May 09, 2024  
2022-2023 University Catalog 
    
Catalog Navigation
  Catalog Home

  About UArts
  Academic Calendar
  Courses
  Policy & Procedure
  Programs & Schools
  Tuition & Fees
HELP
2022-2023 University Catalog [Archived Catalogue]

Courses

The University Catalogue includes a listing of all active courses; course sections are not offered every term.

 

Course Renumbering

A complete list of all courses renumbered during this past academic year can be found below.

Courses Renumbered 2022-2023   

Course Search
 
  

  • STET 605 Course Design Using Learning Management Systems



    3 credits 45 hours
    600 level graduate course

    This course guides educators through the process of designing and developing a course using a digital learning management system (LMS) for in-person, hybrid, and/or remote delivery. Topics of focus include instructional strategies for hybrid and online teaching, accessibility of digital course materials, and authentic assessment. Educators are invited to incorporate and adapt existing materials from a course they currently teach or create something new that is applicable to their own professional context. Upon completion, educators will have created a ready-to-use course design within the Canvas LMS, which can then be adapted and utilized with any LMS.

    This course may be repeated for credit.
    This course may not be audited.
  

  • STET 606 Current Innovations in Ed Tec



    3 credits 45 hours
    600 level graduate course

    This course is for educators who are eager to learn about the newest and most innovative offerings in educational technology. In the course, students will learn about new web-based technology that is free for use and easy to implement in the classroom. These innovative tech tools will help educators continue to improve accessibility for all students and allow student choice in order to improve student learning outcomes. Within the course, students will design lessons around what they are currently teaching or would like to teach in the future and will work collaboratively to develop engaging and challenging educational material. The course will also help educators learn how to vet new technology before implementing it.

    This course may be repeated for credit.
    This course may not be audited.
  

  • STIP 600 Special Topics in Inclusionary Practice



    3 credits 42.0 hours
    600 level graduate course

    This course is designed to address the diversity of learning needs in today’s classrooms.
    Educators will learn how to assess and differentiate by ability and interest; style and
    readiness level; and will be able to embed formative assessments and research-based
    instructional practices in order to support student needs. A three-tiered model of
    instruction and intervention (RTI, or MTSS) will be used to frame and inform the discussion of
    instructional needs and supports for general education, special education, or both. The
    principles of Understanding by Design (UbD) will be utilized to guide instruction and intervention
    resources.

    Open to graduate students from the Division of Continuing Studies.
    This course may be repeated for credit.
  

  • STIP 601 Special Topics-Current Trends & Issues In Special Education



    3 credits 42.0 hours
    600 level graduate course

    The course focus is on current trends and issues in special education as related to both high and low incidence disabilities. Students will have the opportunity to complete individual projects of interest and at the same time strengthens their ability to advocate for positive change across multiple areas of special education and related services. The course uses a collaborative and cooperative framework built upon current educational philosophies and practice, including Responsive Classroom and Circle of Power and Respect. Students will have time and space to prepare projects in class with peer and instructor assistance, and will be expected to extend research and synthesis outside of class, refining practice and reflecting on classroom experiences. Active participation is encouraged through lively discussions and activities in which students will take on multiple perspectives in order to connect with each other, develop empathy, and brainstorm ideas to create and support a more inclusive classroom.

    Open to graduate students from the Division of Continuing Studies.
    This course may be completed 4 times for credit.
  

  • STIP 603 Current Trends & Issues in Special Education: Universal Access to Curriculum



    3 credits 42.0 hours
    600 level graduate course

    The focus of this course is on current trends and issues in special education related to high and low incidence disabilities. Educators will complete individual projects of interest and teacher voice/advocacy for positive change across multiple areas of special education and related services. Topics include: Neurodiverse Populations, Planning and Promoting Inclusive Practice, Universal Access to Curriculum, Collaboration with Parents, General Education Teachers and Paraprofessionals, Development of Peer Supports, Behavior Supports, and Social Skills and Post Secondary Outcomes for Students with Disabilities.

    This course may be completed 2 times for credit.
  

  • STIP 604 Mindfulness for Educators



    3 credits 45 hours
    600 level graduate course

    This course will help teachers understand the science and benefits of classroom mindfulness practices. Throughout the semester, educators will learn mindfulness strategies they can employ immediately to help their students lead healthy lives, learn healthy coping skills, and make healthy choices. Educators will experience the benefits of these strategies first hand, as they try these out together and with instructor feedback. Together participants will discover how self-care allows better connections throughout each moment of the day, while also compiling a list of ways to incorporate mindfulness into their daily classroom practice. This course aims to rejuvenate educators’ classrooms and classroom procedures.

