The Eight Modules of the Diploma Courses.
Details of each Module 1, 2, 3, 4, 5, 6, 7, 8
Assessment for Distance Education Top
COLLEGE DIPLOMAS
Diploma of Marriage Celebrancy : Modules 1, 2, and 3
Diploma of Funeral Celebrancy : Modules 1, 2, and 4
Diploma of General Celebrancy : Modules 1, 2, and 5
Advanced Diploma of Marriage Celebrancy : Modules 1, 2, 3 and 6
Advanced Diploma of Funeral Celebrancy : Modules 1, 2, 4 and 6
Advanced Diploma of General Celebrancy : Modules 1, 2, 5 and 6
Graduate Diploma of Celebrancy : Completion of all modules
Module 1-The History Nature and Development of Ceremony
Module 2-Public Speaking, Management and Choreography
Module 3-Wedding Celebrancy in Practice
Module 4-Funeral Celebrancy in Practice
Module 5-General Celebrancy in Practice
Module 6-Celebrancy as a Profession & Small Business
Module 7-The History, Nature and Development of Secular Celebrancy
Module 8-Values, Ideals and Spirituality
Module 1: The History, Nature, and Development of Ceremony
This is a compulsory module for all Diplomas. Unless celebrants know about and are convinced of the worth of ceremony, there is little point in their continuing in this work. Students who complete this Module should:
* be aware of the history of Ritual and Ceremony from primitive times to the present, seeing a variety of ways in which people express themselves ritually and ceremonially in different cultures.
* see the importance of history and tradition, and the equal importance of personalisation and flexibility.
* recognise the place of the visual and performing arts in ceremony and ritual.
* understand how ceremonies signpost the culture -and are measuring sticks of the culture.
* see the importance of ceremony in everyone's lives - including those with no "religious" beliefs of any kind.
* see how society benefits from development of better ceremonies.
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Module 2 : Ceremonial Public Speaking, Management and Choreography
Of all the necessary celebrant skills (and they are many) the one most obvious to the audience is the ability to deliver the ceremony in a manner which enhances the occasion for all participants.
This is the up-front part of a celebrant's equipment. While this is difficult to organise by Distance Education, the College has arranged a network of appropriately qualified examiners, and in the case of particularly remote students, would consider the use of methods such as CD, DVD or Video.
To ensure the desired outcome the College arranges for a qualified person to first give the student a preliminary assessment, recommend exercises, and finally examine the student and certify:-
* That the applicant can project the voice to a gathering of, say, 70 people in the open air.
* That his her/diction is clear (and that he/she knows exercises, including breathing exercises, for sustaining clarity and audibility.)
* That he/she can read poetry/prose with competence, due understanding, inflexion, and emphasis etc.
A celebrant should be able to read poetry and pleasing prose professionally and well. A celebrant should have the interpretative skills, personal aptitudes, technical skills, and voice management ability to read and speak competently, i.e. the elements of voice and speech which effectively transmit thought, mood and feeling.
* that he/she can set up a portable PA system for celebrant /readers, and use it competently with appropriate microphone technique.
* that he/she knows how to adapt to a variety of PA systems such as are found in reception centres, funeral parlours, etc.
* that he/she knows how to organise a gathering so that all of those present can feel they are part of the ceremony, whatever the restraints and distractions.
* that the applicant knows in what way the needs of ceremonial audiences differ from those of other audiences. There are a number of other skills (e.g. active listening) which are taught within this unit and which will be examined by assignments, or oral / written tests.
Please note carefully : CREDITS (Recognition of Prior Learning) ARE RARELY GIVEN FOR THIS MODULE. This Module aims to communicate basic ideas and raise awareness. The detailed assessment by a qualified person should give the student a description of strengths and weaknesses. It may be that practising certain exercises could bring a failed student to a competent level. If private coaching is required to achieve this competence, this must be pursued at the student's expense.
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Module 3 : Wedding Celebrancy in Practice
When students have finished this Module they should:
* be able to organise, rehearse and officiate at a wedding in such a way that they, and all other ceremony participants, are "heard, understood and appreciated". Know that a high standard is maintained by processes of review.
* be able to ensure the freedom of choice of the client couple and whomever else they choose to involve in the decision making.
* appreciate the celebrant's obligations to the community and the law of their country or state.
* be familiar with the poetry, prose, music and symbols which give power and meaning to wedding ceremonies.
* know about Relationship Education Courses and Counselling Services, and have a technique to make couples aware of these services.
* know the main legal and organisational procedures essential to marriage preparation, including a basic knowledge of wedding etiquette, procedures at receptions, and services such as musicians and other artists; venues and sources of appropriate ceremony props and services.
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Module 4 : Funeral Celebrancy in Practice
On completing this Module, the student should:
* be able to write a competent eulogy and to construct an appropriate ceremonial framework into which it may be placed.
* understand the basic standard which the College and high standard Celebrant Associations, based on market research, expects for funerals. This requires an in-depth knowledge of how to interview and listen, take notes, creatively write and carefully check the eulogy and ceremony.
* have an adequate knowledge of the literature and music frequently required for funerals.
* understand the "grief process" and its relevance to funeral celebrancy.
* know the main historical events which have affected people's lives and the values they have inherited, and be able to link such events (including local history) to an account of an individual1s life.
