Graduate Courses

Students and teachers in this class will study musical theatre genre so as to consider the application and use of this repertoire in the training and developing analytical and pedagogical tools pertaining to repertoire and development of the human voice will be addressed as well as historical and current trends in the genre.

In this course, students examine classical vocal repertoire and consider its application and practical use in the training of the singing voice throughout all stages of vocal development. Students apply analytical and pedagogical tools to assess the physical characteristics, artistic capabilities, and musical aptitude of the individual singer while determining the accessibility and appropriateness of assigned repertoire. Students consider the parameters of range, tessitura, melodic, harmonic, and rhythmic complexities, language, duration, dramatic context, and style.

In this course, students examine classical, musical theatre and contemporary commercial vocal repertoire to consider its application and practical use in the training of the singing voice throughout all stages of vocal development. Students apply analytical and pedagogical tools to assess the physical characteristics, artist capabilities and musical aptitude of the individual singer while determining the difficulty levels of songs based on factors including, but not limited to vocal range, tessitura, dynamics, laryngeal positioning and embouchure configurations.

Open to department graduate students majoring in music. Private voice lessons covering repertoire from all styles and forms, supplemented by extra assingnements. Attendance at recitals and master classes required.

Private lessons for non-majors (by examination) in voice, supplemented by extra assignments, outside practice, and observation.

This course continues the training of voice teachers as singing health specialists adding “hands-on” experience, thus increasing depth of content comprehension and advancing skills of application. Prerequisite knowledge will be made more explicitly practical for the teacher working with a compromised singing voice. Real-time application, assessment, and critical thinking will be emphasized in the context of a voice care “team”, further equipping singing teachers to confidently determine the most beneficial course of action for a singer needing specialized guidance.

This course, offered in conjunction with the Langone Voice Center at the NYU School of Medicine, trains voice teachers as singing health specialists, building on prerequisite knowledge of vocal function thus increasing understanding of the care required for a compromised singing voice. Enhanced skills of aural discernment in placing voices on a spectrum from optimally functional to some degree of compromised function will expand assessment ability within the context of the private studio in order to determine if any singer is in need of specialized guidance.

This course focuses on the anatomic, physiologic, and perceptual aspects of voice production and the voice changes triggered by risk factors or changes to the larynx. Students refine their voice models, enhance discrimination of voice characteristics, and learn setup procedures to encourage easy phonation. They learn to use a hypothesis-driven context to link vocal characteristics to underlying physiology. Students identify risk factors and learn to promote efficient phonation within a multicultural context, including transgender voice production.

The course provides a comprehensive, interdisciplinary overview of the multifaceted role that vocal expression plays in everyday communication.Familiar voice recognition, perception of emotion, attitude and personality, and interactions between speech and voice perception are described from sociological, psychological, physiological, and neurological perspectives. Evolutionary biology, cultural differences, singing, and uses in media and courtroom are discussed. Clinical studies examine self-awareness of vocal expression and the influence of vocal quality on personal identity. Voice as communication vehicle for speaker and listener is fully explored.

This seminar explores the practices of war as modes of material political communication in which media is militarized and violence is mediatized. This seminar will examine how modern warfare has generated new visual cultures, new media networks and the sensorium of modernity.

Investigates the final stage of the food system- water and waste disposal- as it is manifested in the urban metropolis. This course also draws upon the historical underpinnings of the systems used to manage water and waste- but also the underlying issues of purity and contamination that these systems are also designed to address. Issues include water and waste in relation to changing landscapes and demographics- enmeshment in urban policymaking- and competing notions of environmentalism.

Students examine the evidence-based approaches to obesity management, including diet, physical activity, behavior modification, medications, surgery, and dietary supplements, in the treatment of excess body weight and adiposity. Students also discuss the current weight reduction trends that patients/clients may adopt outside of medical supervision.

West African Dance is an open level dance class that explores traditional songs, dances, and rhythms from various cultures in the region, and reflects its diversity of styles. This course will also explore the cultural continuum evident in dances/rhythms that have migrated from West Africa to other parts of the world.

This course introduces residents to the legal requirements and educational rights of students with disabilities and their parents. In addition, we explore the role and responsibilities of teachers tasked with providing special education and related services to students with disabilities, primarily through Individualized Education Programs (IEP), which are mandated under the Individuals with Disabilities Education Act. Finally, this course explores how to collaborate with colleagues to meet the academic, functional, and behavioral needs of students with disabilities and adhere to the guiding principles of the Individuals with Disabilities Education Act.

Past and present theories about the role of the teacher in the educative process. Study of the theories of Socrates- Plato- Augustine- Rousseau- Dewey- Locke- Rogers- and others. How these theories arose and their place in the historical milieu. The aim of the course is to help students clarify and test their own assumptions and theories about what teachers are for through critical encounters with the ideas of some of the leading educational theorists in the history of education.

Course focuses on key pedagogical methods for teaching secondary subject areas, (English, math, science, and social studies). Students will learn to design and deliver lesson plans that are content rich, culturally relevant, and inquiry-based. Topics include methods for differentiating instruction for all learners especially students with disabilities and English language learners.

One common trait of experimental modernist and contemporary art is the pressure it exerts on conventional ideas about what art is and what it can do. This research seminar will address some of the many forms this redefinition has taken- combining art historical methods with approaches drawn from critical aesthetics and curatorial theory. Whenever possible- we will meet directly with artists- conduct site visits- and utilize NYU's extensive archives.

This course introduces general education teachers to the essential concepts, policies, and procedures centrally important to teaching students with disabilities. Because special education is a conceptual thread woven throughout the eMAT, the information in this chapter underscores or augments the work students have already done as they have learned how to differentiate, how to read IEPs, and how to include families in educational decision-making.

Where we teach and learn influences how we function and who we engage in the process. This module focuses on various contexts of learning and schooling in urban environments, including classrooms (general, inclusive, and separate); historical contexts; federal, state and local policies that shape learning contexts, learning, and learners. Students will be able to identify models of positive classroom environments, support high expectations of all students, collaborate with families and other professionals, and create caring classrooms for diverse learners.

Knowing the individuals in our classrooms, their families, & communities are essential starting points of teaching. Building relationships with learners, learning from them & their experiences, & empowering these in the classroom establishes mutual respect & social contingencies where all class members are contribute to social, emotional, & intellectual growth. Topics include: learner identities, unpacking teacher privilege, intersections of diversity, building on family/community resources, & responding to diversity through individualization.