JNITIAL PROGRAM
4. Consider the social implications of the pronunciation of words
Areas of Analysis
References
The nature of the Australian accent: development, characteristics, a national form of English pronunciation.
Categories of the Australian accent: broad, general, cultivated.
The Australian Idiom: the effects of the communication context, the parlance of sub-cultures, the nature of Australian slang.
Social implication of speaking style- effect on social mobility, effect on the speaker's credibility, the Australian accent in a multi-cultural society.
Baker, S.J. The Australian Language. Sun Books, Melbourne, 1965.
Mitchell, A. & Delbridge, A. Speech of Australian Adolescents. Angus & Robertson/McGraw Hill, 1965.
Mitchell, A. & Delbridge, A. Pronunciation of English in Australia. Angus & Robertson, 1965
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COURSE DETAILS
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
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
Aims
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INITIAL PROGRAM
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 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 Assessment is cumulative and is based on written assignments, practical activities and class participation.
THEATRE
Aims 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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COURSE DETAILS
References
Assessment
straight, farce and street theatre. The unit will assist teachers who wish to engage in theatrical productions for the school or the community.
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 is cumulative and is based on written assignments, practical activities and class participation.
THEATRE WORKSHOP Aims
References
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.
Counsel!, 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
Aims 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?
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INITIAL PROGRAM
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.
References 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. (ed) Take One. Jacaranda, Adelaide, 1972.
Smiley, S. Playwriting — The Structure of Action. Prentice Hall, New Jersey, 1971.
Assessment Assessment is cumulative and is based on practical and/or written assignments and class participation.
COMMUNICATION STUDIES AND THE T.A.F.E. TEACHER Aims This course will be concerned with the major
communication media used in an educational context. It will consist of a basic course in communication and a number of optional units. Experience with two communi- cation media should be gained during the course.
Details of the optional units will be available early in 1978.
References Aranguren, J.L. Human Communication. World University Library.1967.
Barker, L.L. Listening Behaviour. Prentice-Hall.1971.
Pace, Peterson, Radcliffe (ed) Communicating Inter- personally. C.E. Merril. 1973.
Assessment Assessment is based on practical activities and/or written assignments and class participation.
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COURSE DETAILS
TWO-YEAR COURSE
Students will undertake studies in the following subject areas—
Principles and Methods of Teaching Educational Psychology
Education and Society Communication Studies Teaching Practice
TRAINED TRADE INSTRUCTOR'S CERTIFICATE (T.Tr.I.C.) Awarded under Regulation XXXIII(P) — Education Department Regulations.
This award will be recommended for those holding the Certificate of Proficiency of the Apprenticeship Commission of Victoria, or an approved equivalent together with five years approved post-apprenticeship experience.
REGULATION XXXIII(P) - TRAINED TRADE INSTRUCTOR'S CERTIFICATE.
1. In this regulation unless inconsistent with the context or subject-matter "approved" means approved by the Director.
2. The Trained Trade Instructor's Certificate shall be granted to a candidate who:
(i) has completed an approved trade or craft course in a technical school or other approved institution;
(ii) has had at least five years' approved trade experience; and
(iii) has completed successfully at an institution
approved by the Governor in Council for the training of teachers an approved course in the Principles of Education and the Practice of Teaching.
To have "completed an approved trade or craft course in a technical school or other approved institution" as required by Regulation XXXI II(P), a candidate must normally have qualified for the Certificate of Proficiency of the
Apprenticeship Commission of Victoria or for an equivalent qualification. Further, the required "five years' approved trade experience" must have been gained after the completion of apprenticeship, in the trade in which the candidate was trained.
Course Schedule
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PRINCIPLES AND METHODS OF TEACHING —TWO YEAR COURSE These studies emphasise the development of classroom competencies within and across each of the major curriculum areas relevant to secondary technical schools and/or T.A.F.E. colleges, and the development of skills in general curriculum design, implementation and evaluation.
In general, they are complementary to practical experience in the classroom and normally students taking them must be enrolled concurrently for School Experience.
Time Allotment For the two year course: four hours per week in the first year and three hours per week in the second year.
Conduct Programs in this subject are planned and implemented by teams of lecturers combining expertise in the teaching of specific teaching areas (e.g. Mathematics, Home Economics, etc.) and expertise in general curriculum design, implemen- tation and evaluation.