    This course may be repeated for credit.
  

  • STIP 605 Trauma-Informed Classroom Practices for Teachers



    3 credits 45 hours
    600 level graduate course

    Approximately two-thirds of K-12 students will experience an adverse childhood event prior to the age of 18 and the majority of K-12 educators will work with students who have a history of personal or community trauma. Knowing that trauma histories can manifest in academic and social behaviors, it is essential that teachers are equipped with trauma-informed skills and strategies to help support all of the students in their care. This course will review the impacts of trauma on brain development, stress tolerance, social/emotional skills, and academic and life outcomes. It will also focus on further exploring what it means to be trauma-informed with a particular focus on strategies that can be implemented within schools and classrooms to increase opportunities for student regulation and feelings of emotional safety. Lastly, the course will review how trauma-informed teaching is an extension of the equity work already occurring in many school systems.

    This course may be repeated for credit.
  

  • STIP 606 Mind, Brain and Student Engagement



    3 credits 45 hours
    600 level graduate course

    This course encourages educators to explore how they can use cognitive science to create a stimulating and engaging classroom for all learners. Together teachers will explore ways in which the classroom setting, atmosphere, and academic content can be developed to encourage feelings of safety, improve retention of material, and a ensure a positive learning environment.

    This course may be completed 2 times for credit.
  

  • STME 600 Special Topics in Music Education



    3 credits undefined hours
    600 level graduate course

    This Special Topics course is designed to build the capacity of K-12 music educators to continually improve instructional practice, under the guidance of professional musicians and educators. Research suggests that integrating the music into the curriculum supports knowledge acquisition and retention. This course expands on K-12 educators’ substantive knowledge base in music education through in-studio skill-building and strategies for the music education classroom.

    Only open to MM Music Education majors.
    This course may be repeated for credit.
  

  • STME 601 Band Instrument Repair, Level 5



    3 credits undefined hours
    600 level graduate course

    Band Instrument Repair Level 5: Apprenticeship is a hands-on course designed for the music educator, who wants to extend advanced repair techniques and secure a deeper knowledge of repairs of school-owned equipment. Instruction includes a review and update on current repair procedures, tooling and supplies. The focus of the course will be in an independent apprenticeship style of learning where faculty is coaching the execution of repair work and introducing advanced skills and knowledge. Participants are required to supply all instruments used for repair in this course. All tools, parts, supplies and workbook are supplied. If major parts are needed, this will be at an added cost to the student and in consultation with the faculty of record for the course, prior to the start date. Band Instrument Repair Levels 1, 2, 3, and 4 are the prerequisites for this course.

    Open to graduate students from the Division of Continuing Studies.
    This course may be repeated for credit.
  

  • STME 602 Evolution of Song Styles: From Bessie Smith to Beyonce



    3 credits 42.0 hours
    600 level graduate course

    This class explores how three types of songs evolved in America throughout the decades, from the turn of the 20th century through modern times. From Bessie Smith to Beyonce, from Patsy Cline to Prince. These categories are: Torch and Flame Songs, Protest Songs, Novelty Songs. Songs within these three realms are explored using sound recordings, videos, and historical and biographical accounts of their inception and performance. Our investigations lead us to ask the following questions: What cultural, technological, and political changes in this country affected both how songs were written and recorded? How did these changes prepare audiences in successive eras to receive them? Did songs from one era change not only in production style and recording, but in lyrical content as new information and vocabulary were introduced to the world? How will songwriting styles and recording technology continue to evolve? Can we predict how styles and tastes will change by looking at the past? The goal of this class is to provide students with an understanding of how song styles have changed due to the evolution of technology, culture, and politics. This will provide students with ways to better express an informed viewpoint of music in America, and its ever-changing state, to colleagues, students, and friends.

    This course may be completed 2 times for credit.
  

