University of Guyana 2025/2026

Welcome to the ART 1106 Course!

Through a combination of lectures, readings, videos, and discussions this course will acquaint students with issues related to defining art, functions of art in both historical and contemporary contexts, and the language of art. This course gives students the opportunity to become familiar with Contemporary art practice as well as artists of historical and contemporary relevance, of both local and international origin.  This course focuses discussion on visual art, although other areas in the arts may be considered. In preparation for your course, review the Course overview.  This includes your course syllabus and Zoom link and schedule, your expectations, and responsibilities, my information, and all assignment information.  This Course Overview will ensure you are ready for the start of the course on Friday, September 24, 2025.

You will gain access to lesson presentations, handouts, and assignments once the course officially starts. Failure to complete the assigned tasks could result in you failing the course.

If you need any help throughout this course, please know that I am here for you. I am your first point of contact for anything related to the content of the course. You will get to know me better by attending classes. I highly encourage you to use the Moodle Inbox or WhatsApp at 321-301-5494 to message me.  For more information view the Faculty Information page. 

If you have any Moodle-related issues or need technical assistance, please contact the IT Help Desk.  If you have any program-related questions, please contact your Head of Department.

I encourage all of you to support each other as we get into the course discussion. You will also find that I will ask you very specific questions concerning the lesson. These are to encourage you and to stretch you to think deeply about the topic we are discussing. 

Limits of Confidentiality

Students are encouraged to share life concerns with the lecturer in this class. Not only will the lecturer pray for and care for students but can also guide students to appropriate University resources if desired.

All reported information is treated with discretion and respect and kept as private as possible.

Academic Policy

As a University of Guyana student, you have certain rights and responsibilities that you should be aware of. Click on the link to familiarize yourself with your rights and responsibilities.

 GENERAL UNIVERSITY REGULATIONS

Using Email

Your lecturer will communicate with you via Moodle or your email address. Use only that address when contacting your instructor or classmates and check your email and Moodle portal and inbox frequently in order to stay abreast of news and progress within your course. Assignments are not to be submitted using email.

Communication within Course

While email may be utilized for casual communication, graded class discussions and group collaboration are conducted inside the discussion tool of your course. Since this also is the primary place for making impressions both socially and academically, create messages that convey you at your best. Proper netiquette can help you be successful. Netiquette, or network etiquette, refers to the generally accepted rules for considerate behavior in online communications. Some tips to keep in mind:

1. Spend time crafting your message. This is not a text-messaging environment for quick, abbreviated conversation; it is a place for the exchange of academic knowledge. Use words that contribute to this purpose in a professional, concise manner.
2. Check your words for correct spelling and grammar. Do not write in all capital letters: it’s rude. Be sparing with your use of font weights like bold, italics, and underline.
3. Basic courtesy goes a long way to a good online experience. Respond politely and promptly, be patient, and appreciate differences. No vulgar, sexist, racist, biased, or other objectionable language will be tolerated.
4. Valid criticism is acceptably expressed in the form of thoughtful alternatives. Do not insult or “flame” others.
5. Respect one another’s privacy. Do not share e-mail addresses without permission. Do not allow anyone from outside the course to access the course without the permission of the lecturer and all other group members.
6. Be careful about sharing your own personal information, especially usernames and passwords.

ZOOM LINK

Philbert Gajadhar is inviting you to a scheduled Zoom meeting.

Topic: ART 1106

Meeting Day and Time: Every Wednesday from 17.15 hrs. – 20:10 hrs.

Join Zoom Meeting

https://zoom.us/j/92570404310?pwd=eGRCeVJsN0YvL2JHYlFPUW9FMWxxUT09

Meeting ID: 925 7040 4310

Passcode: 558306

Meeting ID: 925 7040 4310

Find your local number: https://zoom.us/u/aoz6EZWaH

This  course  is  designed  to  give  participants  an  understanding  of  the  social  background  of  the  young  child  and  to  enable  them  to  appreciate  the  factors  that  influence  the  social  behaviour  of  young  children.  As  a  result  of  this  course,  participants  should  be  able  to  develop  and  implement  Early  Childhood  Education  programmes  based  on  an  understanding  of  theories  of  social  developmental  and  behaviours  relevant  to  children  at  the  Early  Childhood  Education  level  in  Guyana. 

