GRADUATE DIPLOMA IN MOVEMENT AND
In addition to the prescribed units in Movement and Dance, all students will be required to undertake —
(a) a minimum of three technique units;
(for applicants without previous dance experience, all six of the technique units, Code TO, will be prescribed)
(b) 2 units in education;
(c) 2 units in psychology;
(d) 2 units of special study;
(e) 1 unit of physiology;
(f) a seminar/workshop.
Additional units in education, psychology and physiology may also be prescribed according to the student's previous experience. However, in view of the limited student Intake, not all units In these subjects will be offered In any one year.
Course Details
MOVEMENT AND DANCE (CODE MD) YEAR 1, MD 1-10
The following areas will be studied: the body and body movements (MD1, MD2); movement principles (MD3, MD4); movement analysis and the choice of movement topics (MD5, MD6); programme planning with consideration of the relationship between movement and other areas of art and learning (MD7, MD8); the role of dance in the life of man (MD9, MD10).
A general introduction to movement principles will be followed by an In-depth study of each single area. A logical and systematic develop- ment of the material under discussion, linked with carefully planned experimental sessions, should ensure maximal understanding of move- ment theory and its pratcical application.
Tasks within the prescribed units will be programmed at different levels to suit the variety of expertise attained by students prior to entering the course.
Preliminary reading: Exiner, J. and Lloyd, P. Teaching Creative Movement. Sydney, Angus and Robertson, 1973. On sale only at IECD branch or Richard Lee's, 55 Cardigan Street, Carlton. Telephone:
347 2964.
H'Doubler, M. Dance, A Creative Art Experience; Kirstein, L. Dance, A Short History. Dance Horizon Publications. On sale only at Mar- gareta Webber's, McEwan House, 343 Little Collins Street.
YEAR 2, MD 11-20.
The following areas will be studied on an advanced level: the relationship between movement and personality (MD11, MD12); move- ment analysis and effort studies (MD13, MD14); choreography and dance presentations - Individual and group (MD15, MD16); composi- tional techniques and contemporary dance styles (MD17, MD18); long range programme planning, built on the understanding and skills de- veloped in Year 1 (MD19, MD20).
Preliminary reading: Bruce, V. Movement In Silence and Sound.
London, G. Bell and Sons, 1970.
Canner, N. . And a Time to Dance. Beacon Press, 1968.
Cohen. S. The Modern Dance. Connecticut: Wesleyan, 1965.
(On sale at Margareta Webber's.)
Laban, R. and Lawrence, F. Effort. MacDonald and Evans, 1947.
Salkin, J. Body Ego Technique. Illinois: Charles Thomas, 1973.
TECHNIQUE (CODE TQ).
YEARS 1 AND 2, TQ 1-6.
These units offer graded experience in movement skills. Attention will be given to the student's Individual needs and the means by which these can be met. Goals will be set in relation to each student's Initial range of technique. Students will be taught how to approach individual difficulties in this area in order to ensure progress at an optimal rate.
SPECIAL STUDY (CODE SS).
YEARS 1 AND 2, SS 1-6.
Each student will be required to undertake a study of a subject chosen from an area within the arts, e.g. drama, fine arts, media, music, or from an area related to the arts, such as aesthetics, creativity, sociological aspects of art.
The purpose of this study is to give students experience in con- ducting independent investigation into a field which holds specific interest for them and which will further their own development.
The study will commence in Year 1 and is to be completed by a given date near the end of third term of Year 2. Progress reports will be required at regular intervals. The study may be presentd in a variety of ways, subject to the approval of the lecturer concerned. It may, for example, take the form of a written paper, a video tape, a film, a musical composition, a dramatic performance, or some com- bination of these.
Under approved circumstances the independent study pursued by a student can be extended by means of a contract between the student and the lecturer-in-charge. The maximal time that can be made avail- able for such a contract has been based on the study time required for six units, e.g. approximately 120 hours.
FIELD WORK (CODE F).
YEARS 1 AND 2, F 1-2.
An equivalent of at least two hours per week field work will be required from each student over the period of the academic year, but it will be recommended that students undertake additional field work whenever possible. It is expected that a proportion of field work will take place in the school, teachers' college, hospital, sheltered workshop or any other institution in which the student may be employed. In addition, special arrangements for placements will be made to cover the range of teaching experience which each student Is expected to acquire, e.g. weekend and holiday programmes for students of all ages which may also be conducted on campus.
Students will collate a programme book containing: programme plans; progress reports on individual students and on the group as a whole; evaluation; other relevant material.
Assessment
Requirements will vary in accordance with the content and length of the respective components. They will range from group and/or individual dance studies to written assignments and special Projects combining various aspects of dance with related areas of the arts.
Regular participation In practice sessions is required. Group projects are encouraged and no formal examinations will be held. Success will depend largely on consistent work in the practical and theoretical areas.
PHYSIOLOGY.
Four units of physiology are offered during the two year period of the course and successful completion of at least one of these units is required. The titles of the units and a brief outline of content is as follows:
(i) The Physiology of Movement — the function of the skeletal, muscular and nervous systems, the physiological effects of exercise and the onset of fatigue.
(ii) Brain Structure and Function — an overview of the structure and function of the brain with particular reference to motor systems and kinesthetic sense.
(ili) Aspects of Physical Growth from Birth to Adult Status - agè related changes including the development of motor skills, laterality, sex differences and flexibility.
(iv) Abnormalities of Physical Development and the Effects of Ageing — a consideration of a variety of handicaps affecting motor competence.
Students who have little background In these areas of knowledge are advised to select unit (i) as a core study.
PSYCHOLOGY.
Interpersonal Relationships — this two unit course will be offered In Term 1. The component alms to interweave with movement and dance through studying small group behaviour, exploring the links between body and mind. and facilitating the expression of self through words and actions. This Is an Introductory course and, as the group size will be limited to fifteen, priority will be given to those who have not had other group experiences.
Preliminary reading: Shrostrom, E. Man, The Manipulator. Bantam, N.Y., 1967.
Developmental Psychology — this unit will be offered In Term 2 and individual students may specialise in a particular period such as Early Childhood. PSY 1; Middle Childhood, PSY 2; and Adolescence to Adulthood, PSY 3. In lectures, aspects of development such as social, emotional, language and cognitive development will be studied. (2 units).
EDUCATION.
Multifacets of Education — an introduction to the study of educa- tion using a number of issues of current Interest as a basis for class discussion. This 2 unit component Is recommended for students with- out a background In Education.
Preliminary reading: Johnston, A. (ed.). Six Questions: Controversy and Conflict In Education. Sydney Wlecy, 1975.
Education Through the Arts — this two unit component comprises. a study of the role of the arts in education. Topics to be discussed will Include the nature of creativity, art as communication, and the differing roles of the artist and the critic.
Preliminary reading: Bruner, J. On Knowing: Essays for the Left Hand. O.U.P., 1962.
Cultural Foundations of Education — this two unit component comprises a study of the foundations of the educational tradition that we know today. The course will be designed around a number of Interest areas such as curriculum, teaching methods changing educa- tional aims and the plan accorded to the needs of the child.
Preliminary reading: Brubacher, J. S. A History of the Problems of Education. 2nd Edition, McGraw Hill.