  • STME 606 The Mindful Music Educator



    3 credits 42.0 hours
    600 level graduate course

    Through the practice of Mindfulness, participants will be given time to pause and focus on their own care and well-being. This class is designed for the self-care of music educators. This is an opportunity for music educators to reduce stress, recharge, reflect, and reconnect. This time together will be both educational and experiential. This will be a shared experience of discovery, awareness, and care. Self-care is at the heart of everything we do: the way we feel, think, and act. When we take care of ourselves, we can be at our best, have more balance in our lives, and be more present for the people in our lives. This enhanced presence allows us to better connect with our families, friends, colleagues, and students. In addition, as teachers, we want our students to lead healthy lives, to learn healthy coping skills, and to make healthy choices. When we care for ourselves, we can be more present for our students and we can model healthy behaviors for them. Self-care allows us to better connect with ourselves and with the individuals who may cross our paths each moment of the day. We can actively enhance our lives and the lives of others.

    This course may be completed 2 times for credit.
  

  • STME 614 Integrating Social Emotional Learning Into Your Ensemble



    3 credits 42.0 hours
    600 level graduate course

    This course will provide music educators with an introduction to the basics of Trauma Informed Education and components of the Social Emotional Learning (SEL) framework. The focus will be on practical application and integration of concepts into the music education classroom. These classroom strategies will address challenges students face, adaptations to a socially and emotionally rich environment, benefits of SEL instruction, and creation of customized lesson plans and activities for immediate use in the classroom.

    This course may be completed 2 times for credit.
  

  • STME 615 Fiddling: How to Introduce Folk Styles Into Your Classroom



    3 credits 42.0 hours
    600 level graduate course

    This course is designed for the string educator looking for something different to bring to their classroom! Participants will develop strategies to learn tunes by ear, then use those same strategies to learn chords and accompaniment techniques. Participants will also learn basic arranging skills and how to arrange in a group. Participants will leave with the skill set to create an environment where orchestras are excited to put away the sheet music, take ownership of their music-making, and have fun in the process! This class will culminate with a public performance. Violin/Viola/Cello players are welcome and all participants will need to bring their own instrument.

    This course may be completed 2 times for credit.
  

  • STME 616 Web Design for Your School Music Program



    3 credits 42.0 hours
    600 level graduate course

    This course explores a wide spectrum of free and inexpensive online tools that will help you create an effective and attractive website that can highlight your music program’s curriculum, provide lesson resources for students, share school performances and important information for parents, and much, much more! Using a template-based website creation tool called Weebly, participants will learn the ins and outs of adding text, images, audio and video to design and customize webpages. No coding knowledge necessary! In addition, easy-to-use online tools for creating and editing images, a blog, an audio podcast, a video screencast, and embedding G-Suite documents, YouTube videos, and Spotify playlists will be explored. This course is suitable for all teachers and can be completed using a desktop/laptop running any operating system, or a Chromebook.

    This course may be completed 2 times for credit.
  

  • STME 617 Orff Movement and Dance Masterclass



    3 credits 42.0 hours
    600 level graduate course

    This course will cover dance and movement material that will go beyond the scope of the Orff Certification Program Level III. Participants will examine in-depth the intimate relationship between music and dance; and the parallels between the elements of music and dance. Participants will develop a step-by-step progression of dance pedagogy for elementary through high-school aged students in their classroom. The masterclass will focus on dance techniques and styles such as, Renaissance, Harlem Renaissance, African, Latin, Jazz dances; modern dance styles like the Katherine Dunham technique; stomping; Caribbean dance style; and European modern dance a la Chladek. As part of this focus, participants will use dance movements to conduct a percussive orchestra (dancer improvises while conducting a percussive orchestra).

    Prerequisites MMED*740

    This course may be completed 2 times for credit.
  

  • STME 618 Preparing the Solo Singer: Contemporary Vocal Strategies



    3 credits 42.0 hours
    600 level graduate course

    This course is designed to advance the knowledge and skills of the K-12 vocal music educator through learning and integrating contemporary vocal music into the curriculum and aiding the solo singer. Contemporary styles will include Jazz, R & B, Rock, and Pop. Participants will explore and learn strategies that can be implemented in their classrooms. These strategies can be used in one-on-one coaching, but also applied to group vocal settings and large ensemble rehearsals. Participants will also be exposed to arranging methods and learn how to work contemporary ideas and repertoire into a traditional choir settings well as into a variety of group settings. Participants will be expected to sing daily as a component of this course.

    This course may be completed 2 times for credit.
  