Areas
Content
The teams and major specific teaching areas included in the two year course are as follows:
Building Studies including:
Carpentry & Joinery/Cabinet Making Graphic Communication
Plumbing & Sheetmetal/Gas Fitting Engineering Studies including:
Automotive
Electrical, Instrument Making and Electronics Fitting & Machining
Metal Fabrication
Miscellaneous Studies including:
Hairdressing
Painting, Decorating and Sign Writing Textiles
Printing and Graphic Arts Wool Classing
The details of the program for each team, including assess- ment details, will be provided at the beginning of the year.
In general, programs will include the following content which will be supplemented and organized in a variety of ways to suit the needs of each curriculum area:
The rationale, aims and objectives of the curriculum area;
analysis of current programs and resources; teaching strategies and methods. classroom management, organization and discipline; lesson and unit planning;
student assessment; principles of curriculum development;
media and educational technology; the relationship of the specific curriculum area to other areas and to the total role and organization of the school/college.
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COURSE DETAILS
Specialized audio-visual training is available on an open access basis in the college's media centre.
For students in the two year course whose specific curric- ulum area is taught at both secondary and T.A.F.E. levels (e.g. forms 1 — 5 and apprenticeship), studies may concen- trate on the secondary level in the first year and on the T.A.F.E. level in the second year. Where the area is taught only at T.A.F.E. levels, first year studies may concentrate on the earlier years/modules of the T.A.F.E. course.
SYLLABUS STUDIES —TWO YEAR COURSE
Students in the two year course are required to undertake these studies for a total equivalent of four hours per week for one year. Normally they are concentrated in the first year of the course. Individual student requirements are prescribed by each Principles and Methods of Teaching team according to the student's background and the needs of the specific teaching area for which he/she is preparing.
Syllabus studies are an extension of Principles and Methods of Teaching studies and are co-ordinated with them. In general they seek to extend and refresh students' knowledge and/or skills in their own specialist areas, and develop competence in the teaching of such knowledge and/or skills.
Syllabus studies normally provided include:
Cabinet Making:
Graphic Communication/Descriptive Geometry Drawing Techniques
Trade Mathematics
Advanced Workshop Practice Carpentry and Joinery:
Graphic Communication/Descriptive Geometry Drawing Techniques
Building Science & Mathematics Electrical Trades:
Electrical Fundamentals Graphics
Advanced Trade Practices/Trade Science Fitting & Machining:
Metallurgy & Welding Graphics
Metrology & Machining Analysis Metal Fabrication:
Metallurgy Graphics
Advanced Trade Practices/Trade Science
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INITIAL PROGRAM
Motor Mechanics:
Automotive Technology Graphics
Metallurgy & Welding Metrology
Painting, Decorating & Signcrafts:
Applied Paint Technology PI umbing/Gasfitting:
Graphics
Trade Mathematics and Science Advanced Trade Practices Sheet Metal Work:
Descriptive Drawing
Trade Mathematics and Science
Advanced Trade Practices/Plastics Welding Wool Classing:
Wool Technology Other Trades:
Syllabus studies by arrangement EDUCATIONAL PSYCHOLOGY (TWO YEAR COURSE)
Aims The aims of this subject are the same as those for the subject Educational Psychology (One Year Course).
Time Allotment The subject comprises —
and Structure a common introductory unit, occupying one hour each week over the third and fourth terms, and
two further units, selected from a range of options each occupying two hours a week for one term, and taken in the fifth and sixth terms.
The Common Introductory Unit and the Options are similar to those offered in Educational Psychology (One Year Course). However, because students play an active role in the conduct of all classes, they are able, where appropriate, to focus the treatment of topics upon the range of learners for whom they are themselves responsible.
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COURSE DETAILS
EDUCATION AND SOCIETY (TWO YEAR COURSE)
Aims This subject aims to give students an overview of the development and administration of education in Victoria, some familiarity with various levels and types of educational provision, and an understanding of some contemporary issues in technical and further education; to help them to sharpen and broaden their insight into the role of teachers and educational institutions, so that they may see their own work in a wider context and clearer perspective; and to provide them with developmental experience in observing educational practice, identifying important questions, investigating problems, forming carefully founded opinions, and reporting their thinking.
Content 1. Development and administration of education in