* be aware of the cultural and personal needs of the bereaved, with a general knowledge of funeral practices of different groups in our society,
* know about the classic eulogies and ceremonies.
* have a general knowledge of the workings of the Funeral Industry with which the celebrant must work, and the laws, conventions and practices to which it is subject.
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Module 5 : General Celebrancy in Practice
Ceremonies establish, confirm and reinforce relationships and recognition of status in society. A Divorce ceremony can help a person come to terms with the grief of a broken marriage; a "Journey" ceremony can help young people feel "connected" with family and community. Rituals, such as regular family gatherings on birthdays etc, have similar stabilising and reassuring effects. At the end of this Module students should be able to:
* create a wide range of ceremonies in a collaborative way which ensures freedom of choice for their clients and whomever else they choose to involve in the decision making. E.g. Namings, Adolescence, Step-child acceptance, Divorces, House Dedication, Career Transition, Change of Name, Graduation, Renewal of Vows, Same Sex Commitment and many other milestone celebrations in people's lives.
* see ways in which celebrants can contribute to civic and other public ceremonies. Students should know about:
* the poetry, prose, music and symbols which give power and meaning to ceremonies.
* available musicians and other artists, venues and sources of appropriate props, equipment and facilities.
* the details of source materials, proper planning and rehearsal.
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Module 6 : Celebrancy as a Small Business / Profession
Providing well-conducted Rites of Passage should be a self-sustaining profession (full time or part time), this Module considers the main components of running a small business / professional practice well and the ways business and marketing principles apply to the professional celebrant. On completing it, students should:
* recognize the historical and cultural reasons that make it hard for celebrants to persuade themselves and the public that they are actually small business professionals.
* be equipped to keep track of the range of normal business expenses, and be familiar with appropriate computer software.
* be able to analyse the components of a business, and thus have properly formulated business objectives, a budget and a plan for its immediate and long-term future.
* be able to describe the ideal celebrant's premises (and ceremony venues including equipment, music, PA)
* be familiar with the role of Professional Associations in providing Philosophies of Excellence, Mission Statements, Standards of Service and Codes of Ethics.
* know about presentation, image, service, marketing, networking, advertising, and use of a database of clients.
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Module 7 : The History, Nature & Development of Secular Celebrancy
After studying this Module the student should:
* know about the challenges, difficulties, issues and problems faced by the fledgling celebrant program and what lessons can be learned from this history.
* be familiar with the practical, philosophical and administrative issues which are part of the program's history.
* understand Lionel Murphy's part in the Civil Celebrant movement in the context of his contribution to Australian and world society in general.
* be able to compare the development of the Australian program with similar initiatives in other countries and be able to discuss the main differences and how they came about.
* be familiar with the key issues of debate in the development of Civil Celebrancy: Is Celebrancy a community service or a profession? Do Celebrants represent non/anti-religious groups or the general community? Are celebrants of marriage only, or celebrants of the ceremonies people need? Should celebrants be chosen from those trained in particular areas, such as the arts or the law? Should celebrants go by instinct or be educated and trained? Should the ceremony be the choice of the celebrant or the choice of the people, regulated by government or deregulated in the market place? Should civil ceremonies be less aesthetically pleasing and powerful than church ceremonies (or better)?
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Module 8 : Values, Ideals and Spirituality
At the end of the twentieth century, many citizens have little or no formal religious allegiance, but still have some form of spirituality. Many of these will look to Civil Celebrants to read their needs at the time of significant events, to provide the words and the symbols that express their own spiritual yearnings, ideals, values and convictions. In this Module students will study the following issues:
* The Spirituality of the Celebrant.
* approaches to secular spirituality, and its difference from various religious spiritualities.
* the distinction between religion and spirituality; ways in which people can have a spirituality independent of the doctrines of a Church; the sources from which people can derive spiritual enrichment.
* the power and importance of traditions for good or ill, how they can be incorporated into a secular spirituality.
* different understandings of secular and religious persons with regard to powerful emotional experiences, and to the great passages of life and death. The emotions generated by symbols, music and poetry. The difference, if any, between artistic and religious sentiment and ecstasy.
* the roles of myths, heroes and "saints" - secular and religious - in human life.
* the place of prose, poetry, music, painting, and other arts in expressing and evoking spirituality.
* how ideals and values are expressed, reinforced and transmitted in civil ceremonies.
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Assessment for Distance Education Packages
Requirements for each Module will vary according to the content of the course. As a general guide, here is an outline of the workload for Module 1:
1. Search Questions on provided and/or designated material. (Short items - approx. 2000 words in total.)
2. Field Reports on actual ceremonies and an interview with celebrant(s) - approx. 2000-3000 words in total.
3. Learning Journal/Diary.
Module 2 involving assessment with a Speech and Voice person, speech and voice exercises, and a final assessment in this area, is therefore different in style to the other modules.
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Due Dates for Distance Packages
The College has not set dates for submission of individual items. The time envisaged for working on each Module is equivalent to approximately 10 weeks at 8 hours per week. Modules should normally be completed within 6 months. If this presents problems, please get in touch. The College has not set dates for submission of work, seeing its students as "self-starters" and able to manage their own time.
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