  • STME 619 Conductors’ Chorus



    1 credit 42.0 hours
    600 level graduate course

    Participants will learn and sing their parts for the Choral Conducting Technique course as members of the Conductors’ Chorus. They will explore ways to rehearse with the goal of singing expressively as performers. Exposure to these techniques and the repertoire will be helpful for teachers to use in their classrooms. Students will receive music ahead of time, and be expected to prepare their parts prior to class. A group performance will take place on Thursday evening, July 9 (Villanova Chapel, 7pm), and is a requirement of the course.

    This course may be completed 2 times for credit.
  

  • STME 620 Lights, Camera, Learning! Video Projects, Level 2



    3 credits 42.0 hours
    600 level graduate course

    This course is a continuation of Level 1 and focuses on the following areas: examination of and practice with more advanced video production features; producing more advanced videos for students (including video lecturettes, tutorials, assessments, performances, etc.); using engaging video scoring activities with students to teach many important musical concepts; and acquiring video from various sources (online, DVD). This course will include several class presentations throughout the week, as well as an advanced final video project (approved by the instructor). Students will use the following applications and equipment: Camtasia (and/or iMovie), QuickTime, GarageBand (and/or Audacity), Google Drive (and several Google Apps), computer’s built-in camera and microphone, mobile device video camera and microphone, external microphone, Edu-creations (and/or Explain Everything) for iPad, Skype and/or Google Hangout.

    Prerequisites MMED*725

    This course may be completed 2 times for credit.
  

  • STME 621 First Steps in Music



    3 credits 42.0 hours
    600 level graduate course

    John Feierabend’s First Steps in Music curriculum is designed to prepare children to become “Tuneful, Beatful, and Artful” for life. This research-based, practitioner-proven curriculum helps guide students to sing, chant, dance, feel, express, and play their way to musical independence. The First Steps in Music curriculum contains everything needed to lead infant/toddler, preschool, or early elementary music classes. Participants will become well-versed in the 8-Part “Workout” lesson framework of First Steps in Music as they take a deep dive into Singing and Movement Development in the early years. Those successfully completing this course receive an official certificate of completion from the Feierabend Association for Music Education (FAME).

    This course may be completed 2 times for credit.
  

  • STME 622 Beginning Jazz Improvisation



    3 credits 42.0 hours
    600 level graduate course

    This course is designed for music performers and educators who want to learn how to improvise and teach improvisation in the classroom. Through carefully selected jazz repertoire, participants will learn the basic mechanics of improvisation and the essential music theory elements needed to improvise and teach improvisation including modal improvisation, the blues, ii-V-I progressions, and simplifying chord progressions. Participants will practice and perform jazz improvisation concepts on the instrument of their choice. No previous experience with improvisation is required.

    This course may be completed 2 times for credit.
  

  • STME 623 Exploring & Creating Resources - Online Teaching & Learning



    3 credits 42 hours
    600 level graduate course

    There are countless online tools that enable teachers to create engaging materials that support all aspects of music teaching and learning, in both synchronous and asynchronous environments. This course is designed for music educators of all levels who are curious and motivated to explore and learn a variety of cloud-based tools that can be used to inspire creativity, encourage hands-on learning, and equip you and your students with digital skills. This project-based course will explore a wide spectrum of tools, provide grounding for how to use them, and explore ways the resulting resources can be used with students. Topics include: music creation and collaboration; creative and effective image editing and design; recording and editing screencast videos; streaming audio and video; easy website design; live streaming, web conferencing, and learning management systems effectively; and the use of myriad educational technology tools for creating and sharing projects, presentations and assessment. Free and low-cost cloud-based tools will be used in this course, with mention of software-installed solutions and useful hardware when relevant. This course can be completed using a desktop/laptop running any operating system or a Chromebook.

    This course may be completed 2 times for credit.
  

  • STME 624 Google Fundamentals for Music Educators



    3 credits 42 hours
    600 level graduate course

    Google for Education offers numerous tools that music educators can use in their classrooms. These tools allow teachers and students to create and share digital content, communicate effectively, collaborate within and outside of the classroom and increase productivity. In this course, teachers will learn the basics for using a variety of Google tools, focusing specifically on applications for the music classroom. Throughout the course, teachers will complete practical projects to strengthen their understanding of Google for Education, with the intent that each project can be used in their classrooms. This course is taught by a Google for Education Certified Trainer and Innovator. Successful completion of the course will prepare teachers for the Google for Education Level 1 Certification Exam, which will be taken at the conclusion of the three weeks. This course can be completed using a desktop/laptop running any operating system or a Chromebook.

