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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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:
a) A four-year bachelor's degree, or equivalent, in English, or English and another subject from the University of Toronto or another approved university.
b) A mid-B standing in English courses from the University of Toronto or another approved university.
c) One year of teaching experience or equivalent professional experience;
d) Two letters of recommendation, one from the applicant's undergraduate program;
e) Recent curriculum vitae which must include teaching experience after graduation.
Program Requirements
Students will be required to complete:
a) CTL5000Y History and Theory of the Study of English
b) the equivalent of two half-courses offered by the Master of Arts in Teaching program
c) the equivalent of two half-courses offered by the Curriculum program or Teacher Development program
d) the equivalent of two half-courses offered by the Graduate Department of English
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.
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 | |||
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