Syllabus
Drawing in mass, tone and line; 2, 5, 10, 20, 40 minutes' figure drawing; methods of obtaining three-dimensional illusion; awareness of design problems (rhythm, tonal distribution, size, shape, line, etc.), and emphasis on observation.
Assessment
Students submit folios twice during the year.
Drawing C (DGC00) 2 points
Two hours a week throughout the year
Prerequisite: Credit of at least 63 points in the course, or Drawing B Syllabus
The further development of work undertaken in Drawing B, utilising the human figure or alternative references. The subject will involve the development of an awareness of design problems such as
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overlapping contours and graduations of tone, the development of technical skills in the adaption of media to different surfaces, and the application of such skills to graphic problems. Use is made of life drawings or alternative drawing studies.
Assessment
Students submit folios at the end of the academic year.
Drawing D (DGDOO) 2 points
Two hours a week throughout the year
Prerequisite: Credit of at least 99 points in the course, or Drawing
C
SyllabusFurther development of technical and manipulative skills and their application to design problems.
This subject involves the students' development of personal lines of inquiry, that is, the development of drawing as a vehicle for personal expression. Use is made of life drawing or alternative drawing studies.
Assessment
Students submit folios at the end of the academic year.
Education A (EDA8O) 7 points
Three hours a week throughout the year Syllabus
The aim of this subject is to foster a greater awareness and understanding of educational issues through studies of human development and behaviour, by exploration of the social and cultural settings, within which schools function, and by investigation of the assumptions and values which underpin educational endeavour. Visits to educational and other institutions will be arranged during the year to complement the College-based program.
The subject is an integrated program offered by statt from the departments of Educational Sociology and Social Studies, Educational Psychology, and Philosophy.
Books
De Meuse, L The History of Childhood London: Harper 1977 Dwyer, P How Lucky Are We? Carlton: Pitman 1977 Hill, B The Schools Harmondsworth: Penguin 1977
Richards. L A Having Families Harmondsworth: Penguin 1978 Assessment
Based on written work satisfactorily completed throughout the year, attendance at lectures, workshops and seminars, and participation in set worksheet assignments. One essay (3,000 words) and one book review (1,000 words) and one exercise (1,000 words), or their equivalent, will be required.
Education B (EDB8O) 7 points
Three hours a week throughout the year
Prerequisite: Credit of at least 27 points in the course, or Education A Syllabus
Current educational issues and problems, some of which may have been raised In Education A, are explored through studies in Comparative Education, Educational Psychology, Educational Sociology, and Philosophy. There is an introduction to these disciplines as such, familiarisation with their scope and methods, and a development of awareness of ways in which each may be employed to study both art and education. Effort is made to exploit links among units and with Art Education B during the year.
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Subject DescriptionsBooks
Comparative Education:
Connell, W F et al China at School Sydney: Novak 1973 Grant, N Soviet Education Harmondsworth: Penguin 1979 Educational Psychology:
Bruner, J S Toward a Theory of Instruction Cambridge (Mass): Belknap-Harvard 1966 Educational Sociology:
Thompson, K & Tunstall, J (eds) Sociological Perspectives Richmond (UK): Open Univ Press 1974 Philosophy:
Reading and reference lists are available from the Secretary, Department of Philosophy.
Assessment
Details of texts, assignments, seminar papers and individual projects are available from the lecturers concerned. A final examination may be set if the result of progressive assessment is unsatisfactory.
Education C (EDC80) 7 points
Three hours a week throughout the year
Prerequisite: Credit of at least 65 points in the course, or Education B Syllabus
Students choose two units from the four studies in Education B, viz Comparative Education, Educational Psychology, Educational Sociology, and Philosophy. It should be noted that lack of numbers may preclude the formation of classes in any one of the units.
In the selected units, students will pursue, to a greater depth, studies in the disciplines which relate closely to art and/or education.
Comparative Education: A combination of area studies and problem studies to extend students' perception of education systems generally and of the Australian system in particular. A detailed area study may be made of either another Western industrialised country or of a 'Third World' country. A possible problem study is the integration into the education systems of a selection of countries of the children of migrants and guest workers.
Educational Psychology: Lectures and seminars are used to examine a variety of approaches to teaching and learning, and the understanding and explanation of human behaviour. Topics receiving special emphasis are learning difficulties and classroom management, literacy, creativity, and the development of art/craft skills.
Educational Sociology: After an introduction to several major sociological perspectives, students will explore the concept of the social construction of reality and the implications of this concept for both education and the sociology of art.
Philosophy: An examination of issues raised by the questions — What is an artist? What is a craftsman?
What is a teacher? The course will reflect on the activities and experiences involved in each of these areas.
Books
Educational Psychology:
Bruner, J S The Relevance of Education Harmondsworth: Penguin 1974 Hogg, J Psychology and the Visual Arts Harmondsworth: Penguin 1969 Educational Sociology:
Preliminary Reading
Berger, J Ways of Seeing Harmondsworth: Penguin 1973
Charon, J M Symbolic Interactionism, An Introduction, An Interpretation, An Integration Englewood Cliffs: Prentice-Hall 1979
Roszak, T Where the Wasteland Ends ... New York: Doubleday 1973 Philosophy:
Cohen, N, Nagel, T & Scanlon, T (eds) Equality & Preferential Treatment Princeton Univ Press 1977 Maslow, A, The Farther Reaches of Human Nature Harmondsworth: Pelican 1973
Comparative Education:
Newcombe, N Europe at School London: Methuen 1977
Wilkinson, M Lessons from Europe London: Centre for Policy Studies 1977
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Assessment
Details of texts, assignments, seminar papers and individual projects are available from the lecturers concerned. A final examination may be set if the result of progressive assessment is unsatisfactory. An unsatisfactory result in one or more units will result in failure in the subject. If the degree of failure in the case of a one unit failure is not considered serious by the Department concerned, a pass may be awarded in the subject.