    This course may be completed 2 times for credit.
  

  • STME 625 Advanced Google Tools for Music Educators



    3 credits 42 hours
    600 level graduate course

    Music teachers can take their Google for Education skills to the next level with this advanced course. Here, teachers will build upon their current knowledge of Google tools to increase technology integration in the music classroom. They will learn how to maximize efficiency within Google Classroom, create digital lesson experiences, and differentiate content for students. All projects completed throughout the course will offer teachers the flexibility to create something that can be used in their classrooms. This course is taught by a Google for Education Certified Trainer and Innovator. Successful completion of the course will prepare teachers for the Google for Education Level 2 Certification Exam, which will be taken at the conclusion of the three weeks. While completing the Level 1 Certification before taking this course is not required, prior experience using the Google for Education tools is necessary. This course can be completed using a desktop/laptop running any operating system, or a Chromebook.

    This course may be completed 2 times for credit.
  

  • STME 626 Conversational Solfege



    3 credits 42 hours
    600 level graduate course

    Conversational Solfege is a literature-driven approach to developing, enjoying, and connecting to music at a deeper level. In this course, participants will learn the philosophy behind Conversational Solfege and how to incorporate this approach into their teaching. Conversational Solfege is just one part of every general music lesson. It allows for flexibility to incorporate other activities and philosophies into each lesson on the journey to become joyful, competent, independent musical thinkers. Focus areas include learning how students become musical as they develop a strong sense of inner hearing. Participants will apply a sequence of tonal and rhythmic patterns, create sequential lessons to meet short- and long-range musical goals and deliver instruction that is developmentally-appropriate and engaging for students in the classroom. Participants completing all course requirements will receive certification in Conversational Solfege Levels 1 & 2 from the Feierabend Association for Music Education (FAME).

    This course may be completed 2 times for credit.
  

  • STME 627 Programming Diverse Styles of Music With CRT Practices



    3 credits 42 hours
    600 level graduate course

    This course will focus on the study and implementation of culturally diverse music for instrumental ensembles, including a variety of musical styles, cultures, composers, and genres. This course will cover the history of multicultural music education and how culturally diverse music has evolved for ensembles as well as explore culturally responsive teaching methods. Participants will explore online resources and create lesson plans for their ensembles using a variety of music styles and genres. Participants will reflect on their growth and knowledge about culturally responsive teaching and set goals for diversifying their programs.

    This course may be completed 2 times for credit.
  

  • STME 628 Popular Music, Songwriting, and Technology in the K-12 Music Classroom



    3 credits 42 hours
    600 level graduate course

    Making musical connections through popular music can unlock students’ understanding of music fundamentals, provide avenues for deep listening and analysis, and provide direct connection to creating and performing. This course will explore different approaches to incorporating popular music in the classroom and look at a variety of computer and cloud-based music creation applications and resources that can be used to facilitate listening and responding, creating, and performing. Applications explored in the class will include Noteflight, Soundtrap, and Ableton Live, as well as myriad online resources. This course is designed for middle school and high school general music, but all grade levels are welcome.

    This course may be completed 2 times for credit.
  

  • STME 629 Planning and Reflection in the Orff Schulwerk Curriculum Development Process



    3 credits 42 hours
    600 level graduate course

    This course helps general music teachers develop an Orff Schulwerk-inspired curriculum for use in their unique professional settings. Participants will explore how to bring the playfulness, creativity, and spontaneity of the Orff process into a structure suitable for the classroom. Prerequisite: Orff Levels I and II from any AOSA approved course.

    This course may be completed 2 times for credit.
  

  • STME 630 The Choral Warm-Up: Philosophy and Pedagogy



    3 credits 42 hours
    600 level graduate course

    This course provides an in-depth study of the choral warm-up. Participants explore and engage in a warm-up procedure that incorporates contemporary groundbreaking voice pedagogy, leading to a solid foundation of vocal technique for choirs of any age. Core content will include exercises and sequential warm-ups to build both vocal technique and aural skills in choir. Participants will explore the historical development of group vocal technique and its pedagogical role in the ensemble, including fundamentals of vocal technique and sequencing. Additionally, participants will better understand the role of an accompanist and how to collaborate in rehearsals.

    This course may be completed 2 times for credit.
  

