In addition to selected components from existing Graduate Studies courses, outlined in later pages, such as
Australian Children's Folklore (ES 543) The Parent Perspective (CD 558)
Relationships between Parents and Professionals (CD 560) Parenthood and Education (CD 559)
Parenting Project (CD 561)
and Interpersonal Skills: Leadership from the Bachelor of Education Fourth Year course, the following four components are being offered in 1984 for the first time:
MULTICULTURAL COMPONENTS
Theoretical Issues in Australian Multiculturalism and Multicultural Education Child Language within the Multicultural Society
Cultural Perspectives of Dance and Other Arts
Cultural Perspectives in the Arts: Literature and Folklore.
It is expected that these will build on students' undergraduate studies where relevant. It is desirable that Theoretical Issues (GS501) be taken as a preliminary to the other components.
Theoretical Issues in Australian Multiculturalism and Multicultural Education — GS501
2 units — 20 contact hours Aims and Organization
1. To provide students with some basic theoretical concepts as an aid to under- standing 'culture' and 'multiculturalism' in Australia.
2. To acquaint students with some competing views on multiculturalism and multicultural education in Australia.
3. To enable students to examine programmes in early childhood multi-cultural education.
Content
The meaning of culture.
Definitions of pluralism, multiculturalism and ethnicity in the Australian context.
Methodology of inter-cultural study.
Theoretical models in multicultural education.
Early childhood multicultural programmes: Australia and overseas.
Immigrant viewpoints on children `s services Teaching Procedures
Lectures, seminar discussions and a field study.
Assessment
Essay (2,000 words), or equivalent.
Representative References
Bassett, G. W., Watts, B. H. and Nurcombe, B., Individual Differences:
Guidelines for Educational Practice. Sydney, Allen & Unwin, 1978.
Bullivant, B. M. B., The Pluralist Dilemma in Education: Six Case Studies.
Sydney, Allen & Unwin, 1981.
de Lacey, P. and Poole, M. (eds.), Mosaic or Melting Pot: Cultural Evolution in Australia. Sydney and Melbourne, Harcourt Brace Jovanovich, 1979.
Honigmann, J., Understanding Culture. New York, Harper & Row, 1963.
Lowenstein, W. and Loh, M., The Immigrants. South Yarra, Hyland House, 1977.
Sherwood, J. (ed.), Multicultural Education: Issues and Innovations. Perth, W.A.
Creative Research, 1982.
Spradley, J. P. and McCurdy, D. W., The Cultural Experience: Ethnography in Complex Society. Chicago, S.R.A., 1972.
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Graduate Studies Electives
Child Language within the Multicultural Society — GS 502 2 units — 20 contact hours
Aims and Organization
1. To provide students with an understanding of basic sociolinguistic concepts.
2. To enable students to develop basic skills in teaching English as a second language.
3. To acquaint students with language policy and planning issues in multicultural Australia.
Content
Social factors in language use.
Community languages and bilingualism in the Australian context.
Language in early childhood.
Second language acquisition.
Second language teaching within early childhood programmes.
Teaching Procedures
Lectures and seminar discussion.
Assessment
Practical field study.
Representative References
Aird, E. and Lippmann, D., English is their Right: Strategies for Teachers in the Multilingual Classroom. Melbourne, A. E. Press, 1983.
Clyne, M., Multilingual Australia: Resources, Needs, Policies. Melbourne, River Seine Publications, 1982.
Garner, M., Community Languages: Their Role in Education. Melbourne, River Seine Publications, 1981.
McLaughlin, B., Children's Second Language Learning. Washington, Center for Applied Linguistics, 1982.
Saunders, G., Bilingual Children: Guidance for the Family. Clevedon, Avon (U.K.): Multilingual Matters, 1982.
Cultural Perspectives of Dance and Other A
rt
s — GS503 2 units — 20 contact hoursPreamble
This course comprises an introduction to the cultural aspects of Dance in Human Society. It will explore historical and contemporary links between dance, art, drama, music, language, religion and education.
Aims and Objectives
to investigate historical and anthropological perspectives of dance
to help students discover and express relationships between the arts of dance, drama, visual arts and music within a cultural context
to achieve an understanding of the cultural foundations of education and dance to achieve an understanding of the links between the cultural foundations of education and dance.
Organization
Sessions will take the form of lectures with practical workshops in the content areas. Film and video will be used where appropriate.
Content
An overview of dance anthropology; dance in the context of cultural evolution (religion, art and therapy).
Historical survey of dance and associated art forms.
Ritual as the basis of the arts and theatre.
Education as a function of dance.
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Graduate Studies Electives
Representative References
Best, D., Expressions in Movement and the Arts. London: Lepus Books, 1977.
Boas, F., The Function of Dance in Human Society. N.Y.: Dance Horizons, 1972.
Ellfeldt, L, Dance from Magic to Art. Iowa: Brown, 1976.
Hanna, J. L, To Dance is Human. Austin, University of Texas, 1979.
H'Doubler, M., Dance, A Creative Art Experience. Madison: Univ. of Wis- conson,1968.
Kraus, R., A History of Dance in Art and Education. New Jersey: Englewood Cliffs, 1969.
Lange, R., The Nature of Dance. London: McDonald & Evans, 1979.
Langer, S., Feeling and Form. New York: Scribner, 1953.
Oesterly, W. O. E, The Sacred Dance. New York: Dance Horizons, 1973.
Watts, E., Towards Dance and Art. London: Lepus Books, 1977.
Way, B., Development Thro' Drama. London: Longmans Green, 1967.
Mystical Rites and Rituals. Octopus Books, London, 1975.
Cultural Perspectives in the Arts: Literature and Folklore — GS504 2 units — 20 contact hours
Aims and Objectives
1. To introduce students to the literature and folklore of a variety of ethnic groups in Australia.
2. To introduce students to literature about ethnic groups in Australia.
Content
Selected examples for discussion will be drawn from the following topics, including both adult and children's material:
Literature of some ethnic groups in Australia Literature about ethnic groups in Australia Verbal folklore of some ethnic groups in Australia.
Teaching Procedures
Lectures, seminar discussions and field-work.
Assessment
By essay or field project.
Representative References
Davey, G., Multicultural Cassette Series. Melbourne: I.E.C.D., 1979.
Dorson, R. (ed.), Folklore in the Modern World. The Hague: Morton, 1978.
Gunew, S. (comp.), Displacements: Migrant Story-tellers. Waurn Ponds, Deakin University, 1982.
Healey, J. J., Literature and the Aborigine in Australia 1770-1975. St. Lucia, University of Queensland, 1978.
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