COURSE:  ENG 1105 – Introduction to the Use of English

CREDITS:  Four (4)

EXEMPTIONS:  NIL

CO-REQUISITE: NIL

PRE-REQUISITE: NIL

FOLLOW-ON COURSE: ENG 1205; ENG 1203

 COURSE DESCRIPTION

The Introduction to the Use of English is a foundation course required for students who enter the University of Guyana for the first time. The course introduces students to the linguistic diversity of Guyana and the wider Caribbean, and encourages serious reflection on the use of English in such a space. Students are then introduced to English language as it is used in academic settings. The course is also designed to develop students’ reading and writing skills in English language for specific tasks required at university, while raising their level of language awareness.

         DESCRIPTION OF COURSE
This course is designed to provide students with an opportunity to apply their knowledge gained in the Research Methods in Education course. It brings to students’ understanding the need and importance of conducting a proposal prior to conducting a research. The research proposal writing is designed to provide each student with a step-by-step guide, to writing a successful research proposal.  This course provides students with details and concepts to apply, as they conceptualize, design, and write their research proposal in consultation with their assigned supervisor. The proposal consists of the first three chapters: introduction, literature review, and the methodology chapters of the research.   
The participants will be engaged in discovering and exploring their research interests, reviewing research orientations, critiquing previously conducted research, and writing a proposal with the step-by-step guidance of their supervisor. 
COURSE RATIONALE
At the University of Guyana, and more specifically, the students of the Faculty of Education and Humanities, are required to complete a research as a final assessment before matriculation and subsequent graduation.  However, some students tend to opt out of this very important requirement in their academic journey.  This can also be the experience of the most supported and focused student.  However, it can be the most rewarding, yet challenging and sometimes frustrating experience of the academic process.  This course will help students to avoid pausing along their academic pathway. It is designed to provide academic, social, professional, and practical supervisory support for each student to complete their research at an exceptionally high standard.

STUDENT LEARNING OUTCOMES
By the end of this course, students will be able to: 
•    participate in whole class and small group collaboration on areas of their research proposal;
•    formulate a research topic for areas of investigation;
•    identify research problems and write problem statement of the proposed research;
•    articulate the purpose of the research as well as research questions/hypotheses;
•    discuss the variables of interest that are proposed to be captured in the research;
•    state the significance of the research;
•    write the definition of terms and possible limitations of the research;
•    conduct a review of literature that is aligned with the proposed research topic; and
•    write an overview of the proposed methodology of the research.

METHODS OF TEACHING
Whole class, small groups, and one-on-one discussions with the supervisor.
                            
METHODS OF ASSESSMENT
Components    Maximum score
Introduction    20
Review of Literature    25
Proposed Methodology    25
Proposed Data Analysis    20
Bibliography/References    5
Overall Presentation    5

REQUIRED READING
Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. (2006). Introduction to research in education. Belmont California: Wadsworth Publishing Co.
Bastick, T., & Matalon, B. (2007). Research: New & practical approaches 2nd edition. Kingston, Jamaica: Chalkboard Press, Materials Production Unit.
Best, J. W., & Kahn, J. V. (2003). Research in Education 9th ed. Boston: Allyn and Bacon.
Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education 5"' ed. London: Routledge/Falmer.
Fraenkel, J., & Wallen, N. (2003). How to design and evaluate research in education 5"' ed. Boston: M'Graw-Hill.
Gall, M., Gall, J., & Borg, W. (2007). Educational research: An introduction (8th Edition). Boston: Allyn & Bacon.
.Scott, D., & Morrison, M. (2007). Key Ideas in Educational Research. Great Britain: Continuum International Publishing Group.

RECOMMENDED READING
 Black, T. (2005). Doing quantitative research in the social sciences: An integrated approach to research design, measurement ans statistics. California: SAGE Publications Inc.
Gay, L., Mills, G. E., & Airasian, P. (2009). Educational research competencies for analysis and applications ninth edition. New Jersey: Pearson Education, Inc.
Picciano, A. G. (2004). Educational Research Primer. London: Continuum
Robson, C. (2002). Real world research - A resource for social scientists and practitioner-researchers 2nd edition. United Kingdom: Blackwell Publishing. 
Wellington, J., & Szczerbinski, M. (2007). Research Methods for the Social Sciences. Great Britain: Continuum International Publishing Group. 
Wellington, J. (2000). Educational research: Contemporary issues and practical approaches. London: Continuum.