  • STME 631 Electric Bass, Level 2



    3 credits 42 hours
    600 level graduate course

    This course is designed for the music educator who has some formal experience playing bass guitar . This course is focused on developing individual participants’ techniques and processes to ultimately be shared with their own bass students in the classroom. The course will explore different right-hand techniques, finger picking with one or two fingers, and slap bass. With the left hand, the participant will discover efficient scale and arpeggio fingerings, covering one and two octaves. All techniques are designed to give each participant a solid foundation in the fundamentals of bass playing, while learning the role of the bass at the same time. Stylistically, the course will explore different grooves from rock, blues, and bossa nova, to walking jazz bass. Beyond the fundamentals of groove, each participant will attempt to improvise on the fundamentals of harmony. Participants should bring their own electric bass. Amps will be provided. (If you have difficulty finding an electric bass, please email sms@uarts.edu)

    This course may be completed 2 times for credit.
  

  • STME 632 Program Like a Pro - Programming for Band, Orchestra, Choir



    3 credits 42 hours
    600 level graduate course

    Concerts and performances are the most fundamental and important elements of a music program. They provide an opportunity to showcase students’ talents and musicianship to parents, administrators, and the larger community. Additionally, choosing the right music and teaching concepts takes careful planning, preparation, and assessment. This course will focus on planning an entire concert cycle, including repertoire selection, score analysis, warm-ups, skills sheets, and teaching activities. Additional coursework will focus on designing lessons and activities that complement the music to provide a deeper learning experience for students. Open to all middle school and high school band, orchestra, and chorus directors.

    This course may be completed 2 times for credit.
  

  • STME 633 Neuroscience and Musical Development: Practical Implication



    3 credits 42 hours
    600 level graduate course

    Rigorous investigation of the brain is best left to neuroscientists. However, it can be beneficial for music educators to come to a rudimentary understanding of learning- and music-specific brain processes. In addition to helping teachers advocate for the necessity of music in the curriculum, an overview of the intersection of neuroscience and learning supports efforts to meet the needs of all students at musical, social-emotional, and culturally-responsive levels. This course is applicable to all areas and levels of music education.

    This course may be completed 2 times for credit.
  

  • STME 634 Design, Collaborate, Share: Canva for Music Educators



    3 credits 42 hours
    600 level graduate course

    Canva for Education is a powerful yet easy-to-use graphic design tool that allows educators to create beautiful teaching resources of all kinds, from posters, to presentations and documents, to videos, and much, much more! With more than 250,000 thousand templates, graphics, photos, and videos, Canva for Education is useful for both novices and more experienced graphic designers alike. And the best thing about it is, it’s free! Canva is optimized for Chromebooks and app smashes with Google Workspace, allowing teachers to get creative and use the best features of each tool together. This project-based course will take a deep dive into Canva’s feature set, and provide ample opportunity for designing visual resources that will support your teaching and directly integrate into any teaching and learning environment. While Canva for Education will be the primary application for this course, other apps, such as Google Workspace, as well as other online resources will be explored and used throughout the course. This course is designed for music educators at all grade levels and disciplines.

    This course may be completed 2 times for credit.
  

  • STME 635 Utilizing Web-Based Tools in the Music Classroom



    3 credits 42 hours
    600 level graduate course

    With so many ideas, options, and tools, deciding what technology to incorporate into your music classroom can be a challenge. “Utilizing Web-Based Tools in the Music Classroom” will be a survey course covering a range of web-based tools that are specific for music education or can be used by music teachers to make their teaching more effective and efficient. Participants will walk away with usable lesson plans that incorporate the tools discussed as well as ideas and strategies for incorporating technology into a music classroom more broadly.

    This course may be completed 2 times for credit.
  

  • STMR 600 Special Topics in Museum Resources



    3 credits 42.0 hours
    600 level graduate course

    In partnership with the featured special exhibitions on view at museums in the Philadelphia area, this course is one of a continuing series that uses primary museum resources to better understand the works of particular artists in historical context. Participants study the artists’ lives and work, influences within an art history perspective, as well as social and cultural significance represented in the show. Course content is developed with the Education Department at partnering museums and feature speakers who discuss the exhibition in depth, plus lectures and demonstrations. Participants create and develop lesson plans and classroom activities that are applicable to a range of subject areas and grade levels.

    Open to graduate students from the Division of Continuing Studies.
    This course is not repeatable for credit.
    This course may not be audited.
    This course cannot be taken pass/fail.
  

  • STMR 604 Vast: Insider-Outsider



    3 credits 42.0 hours
    600 level graduate course

    Each summer the Philadelphia Museum of Art’s Division of Education offers K-12 teachers of all subject areas the chance to renew their spirit of inquiry through VAST: Visual Arts as a Source for Teaching. This program allows teachers to immerse themselves in the museum’s collections and its use as a resource in the classroom, with themes changing each summer. The collections serve as the starting point for lively experiences that stress an interdisciplinary and multicultural approach in looking at and teaching from works of art. Participants take part in lectures, demonstrations, small group discussions, behind-the-scenes meetings with museum curators, writing workshops and field trips to build skills and strategies for teaching humanities-based curriculum. This summer we will explore the lessons that art and the art museum can teach us about inclusivity and individuality. What does it mean to be an insider? What does it mean to be an outsider? Experiment with object-based teaching strategies for building a culture of diversity, equity, and inclusion in the classroom and beyond.

    This course may not be repeated for credit.
    This course may not be audited.
    This course cannot be taken pass/fail.
  

  • STMR 605 Barnes Foundation: Tradition, Challenge, And Change



    2 credits 28.0 hours
    600 level graduate course

    Reimagine your connections to art, learning, and teaching in the Barnes Summer Teacher Institute 2020: Tradition, Challenge, and Change. This four-day workshop is an immersive experience with the Barnes Foundation’s collection that spans many centuries and artistic traditions. This Summer Teacher Institute course will provide educators with ways to help students connect to art by exploring contemporary issues. Teachers will challenge their understanding of artistic traditions with tours and workshops from artists expert in a variety of art forms such as music and dance as well as visual art. Teachers will look at art from western canon through contemporary lens such as Afro Futurism, Restorative Justice, and more. They will tour Elijah Pierce’s America, a special exhibition of exceptional work by self-taught woodcarver, barber by trade, and preacher by calling, Elijah Pierce (1892-1984), who reacted to life in 20th-century America through his handcrafted works, which also reflect his experience as one of the first generations of African Americans born into freedom. The Institute emphasizes an arts integrated approach to lesson plan development. Teachers will be immersed in the objective method of the Barnes Foundation, and learn teaching strategies that help students develop their visual literacy skills. Teachers will take home lesson plan ideas and educational resources that integrate art across the curriculum into content areas such as: English Language Arts, Math, Science, and Social Studies. Teachers earning graduate credit must submit a five-lesson Student Learning Objective (SLO) project to demonstrate how ideas and themes from the Institute will be used in the classroom.

    This course may be repeated for credit.
    This course may not be audited.
    This course cannot be taken pass/fail.
  

  • STMR 606 The Barnes Foundation’s Math in Art



    2 credits 28.0 hours
    600 level graduate course

    Math in Art offers teachers a chance to explore how art and math integration can invigorate students and bring curriculum to life. Over the six week online course, teachers will learn techniques from museum educators and math experts, investigate artworks from a world-class collection, and practice skills through video with a community of their peers. Each week, the teachers will build skills, starting with how to look closely at a work of art. They will then learn how to support an art dialogue with their students and, finally, how to add a math lens and facilitate math-based art experiences in their classrooms. Though the Math in Art course is online, the learning is interactive and self-paced, with opportunities to practice activities and teaching strategies online with their peers as well as with their own students. Throughout the course, teachers will reflect on their teaching practice and arts integration, culminating in their Final Project Lesson Plan. All teachers are welcome, with each week’s topic scaffolded so that teachers from all grades, disciplines, and comfort levels will feel confident bringing the course’s math and art integration concepts into their classrooms. Resources for classroom lessons will be provided, including lesson plans and ideas for integrating art into the math curriculum, a set of art posters, and free admission to the Barnes for the duration of the course. Through the coursework, teachers can earn Act 48 credit or earn graduate credit by creating a five-lesson project plan for their classroom.

    This course may be repeated for credit.
    This course may not be audited.
    This course cannot be taken pass/fail.
  

  • STMR 607 Vast At the Pma: Changes and Challenges



    2 credits 28.0 hours
    600 level graduate course

    The history of art is the history of changing ideas, cultures, and societies. Reflecting on art from different time periods allows us to reflect on our pasts, both individual and collective, and chart our futures. Interacting with contemporary art can make us more open-minded and build our resilience to change. Join a community of teaching colleagues at the Philadelphia Museum of Art as we develop ideas to apply these lessons across our curricula.

