Kutztown University - Keystonia Yearbook (Kutztown, PA)

Page 22 text:

Curriculum Heads Secondary Education Kutztown State College will undoubtedly maintain a reputation for pre- paring capable secondary teachers of English, social studies, modern languages, science, mathematics, and geography. The continued development of a superior department of speech and drama should promote greater interest and activity in speech and drama — curricular as well as extra-curricular — in the high schools of eastern Pennsylvania, and meet an increased demand for teachers with this specialized training. Kutztown will probably follow trends already discernable in teacher- training throughout the United States. Among these might be mentioned: a greater flexibility in general education requirements, efforts to reduce irrele- vance and duplication in professional courses, greater use of research, simulation, and instructional media — such as closed-circuit television and video tape. Our new library will be a boon. Additional facilities — physical and human, coupled with anticipated greater local autonomy for the college will permit Kutztown to meet the educational challenges of modern society. 16 Dr. B. Henry Shafer Director

Page 21 text:

nd Faculty Dr. Edward Tracy Mossaycb Janshidipour Dr. Walter C. Warzeski Dr. Russel F. Kaiser John B. White Dr. Russell F. Kaises Ester M. Willies Ahmad Kiasat Dr. William G. Laurita LIBRARY EDUCATION John W. Polischak Nicholas G. Stevens, Dennis F. Roth Department Head John P. Schellenbcrg Dr. Hilda A. Elkins William F. Kanasky Karl F. Walter Sara R. Mack PSYCHOLOGY Mildred M. Mengel Dr. C. Wilber Mathias, Department Head MATHEMATICS Dr. Kenneth L. Cook Dr. Edward W. Evans, Dr. Constance P. Dent Department Head Dr. James K. Hershberger William E. Bateman Dr. Robert W. Jacks J. Dwight Daugherty Donald K. Laucr Ephraim B. Fithian Dr. Jacob Mandel Glenna Gebhard Dr. Daniel F. Skcath Galvin J. Gerhard Mary P. Williams Dr. Irving Hollingshead, Jr. William E. Jones Paul A. Knedler Tom A. Wolfe •Ednamac Love SOCIAL SCIENCES Anthony Matz Dr. Earl Y. Reeves, Samuel H. Ottingcr Department Head Kyn Sam Park Dr. William R. Collier Oscar L. Snyder Bernard H. Friedman Jason W. White Dr. Leonard A. Friedman Dr. Robert F. Wolff Harry Huber • deceased Theodore W. Jcntsch Dr. Raymond Jones MUSIC Christine M. Lcmicux Roy C. Thomas, Peter R. Miller Department Head Edward A. Shackelford Aceste J. Barbera Dr. John J. Stoudt Philip Malpas James H. Tinsman Earl L. Mayberry Edwin Schatkowski Philip T. Varricchio Dr. Frank H. Seikmann SPEECH AND THEATRE Larec McN. Trollingcr Dr. Annette Mazzaferri, Richard G. Wells Department Head THE PHYSICAL SCIENCES Betty J. Bartlett Dr. Williams B. Agocs, Henriettc R. Engelson Milton Kern Department Head Dr. William H. Marsh Francis J. Curry Robert E. Reinecke Dr. Laurence F. Dempsey Dr. Er Hung Djao Arthur H. Sinclair 15

Page 23 text:

Art Education Education of art teachers is a relative balance of visual and liberal arts. Since the art teacher is committed to the whole education of youth, the liberal arts experiences not only aid in establishing educational rapport with young people but also in developing a personal erudition necessary to aesthetic perception. Visual arts experiences, with equal emphasis on graphics and crafts, provide for the development of personal and educational aesthetic competence. The evolving curriculum is contextually related to this educational structure. Curriculum changes will continue to emphasize the inter-relation of aesthetic competencies rather than merely accumulate isolated courses in the visual arts. The liberal arts education will permit considerable elective latitude with a minimum of required courses. Students will have an increasingly vested •Wrest in determining their education within the context of the curriculum. Dr. Horace F. Heilman Director Fine Arts Education Fine arts curricula — painting, sculpture and advertising — were completely evaluated during the Spring of 1968. Major curriculum revisions were based on in- structional experiences by students and instructional staff. Development of aesthetic competencies are definitely sequentially interrelated, thereby eliminating segmented studio experiences. These significant revisions reflect the immediate future curricula in fine arts. Impending revisions in the liberal arts aspect of fine arts education forecasts a considerable student latitude in course selections. Students will be in a position to program liberal arts courses reflecting the particular purposes of their fine arts curriculum. 17