Courses

This practical course is designed to introduce drama activities to students and professionals who work with young people with special needs. With increased number of inclusion classrooms and mainstreaming of students with special needs this course is designed for both special and general education educators. Participants will review the current trends and classifications of special education and explore the development and implementation of drama curricula for emotionally disturbed and learning disabled populations. Participants will learn curriculum design and adaptation, effective drama strategies for classroom management, receive an overview of terms and definitions for special education. Appropriate for K-12 educators.

Methods and materials for role-playing, story dramatization, mask, puppetry, and improvisation as applied to the elementary classroom, in such areas as learning processes, motivation, communication and classroom management. Relationship of drama and theatre to the elementary curriculum. Student will use drama and theatre to address the human development processes that impact on the K-6 child's readiness to learn, such as culture, nutrition, personal safety and community. Laboratory experience required: 15 hours. .

Methods and materials for role-playing, story dramatization, mask, puppetry, and improvisation as applied to the elementary classroom, in such areas as learning processes, motivation, communication and classroom management. Relationship of drama and theatre to the elementary curriculum. Student will use drama and theatre to address the human development processes that impact on the K-6 child's readiness to learn, such as culture, nutrition, personal safety and community. Laboratory experience required: 15 hours.

Theories and practices of dramatic art in relation to principles and curriculum of secondary education. Attention given to assembly programs, creative and formal techniques of play production for school, extracurricular club, camp, and playground

Theories and practices of educational drama and theatre as applied to the secondary classroom in such areas as learning processes, motivation, communication and classroom management. Attention given to the relationship of drama and theatre to speaking, thinking, writing, reading, history and other curricular subjects. An examination of improvisational techniques as well as play production. Student will use drama and theatre to address the human developmental processes that impact on the 7-12 student's readiness to learn, such as culture, nutrition, personal safety and community. Laboratory experience required: 15 hours.

Building on previous drawing experience of basic methods of contemporary processes & techniques students continue to develop an awareness of the conflict between customary & aesthetic perception & develop authority over the page. Drawing becomes a tool for further exploration of ideas & enhances skills of observation, articulation, & presentation.

A process-oriented studio art class that takes place in and around Villa LaPietra. Perception and gaze are the fundamentals for the production and reception of drawings. Students will learn to differentiate between ‘customary perception’ (what one thinks he sees) and aesthetic perception’ (what one actually sees). Students will develop basic drawing skills including the use of line, proportion, contrast and perspective while exploring mark-making with different drawing mediums such as pencil, charcoal and ink. Along with the production of drawings, students will discuss their own work as well as the artworks of fellow students. Readings, slide shows and museum visits support the studio practice and enhance critical reception. Groundwork for the development of an individual drawing style will be set. Regular drawing exercises and attendance are crucial to succeeding in the class.

Assignments, critiques and demonstrations for the more advanced drawing student. Combines perceptual learning with initial conceptual basics for drawing. This includes line usage, shape inventing, size differentiating, brightness contrast, location, and overlap. Students develop the skill to discuss their drawing as well as the drawing of others and learn to observe and empathize with the genres of landscape, still life, and figure. Individual and group critiques, slide lectures, and museum and gallery visits support studio activities.

This life drawing course explores the human figure along with compelling ideas. Our process focuses on observation and the relational over strict anatomy, aspiring for nuanced and skillful representation. Ideas examined include notions of time, value, beauty, structure, humanism and more -- all to be explored in an effort to unpack the inherent but changing resonance of the human form in art.

An introduction to the role and responsibilities of teachers, school administrators, and pupil personnel staff in the coordinated school health programs. Course content covers mandated health subjects, e.g., recognition and prevention of substance abuse, HIV/AIDS, child abduction; child abuse recognition (2 hours), safety education, including fire and arson prevention, and violence prevention (2 hours). Meets NYS Education Department certification requirements for instruction in school violence prevention, identification and reporting of child abuse. Fulfills training required for certification/licensure under the Dignity for All Students Act (DASA).

An introduction to the role and responsibilities of teachers, school administrators, and pupil personnel staff in the coordinated school health programs. Course content covers mandated health subjects, e.g., recognition and prevention of substance abuse, HIV/AIDS, child abduction; child abuse recognition (2 hours), safety education, including fire and arson prevention, and violence prevention (2 hours). Meets NYS Education Department certification requirements for instruction in school violence prevention, identification and reporting of child abuse. Fulfills training required for certification/licensure under the Dignity for All Students Act (DASA).

An introduction to the role and responsibilities of teachers, school administrators, and pupil personnel staff in the coordinated school health programs. Course content covers mandated health subjects, e.g., recognition and prevention of substance abuse, HIV/AIDS, child abduction; child abuse recognition (2 hours), safety education, including fire and arson prevention, and violence prevention (2 hours). Meets NYS Education Department certification requirements for instruction in school violence prevention, identification and reporting of child abuse. Fulfills training required for certification/licensure under the Dignity for All Students Act (DASA).

This course examines the concept of rhythm, its use primarily in contemporary
songwriting, screen scoring, and concert composition, and the tools employed in its integration in the music created in those fields. Students explore a wide range of stylistic approaches to the art of drumming, programming in the digital audio workstation, and beat-making within the context of music creation, arranging and performing. Students gain a historical perspective through an exploration of the rhythmic styles of the popular music of the past 60 years.

Nature of work, career patterns, occupations choice, job satisfaction, work & leisure as problems of education & vocational development.

Description of swallowing disorders in adults and children associated with various structural, neurological, and behavioral disorders. Assessment and remediating approaches will be addressed.

This course will examine theories & techniques related to analyzing recorded & environmental sounds. Students will sharpen listening skills with comprehensive ear training exercises & guided listening explorations. Topics include frequency discrimination, reverberation, dynamics, distortion, sonic effects, sound ecology & other related topics.

This course examines contemporary mass media in East Asia by focusing on media institutions and practices in Japan, Korea, Taiwan, Hong Kong and mainland China. Special attention is paid to such issues as media regulations and censorship, press freedom and journalistic practices, the rise of East Asian media industries, intra-region flows of information and entertainment, and the presence and influence of transnational media companies in East Asia.

Considers essential elements of economic theories of the public finance and human capital. Examines arguments for and against various policy strategies for funding higher education. Provides knowledge of higher education finance and budgeting and undergraduate student aid. Includes a Virtual University simulation that provides experience working with key variables.

Using economic principles to analyze K-12 education, beginning with an examination of the demand for education, both by the private and the public sector. Consideration of the production and supply and cost of education. New ways of driving performance and providing choice to students. The class is run as a seminar in which we discuss the content of the assigned readings. Class time will be used to apply findings from the readings to make recommendation that are empirically and theoretically justified on economic grounds for achieving high performance of students in large urban areas.

Course focuses on the fundamentals of applied microeconomics to the production, pricing, selling, and reselling of works of art. Topics include the production economics of the artist's studio and analysis of art markets in terms of supply and demand, property rights, and other concepts from microeconomics and related business strategy. The course applies economic analysis to for-profits (galleries and auction houses), non-profits (museums), and hybrid models (technology-driven start-ups/artist-led social-practice)