This course is designed to develop theoretical and practical applications in the knowledge, design, development,implementation, utilization, management and evaluation of education technology and technologies for learning,thus increasing the opportunities for enhancing teaching and learning experiences and improving instructional communication strategies. The course also focuses on the above specifically in an arts related lesson or context. The course will cover four components: Instructional technologies, media and methods; Computers, Multimedia tools and e-learning in education; Integrated Communication Technologies and; Apps and Mobile devices in the Classroom.
This course introduces students to argument analysis, definition, art theories and role of critical thinking and analysis in the arts. Students are encouraged to develop a system of reference and theoretical framework that informs the understanding of their craft and its relationship to factors that impact on their creative imagination. The sessions are conducted within a laboratory environment through which the artist is faced with contemporary issues, theories and experiences, which inform, influence and enhance art creation. The relationship among the arts and the individuals understanding self, culture, religion, economy and society are also emphasized.
The Information Literacy Skills programme is designed primarily to focus on internet search skills, database training and academic integrity, types of sources and evaluation of sources.
The course is designed to meet the students’ practical and educational needs within the college, for their personal use and within the wider society. It explores productivity software such as: Microsoft Word, Microsoft Excel and Microsoft PowerPoint.
Activities target the uses and applications of such software to the student, within the education system as well as for future job applications. Technology use within business management and promotion; and creating and managing multimedia productions and working with area specific software are other areas of exploration.
Included in the latter are video and photo editing, website creation and creating and using social networking platforms.
As a complement to Creative Non-Fiction: Reflective and Descriptive Writing, the course, Expositions and Arguments in the Arts, focuses on two specialised modes of writing—expository and argumentative—in order to introduce students to the elements and structure of writing at the tertiary level. The mechanics of these two different types of writing are explored as the students participate in a range of listening, reading, writing and speaking activities to foster the development of their communicative competence and attainment of academic literacies.
As a complement to Creative Non-Fiction: Reflective and Descriptive Writing, the course, Expositions and Arguments in the Arts, focuses on two specialised modes of writing—expository and argumentative—in order to introduce students to the elements and structure of writing at the tertiary level. The mechanics of these two different types of writing are explored as the students participate in a range of listening, reading, writing and speaking activities to foster the development of their communicative competence and attainment of academic literacies.
This course seeks to introduce students to
theories of “Caribbeanness” through the framework of Caribbean Cultural
Studies. By engaging this multidisciplinary approach the course highlights
major historical, cultural and aesthetical occurrences in the Caribbean.
Students are expected to analyse race, class and gender as frames of reference
for understanding cultural practices and subsequent power relations. As such,
the course also offers students a platform from which to interpret cultural
expressions in its broadest political sense.
This course seeks to introduce students to
theories of “Caribbeanness” through the framework of Caribbean Cultural
Studies. By engaging this multidisciplinary approach the course highlights
major historical, cultural and aesthetical occurrences in the Caribbean.
Students are expected to analyse race, class and gender as frames of reference
for understanding cultural practices and subsequent power relations. As such,
the course also offers students a platform from which to interpret cultural
expressions in its broadest political sense.
This course makes use of independent research, group and independent presentations.
Students are expected to actively participate in debates about feminist and queer theories on sexuality in lectures. Students must be prepared to read and engage in stimulating discussions and will critique various performing and visual artworks that engage in the topic of sexuality, power and desire. This includes reading journals such as Feminist Review, Men and Masculinities, Sex and Sexuality, Small Axe, Aids Care, Caribbean Review of Gender Studies Online Journal, Culture, Health and Sexuality, Feminist Africa and Social and Economic Studies
The Classroom Assessment course provides the opportunity for student-teachers to understand both the assessment emphasis of the constructivist and that of the behaviourist which is normally associated with accountability in education. The examination of various assessment concepts that are relevant to classroom assessment forms an important part of the course. So too are the critical technical requirements of assessment instruments and procedures. The course provides opportunities to explore various instruments and procedures that are frequently used and associated with constructivist assessment on the one hand and accountability assessment on the other. It places as much importance on the acquisition of skills in developing and using assessment instruments and procedures as it does on a good grasp of conceptual and theoretical issues. Students are provided with the opportunity through their coursework to apply the skills that they learn to authentic situations.
As a complement to Creative Non-Fiction: Reflective and Descriptive Writing, the course, Expositions and Arguments in the Arts, focuses on two specialised modes of writing—expository and argumentative—in order to introduce students to the elements and structure of writing at the tertiary level. The mechanics of these two different types of writing are explored as the students participate in a range of listening, reading, writing and speaking activities to foster the development of their communicative competence and attainment of academic literacies.
This course offers students explanations,
frameworks and guidelines for research practices which are grounded in active,
intimate, hands-on participation and personal connection, as well as an
understanding of one’s practice as both method of research and object of
research. The course advocates a bricolage approach, using a mix of serviceable
methods, with the main research methods drawn from qualitative research
paradigms and practice-based and practice-led approaches, with a focus on
experiential and ethnographic methodologies.
Reflective Practicum requires student teachers to participate in a variety of activities in a school in addition to observing contextual elements and forces at work in this context. It requires the participants to work as a learning community while integrating professional, specialized, pedagogical and collaborative research knowledge and skills to examine/address issues related to (a) Curriculum (b) The Process of Learning in the school assigned or chosen. During the practicum, the participants will assume full responsibility for the outcome of the process although there will be formal supervision. As part of taking responsibility, they should seek the advice of their department on matters of concern to them