Faculty of Education - Theses

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Subject: Curricula × Subject: Education, Secondary × Start date: 1980 × End date: 1989 × Type: Masters Coursework thesis ×

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    Concepts of balance and relevance in educational discourse on curriculum
    Troynar, George Markian ( 1983)
    It is contended that children can best be prepared to meet the challenges posed by rapid social change when the curriculum services a general education and avoids narrow specialization or narrow vocational training. Such an approach to curriculum is said to be characterized by its 'balance' and 'relevance'. However, it would appear that 'balance' and 'relevance' have come to symbolize ideals to which all curricula aspire, even though various value orientations have selected priorities which posit differing, even conflicting, practice. Hence educational discourse to establish what ought to be taught must evaluate the practical importance of that which is said to constitute 'balance' and 'relevance' in the context of the value orientations adopted. General education proposals attempt to frame their selections of priorities such that 'balance' entails meeting the diverse needs of all students. This 'holistic' approach is therefore required to accommodate the various conflicting orientations to 'relevance'. Hence any general curriculum proposal finds it necessary to make a case that these conflicts can be reconciled, that a consensus can be established and that curriculum design and implementation can be achieved in practice. This quest for 'balance' and 'relevance' is analyzed with particular reference to the Australian proposals "Core Curriculum for Australian Schools", made by the Curriculum Development Centre, and "Schooling for 15 and 16 Year-Olds", made by the Schools Commission. Both proposals postulate that the curriculum ought to be based on the common culture whose nature is to emerge as a consensus following analysis of contemporary society. Advances in science and technology are said to be the major contributors to rapid social change. Therefore, what constitutes, in the context of a general education, an adequate understanding of science and technology for life in society is also analyzed. Such an approach to science education is often characterized as the development of a broadly based 'scientific literacy'. The analyses reveal that it would appear to be unrealistic to expect that Australia as a nation, espousing pluralist values and belief systems, some of which have deeply entrenched vested interests in selections of what constitutes educational virtue, will adopt the concept of general education with the CDC's 'core curriculum' as its central expression.
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    An analytical survey of percussion education at the immediate pre-tertiary level
    Barber, Bruce ( 1989)
    The standard of music education for players of percussion instruments appears to be deficient when compared to that of players of other musical instruments. Research has been conducted amongst students of percussion with the purpose of identifying characteristics which may suggest the need to adopt particular teaching strategies to address problems related to educational background. A profile of percussion students at the Box Hill College of TAFE Music Department refers to such matters as age, educational background, musical training and experience, learning skills and achievement. This profile is presented along with an analysis of some learning difficulties and problems encountered by students and the strategies adopted to address those problems. The role of published materials used in percussion teaching at Box Hill College of TAFE and the rationale for the writing of further tuition material is discussed. The content and context of the instrumental lesson and curriculum models which pertain to instrumental tuition form a large part of the study. The role of the teacher in the instrumental lesson is seen to include functions which go beyond the immediate processes of skill and knowledge development into the realm of personal growth and development. An essential aspect of skill development for musicians is the daily practice programme. The aims of practice, the motivation to practice and the materials and organisation of practice are all examined together with related problems experienced by students and the strategies used to address such problems. Percussion tuition, traditionally having been conducted outside the mainstream of music teaching institutions, is now seen to be most effective when conducted within the context of a comprehensive music education programme. Students of percussion clearly benefit from a course of study which includes not only percussion tuition but also aural and theoretical training, the study of music history, composition and practical experience in performance ensembles.