. Children and Screen Violence. University of Queensland, 1977.

Glessing & White. Mass Media the invisible Environment.

S.R.A. 1973.

Howe, M. Television and Children. New University Education. 1977.



Morris/Norman. Television's Child. Brown & Co., 1971.

Schramm, W. et al. Television in the Lives of our Children.

Stamford University. 1961.

Liebert.R. The Early Window. Pergamon Press, 1973.

Assessment A practical unit

A short well scripted television program with educational application or a program to the student's studies in this unit

or A research paper

An essay/report arising from an area of special interest.


The special emphasis of this course will be to consider problems of practical film-making as an integral part of the film-maker's attempt to understand the world about him. Consequently, technique will be studied as an aspect of what the cinema has to say.

The course will consist of seminars, viewing and practical work. Students will be encouraged to think creatively in the medium by considering the overlapping roles of language and visual symbolism in modern life. Issues will be chosen which bear on contemporary educational dilemmas e.g. the rights of minority groups, the nature of power in modern society, the role of the artist,etc.

Eisenstein, S. The Film Sense. Faber and Faber, 1969.

Sarris, A. The American Cinema. E.P. Dutton, 1969.

Knight, A. The Liveliest Art. Mentor, 1971.

Slater, P. The Pursuit of Loneliness. Penguin, 1970.

Orwell, G. Inside the Whale and Other Essays. Penguin, 1966.

Assessment Assessment is based on written or practical assignments and participation in seminar workshops.


An introduction to modern philosophies of communica- tion, with special reference to the response of writers and artists to problems of individual alienation in modern communities. Stress will be put upon the role of fantasy and feeling and their interaction with language in the total development of the self.





Opportunity for classroom practice and experiment will be provided. However, equal attention will be given to broader Content




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.


Aims To enable the teacher-student to: