Young People and Culture

Subject EDUC90608 (2011)

Note: This is an archived Handbook entry from 2011.

Credit Points: 12.50
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2011:

Semester 1, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable


Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 24 hours.
Total Time Commitment: 25 hours. Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.
Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H

Coordinator

Dr Richard Sallis

Contact

Education Student Centre
Subject Overview: This subject enables students to gain an understanding of the diversity of young people's cultural expressions. It explores engagement with popular and traditional culture, but focuses especially on the diverse ways in which different groups of young people appropriate, invent and re-invent cultural expressions. A combination of lectures, studio workshops and tutorials will provide students with the conceptual tools for understanding the role visual arts, performing arts and similar cultural activities play in young people’s learning and identities. It will examine creativity and engagement in the arts for, by, with and about young people in a range of contexts. Learning will be reinforced by fieldwork and practical assignments linked to cultural site visits.
Objectives: The students will:
  • Understand the diversity of young people’s cultural expressions;
  • Explore engagement with popular culture;
  • Identify the ways in which groups of young people appropriate, invent and re-invent cultural expressions;
  • Understand the role that the visual arts, performing arts and similar cultural activities play in young people's learning and identities;
  • Examine creativity and engagement in the arts and cultural activities for, by, with and about young people in a range of contexts.
Assessment: Essay: Formulation and articulation of a coherent exposition and analysis of the diversity of young people’s cultural expressions based on readings, presentations by guest speakers and class discussions (Objective 1)
2,000 words 40% due week 12 of semester.

Report and analysis: Analysis of a site and context pertaining to young people’s cultural expressions and discussion of the way in which this cultural expression shapes or articulates identity. (Objectives 1-5)
2000 words 40% due week 9 of semester.

A presentation to the class: (10 minutes duration) articulating the role that the visual arts, performing arts or other cultural activities play in young people’s learning, political engagement and/or identity (Objectives 1, 4, 5) 20% due week 13 of semester.
Prescribed Texts: Sinclair, C., Jeanneret, N., & O’Toole, J. (Eds) (2008). Education in the arts – teaching and learning in the contemporary curriculum. Melbourne: OUP.
Wyn, J. (2009). Youth Health and Welfare: the cultural politics of education and wellbeing, Oxford University Press, Melbourne.
O'Brien, A. & Donelan, K. (Eds.), The Arts and Youth at Risk: Global and Local Challenges (pp. 13-31). Newcastle on Tyne: Cambridge Scholars Publishing.
Breadth Options:

This subject is not available as a breadth subject.
Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:
  • Be critical and creative thinkers, with an aptitude for continued self-directed learning;
  • Have a high level of achievement in writing, generic research activities, problem solving and communication;
  • Be able to engage in meaningful public discourse, with a profound awareness ofcommunity needs;
  • Have an understanding of the social and cultural diversity in our community;
  • Creative and critical observational and thinking skills;
  • Presentational, dialogic and written communication skills;
  • Organisation and management of diverse information and data into analytical and strategic configurations.
Related Course(s): Master of Education (Stream 100B)Coursework
Master of Education (Stream 150)

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