Undergraduate Courses

One semester supervised student teaching in a science education classroom in high school a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum. Participation is required in a weekly student teaching seminar which offers a practical examination of teaching problems and practices as they relate to actual classroom teaching.

One semester supervised student teaching in a science education classroom in middle school a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum. Participation is required in a weekly student teaching seminar which offers a practical examination of teaching problems and practices as they relate to actual classroom teaching.

One semester supervised student teaching in a world language classroom in middle or high school settings for a minimum of 180 hours with 20 days, plus a weekly seminar. Student teaching experiences support theoretical and practical applications of planning and implementation of the curriculum. The weekly seminar offers a practical examination of teaching challenges and practices as they relate to actual classroom teaching.

One semester supervised student teaching in a world language classroom in middle or high school settings for a minimum of 180 hours with 20 days, plus a weekly seminar. Student teaching experiences support theoretical and practical applications of planning and implementation of the curriculum. The weekly seminar offers a practical examination of teaching challenges and practices as they relate to actual classroom teaching.

Supervised student teaching in secondary classroom settings, 7-12, followed by scheduled conferences with field supervisor. Seminar involves developing appropriate goals, negotiating and enacting appropriate learning experiences, and assessing student learning in drama and theatre activities. The critical analysis of student teaching in the secondary classroom is designed to promote the student's development as a reflective practitioner.

A practical course for directors of school, college, and community theaters. Technical facility in play analysis, establishing character relationships, and stage composition are stressed through class participation and discussion. Integration of the elements of stage production is demonstrated through class projects.

Supervised studio usage. Students must get Department of Art and Art Professions approval.

Principles covered in MPATE-UE1001 & MPATE-UE-1003 are put into practice with additional theory & techniques. Students perform various duties just as they would in a professional recording session. Studio Lab assignments are performed outside of class reinforcing weekly topics.

Scenes from period plays ( Greek, Roman, Elizabethan, neoclassical French, Restoration, eighteenth-&-nineteenth-century European) are studied and acted. A course in performance styles and techniques for actors, directors, designers, teachers, and those interested in theatre history and criticism. Additional hours of rehearsal.

Scenes from period plays (Greek, Roman, Elizabethan, neoclassical French, Restoration, eighteenth-and-nineteenth-century European) are studied and acted. A course in performance styles and techniques for actors, directors, designers, teachers, and those interested in theatre history and criticism. Additional hours of rehearsal.

This course is designed to give students a comprehensive overview of developmental psychology following a chronological approach. The course covers major theories and research findings on human development, and provides students with the opportunity to appreciate the practical significance of sound theory and research. The course has two distinguishing features: (1) a cross-cultural focus and, (2) an applied emphasis. By the end of the semester, students will be able to: (a) summarize the major theories, concepts and research methods in developmental psychology, especially as these relate to the study of child development in different contexts, (b) identify basic developmental processes and milestones, and (c) apply developmental concepts to real life situations through the observation of children in their natural settings.

The concept of sustainability is important in our current moment, yet we use the
term in a variety of ways and via different frameworks of understanding. This course explores how we talk about and understand the concept of sustainability, including as environment and climate change, food production and consumption, and individual and community health. Students will examine the concept of sustainability through these different lenses, exploring the connections among them.

This course explores Tango as an aesthetic, social, political, and cultural formation in Argentina and Latin America. During the rapid modernization of the 1920s and 1930s, Tango, formerly seen as primitive and exotic, emerged as a kind of modern art form and quickly came to occupy a central space in nationalist discourse. The course explores how perceptions of primitive and modern converge in this unique and exciting art, and considers tango as a global metaphor with connections to urban poverty, social marginalization, and masculine authority.

This class introduces students to the art of tap dance, including its history, artists and technique. Beginning students develop a working tap dance vocabulary of steps and sequences, including classic repertory, as well as the rudiments of tap improvisation and choreography. More advanced students focus on more difficult steps as well as on developing virtuosity and expressiveness in their dancing.

Basic course in jazz tap, waltz clog, & soft-shoe styles of tap dance. Relates the cultural & generic origins of these styles to their introduction to & development in theatre as performing art. Includes fundamental skills & traditional steps & sequences for creating tap dance choreography.

Models of learning, methods, instructional strategies, and resources for teaching a foreign language to elementary school children. Emphasis is on the development of communicative skills. Includes field observation.

Increasingly, students with a variety of disabilities are remaining in the general education classroom. This course is designed for non-special education majors and those from related service areas who recognize the need to understand the issues and possibilities for working successfully with these students. Sample topics include: current legislation, availability of resources and related services, parenting issues and instructional strategies.

The colloquium provides a setting for students and faculty to share ideas and examine problems/issues common to teacher education and their experience at NYU. Students will discuss broad issues of the profession, career and research opportunities, and foster deeper ties to the department through discussions with faculty, alumni, current students, and administrators on campus, learn more about teaching, resources, and opportunities available to them through our department.

A practical examination of specific teaching problems and practices as they relate to actual classroom teaching. Class sessions are based on student teaching experiences.

What counts as literacy? Who decides? How is language used to make meaning in various disciplines? This course explores the fundamental role of language and literacy practices in learning in today’s linguistically and culturally diverse
classrooms, with a particular focus on the middle and high school levels. Students learn how language and literacy are related, and how they vary in different contexts, and apply this understanding to conceptualize, design, analyze, and refine literacy instruction in their chosen content area.