Courses

No Course Description Available

Taken in conjunction with the series of required foundational and program-specific courses that precede the student teaching experience, it is designed to introduce prospective teachers to the broad and diverse array of settings that educate children and youth. Successful completion of this course will create a record of the student's satisfaction of the New York State requirement of pre-student teaching field work.

The course provides students with an opportunity to study a topic of interest relevant to social transformation and educational reform in South Africa. The first part covers the practical side of identifying appropriate study topics and sites for their projects. The second part is the actual field based project where students work with/meet/interview those in the setting, culminating in a formal paper on their experiences and what they have learned.

No Course Description Available.

Participation and experience in the professional field of major interest.

Fieldwork I in the spring semester as a continuation of Fieldwork I in the fall semester. Students integrate academic learning with clinical practice.

This fieldwork course is designed to integrate academic learning with clinical practice. Students are assigned to two clinical placements during the course of the semester. The first assignment is for 8 consecutive Mondays & the second is for 8 consecutive days. Weekly seminars focus on discussing students’ experiences as well as clinical, ethical, & professional issues; & practicing clinical skills, problem solving, & documentation.

Supervised full-time practice in various agencies and institutions in the New York area or elsewhere. Students gain and apply knowledge in a practice setting. Students are assigned caseloads that match individual learning needs. Students show initiative and respond appropriately to supervision. Students demonstrate ethical professional behavior. Students should demonstrate entry-level skill with the population to whom they have been assigned. Mandatory attendance is required at one academic seminar, for students affiliating within the New York area, during each student's initial Fieldwork II experience.

Supervised fieldwork oriented to the development of skills in occupational therapy evaluation and intervention through observation and practice. Clinical work, seminars, and independent projects.

Supervised fieldwork in dance inclusive of both elementary and secondary placements in public or private school settings. Fieldwork includes classroom observations, critical field reports, goal setting and feedback conferences, as well as assisting, teaching, and participation in school dance projects.

Observations, conferences, and apprenticeships in dance in postgraduate, professional studio, community or therapeutic settings.

This graduate-level seminar is primarily intended for doctoral students and reviews the fundamentals of data analysis for qualitative and ethnographic fieldwork projects, specifically focused on the analysis of ethnographic and observational data and the integration of coded data into write-ups in articles, reports, and dissertation/book chapters. Students enrolling in this course must have original data that they have collected during Fieldwork: Data Collection (or, by prior approval of the instructor, for other projects such as dissertations).

This course focuses on data collection. This includes a focus on gaining access to a field site, selecting a case, matching a research question with a methodology, and the nuts and bolts of taking and writing field notes. The course is designed primarily for doctoral students who would like training in this method for their dissertation work.

This course explores the aesthetics and history of music in cinema. Through examination of scenes from seminal films, assigned readings of historical texts, lectures, and class discussion, the course examines the history of cinema from the viewpoint of its music and provides students with the tools to cogently analyze music for cinema. During the class, students learn to apply historical, cultural, and semiotic analytical methods to unfold the cultural and artistic significance of a movie and its music. No prior training in music is required.

An exploration of film as a medium of information, conveyor and creator of culture and a form of aesthetic expression. Course examines the historical development of film as both a cultural product and industry.

This course culminates the studies in Art Education and is taken in the semester the student plans to graduate. Broadly conceived as visual research, it is a guided individual inquiry into an issue or question that has particular significance to the student's own art making and/or pedagogical practice.

Students complete a thesis project that integrates their acquired theoretical knowledge, clinical intership experience, and applied critical thinking.

The second course in the thesis sequence (following ARCS-GE 2022), this class is conducted through a series of individual meetings. Beginning with a review of structural requirements, research plans and scheduling, students complete their required thesis papers.

Final Project supports project proposals approved in ARVA-GE 2299. Each week students present work-in-progress for insight and reflection, and deepen their understanding of their concepts and the concepts of their classmates. Students appreciate how project development is an evolving process, and master their topic area, build time management skills, vital for successful leadership in the arts. The semester culminates in a public showcase of completed projects in a Department event.

Review & integration of leading conceptions encountered in the program through critical analysis of major conceptual writings on environmental issues. Formulation & completion of a thesis.