OISE/UT Bulletin 2000/2001 -- University of Toronto Graduate Studies in Education
Curriculum, Teaching and Learning - Master of Arts in Teaching Program
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MASTER OF ARTS IN TEACHING (M.A.(T.)) PROGRAM

Program Co-Coordinators:

P. Trifonas (CTL Department)

The M.A. Coordinator (English Department)

Core Faculty

R.L.M. Brown
C. P. Diamond
J.D. Duffy
G.E. Henderson
C. Kanaganayakam
D.M. McDougall
I.C. McDougall
R. Morgan
H. Murray

The Master of Arts in Teaching or M.A.(T.) program is designed for the professional teacher of Language Arts and/or English. It includes a balance of contemporary educational, literary and literacy theories with content in English studies.

Admission Requirements

Applicants require:

Program Requirements

Students will be required to complete:

NOTE: All requirements for the degree must be completed within six calendar years of first enrolment.

English Courses

Note that courses offered by the Graduate Department of English require balloting. Contact the Department of English for further details.

COURSES

The following is a list of courses offered within the Master of Arts in Teaching (M.A.(T.)) program. Not all of the courses listed are offered in any given year.

CTL5000Y History and Theory of the Study of English
An examination of the historical development of the study of English in schools as well as the "history" which teachers themselves bring to teaching. The relation of literacy theory and linguistic theory to this development and the influence of theory on school climate and curriculum. Literary theories, including new criticism, phenomenology, mythopoeic criticism, structuralism, post-structuralism, deconstruction and constructionist theory will be examined not as competing theories but as different lenses through which to read/write, make sense, and interpret. Trends and practices, changes and "reforms" in the study of English language and literature will be considered in relation to speaking/listening/
writing/reading/viewing/valuing and criticizing. The fusion of theory and practice in all aspects of the English classroom will be emphasized.
P. Trifonas

CTL5001H Approaches to Shakespeare
This course consists of a study of selected schoolroom plays, considering: questions about the texts and their historical and literary contexts (including performance conditions); sources; dramatic structures and styles; stage histories; adaptations; etc.
J.H. Reibetanz

CTL5002H The Origins of Modern English
A survey of English linguistic theory. The course begins with an examination of contemporary English and traces in reverse chronological order developments in the language between the present day and the Old English period. Emphasis will be placed upon the significance of linguistic change for the study of literature.
D.M. McDougall or I.C. McDougall

CTL5003H Approaches to the Novel
Four major Canadian novels will be studied in relation to three theoretical perspectives. The novels will be: Alice Munro, Lives of Girls and Women; Mordecai Richler, St. Urbain's Horseman; Margaret Laurence, The Diviners; and Timothy Findley, The Wars. The critical works brought to bear on these will be: Erich Auerbach, Mimesis; Northrop Frye, Anatomy of Criticism; and Jonathan Culler, Structuralist Poetics. Underlying concerns throughout will be the relation of the reader's experience of the text to the text itself, the relevance of theory to that relationship, and the exploration of ways of employing these considerations in teaching English. The approaches studied will be applicable to novels at all grade levels.
H. Auster, J.D. Duffy and C. Kanaganayakam

CTL5004H Approaches to Poetry
Explorations in the close reading and analysis and the discussion of poetry, emphasizing the indivisibility of content from the means of expression. Poetry of all kinds and from several English-speaking countries will be sampled; different approaches to the interpretation and evaluation of poetry will be tested. There will be consideration of the differences between three kinds of reading: reading poems (the uniqueness of the poem); reading the poet (the distinctiveness of a poetic oeuvre); reading the age (the poetic style and character of a particular literary period).
R.M. Brown or M.C. Kirkham

CTL5005H Approaches to Canadian Writing
Through investigation of a variety of representative texts and queries, this course will attempt to discover whether a common "Canadian" sensibility in approach in fact exists.
R.M. Brown or J.D. Duffy

CTL5006H Studies in Mythology and Legend
Mythology, legend and fairy tale will be considered as "serious statements about our existence". Comparative mythology with particular emphasis upon Greek mythology and the King James version of The Bible. Legends will include legends and folk tales of native peoples, Arthurian legend as well as legends from around the world. Provision will be made for participants who wish to adapt this study to multi-culturalism and diversity. Fairy tales in versions from an oral tradition as well as the literary fairy tales of Andersen, Grimm and Perrault will be considered and social history examined by what was considered at any period to be "suitable for children". An historical and critical approach will be observed throughout. The themes and shapes of myth, legend and fairy tale found in novels, plays, poems, film and contemporary culture will be explored.
Staff

CTL5007H Approaches to Drama
This course investigates the nature and variety of drama through close study of selected plays drawn from a broad chronological and generic range - from Greek tragedy to the drama of the absurd, and from elaborately plotted comedy and tragicomedy to pared-down works of character study or symbolic vision. The course's approach will be intertextual, using the broadly allusive and theatrically self-reflexive drama of Tom Stoppard as a centre from which to explore dramatic traditions and styles.
J.H. Reibetanz

CTL5008H Teaching Writing
This course assumes that writing is a process that forms substance and that style is functional, not a mere ornament but an integral component of the writing and thinking process. To teach writing effectively, we need to understand how formal and stylistic structures function in creative and communicative processes that are both individual and social. This course seeks to integrate models of composition into a pedagogy that regards writing as at once process, structure and strategy. Such an understanding of composition has important implications for how we teach writing in the classroom, and spelling out these implications will be the aim of the seminar.
G. Henderson

CTL5009H Approaches to Women's Writing
This course deals with three approaches to women writers. The first, with which most participants will be familiar, is "textual" study - of genre, language, figuration, for example. The second is "production" study, which involves thinking about women's writing in terms of their historical and material circumstances and lived experience. The third approach is "reception" study, which involves thinking in a more general way about how women have been read and reviewed: the more specific question of women's reading and interpretive practices may also be considered under this heading. Consideration of the role of women in education, and particularly as students and teachers of literature, will frame these discussions.
Staff

CTL5797H Practicum in Master of Arts in Teaching Program: Master's Level
Supervised experience in an area of fieldwork, under the direction of faculty and field personnel. Arrangements for this practicum are made through the Practicum Coordinator. Inquire at the department office at least two weeks before the beginning of the session.
Staff

CTL5798H Individual Reading and Research Course in Master of Arts in Teaching: Master's Level
A course designed to permit the study (in a formal class setting) of a specific area not already covered in the courses listed for the current year.
Staff

CTL5799H Special Topics in Master of Arts in Teaching Program: Master's Level
A course designed to permit the study (in a formal class setting) of specific areas of the Master of Arts in Teaching not already covered in the courses listed for the current year. (This course does not fulfil the purpose of CTL5798, which is normally conducted on a tutorial basis.)
Staff

OISE/UT Bulletin 2000/2001 -- University of Toronto Graduate Studies in Education
Search the Bulletin for a word or phrase: