Courses

Wellness is dynamic and multidimensional. We cannot understand wellness by alone examining biological phenomena and medical knowledge, but instead we must also consider a variety of social, political, economic, racial, gender, and cultural forces in which wellness and illness are produced and understood. Drawing upon literature, art, history, film, and health, in conjunction with a community engagement experiential component, we examine the history of and physical, social, emotional, intellectual, occupational, and spiritual components of wellness and illness from ancient times through the present.

• Department: Occupational Therapy

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.

• Department: Music and Performing Arts Professions

A survey course in African dance with accompanying songs, music, and simple instructions of the regions of West, East, Central, and South Africa.

• Department: Music and Performing Arts Professions

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.

• Department: Teaching and Learning

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.

• Department: Applied Statistics, Social Science, and Humanities

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.

• Department: Teaching and Learning

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.

• Department: Art and Art Professions

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.

• Department: Teaching and Learning

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.

• Department: Teaching and Learning

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.

• Department: Teaching and Learning

Knowing the individuals in our classrooms, their families, and communities is an
essential starting point of teaching along with reflecting on our own schooling, learning, and identity. We begin our program in inclusive childhood education with exploring who are our learners and who are we as teachers and learners. We explore issues of identity and intersectionality, child development, the sociopolitical context of schooling, historical contexts of education, working with families, and teaching in and with communities.

• Department: Teaching and Learning

Open to departmental graduate students majoring in music. Private lessons in wind instruments. All styles & forms supplemented by extra assignments. Jury examination required at end of semester. Required attendance at winds recitals & master classes.

• Department: Music and Performing Arts Professions

Private or group lessons (by examination) in percussion instruments, supplemented by extra assignments, outside practice, and observation. Required attendance at recitals.

Private or group lessons (by examination) in wind instruments, supplemented by extra assignments, outside practice, and observation. Required attendance at recitals.

• Department: Music and Performing Arts Professions

• Department: Music and Performing Arts Professions

Private or group lessons (by examination) in wind instruments, supplemented by extra assignments, outside practice, and observation.

• Department: Music and Performing Arts Professions

Basic principles of winemaking, fermentation, tasting analysis, and grape/grain variety study with a practical overview of restaurant and retail beverage programming. Considers cultural, political, legal, and climate-related factors.

• Department: Nutrition and Food Studies

Surveys mental health issues relevant to women. Topics include diagnostic issues for women, feminist theory, & therapy; high prevalence disorders of women, e.g., phobias, eating disorders, results of violence against women, stress.

• Department: Applied Psychology

Focuses on the psychology of women & their mental health throughout the life cycle. Topics include socialization & gender, feminist theory & therapy, as well as high prevalence of disorders which occur in girls & women.

• Department: Applied Psychology

Instrumental Performance juries assess each student’s growth in instrumental techniques including intonation, rhythm, tone production, articulation, dynamics, and musicality. Juries take place at a designated time at the end of the semester and are evaluated by each student’s program director and any additional invited faculty. Jury repertoire is selected in conversation with each student’s private teacher, and
each student studies their jury repertoire in their private lessons.

• Department: Music and Performing Arts Professions