    This course may be repeated for credit.
    This course may not be audited.
    This course cannot be taken pass/fail.
  

  • STPS 600 Selected Topics Primary Sources



    3 credits 42.0 hours
    600 level graduate course

    Funded by a grant from the Library of Congress, the Teaching with Primary Sources (TPS) program
    at the University of the Arts creates professional development opportunities for K-12
    educators that focus on teaching with primary sources in an arts context to enhance
    cross-curricular areas in all grade levels. Teaching with primary sources allows educators to
    design student-centered learning experiences focused on the development of critical skills and
    building content knowledge. Educators will examine primary sources from the Library of
    Congress and local collections. Those sources will be used in combination with site visits and
    studio projects to develop lesson plans that include inquiry-based activities for use in the
    K-12 classroom.

    Open to graduate students from the Division of Continuing
    Studies.
    This course may be repeated for credit.
  

  • STPS 601 A Is for Everything - How Typography Shapes Our Language and Culture



    3 credits 42.0 hours
    600 level graduate course

    Using type specimens, printed ephemera, and design examples from the Library of Congress digital collections, participants will trace histories, narratives, and connections in parallel with our diverse cultural experiences and visual language. We regularly interact with typefaces and designs that were forged thousands of years ago. Over 500 years ago, Johannes Gutenberg’s invention of movable type created an explosion of shared knowledge, history, and visual language that continues to evolve in contemporary culture. This course will explore meaning and subject matter through type design. Collaborative exercises will encourage participants to think critically and openly about how type and design shapes our language and visual culture. Site visits include collections in the Philadelphia region, with guest lectures and an artist studio visit. Content is appropriate to a range of subject areas, from art and design, to history, science and technology.

    Open to graduate students from the Division of Continuing Studies.
    This course may be repeated for credit.
  

  • STPS 603 Moving Pictures: Connecting with Documentary Film



    3 credits 42.0 hours
    600 level graduate course

    Documentary films often depend on primary archival source and later themselves become primary sources for studying the culture, technology, history and aesthetics of the time in which they were made. This course explores the role of archival sources within documentary through screenings, discussions and projects using the Library of Congress collection Selections from the National Film Registry. Educators will produce a short film that draws upon this resource and, in the process, learn about research techniques, non-linear editing and ethics around archival usage. Lessons that may be brought forward to students include the artistic and/or historical possibilities of working with such resources and best practices for using online research tools. There will also be a discussion of rights and Fair Use.

    This course is not repeatable for credit.
  

  • STPS 604 Local Collections: Botanicals As Primary Sources



    3 credits 42.0 hours
    600 level graduate course

    Think critically about our connection with the natural world and how its roots are embedded in history - from medicinal gardens and landscape architecture to seed catalogs and United States currency. Using primary sources from the Library of Congress to explore these histories, narratives and links to plants, participants will study the centuries-old traditions of botanical illustration and horticulture, as well as present-day community gardens. Through observation, collaboration and hands-on exploration, gain a deeper understanding of horticultural practices and history, sustainability, conservation and more. Further discovery will come from site visits to local collections and museums and guest lectures from experts. Content is appropriate for a range of subject areas including art, design, history, science and technology.

    This course may be completed 2 times for credit.
  

  • STPS 605 Igniting Inquiry: Discovering Stories Primary Sources Tell



    3 credits 42 hours
    600 level graduate course

    The art of telling a good story is the art of asking the right kinds of questions. Our course will focus on helping teachers spark curiosity in the classroom and in their own lives by interrogating the primary sources that surround us. Collaborating with artists and poets, students will use arts-based primary sources from the Library of Congress along with ephemera from their own lives to tell a story by crafting a handmade book.

    This course may be completed 2 times for credit.
  

  • STPS 606 Roaring 20S Redux: a Survey of the Arts in the 1920s



    3 credits 42 hours
    600 level graduate course

    The “Roaring 20s” have long captured our imaginations and for good reason. The arts of that legendary decade: the Harlem Renaissance, Art Deco, the Jazz Age, the Silent Era, the Golden Age of Radio, and more, continue to inspire and delight audiences 100 years later. This course will focus on helping teachers engage students by taking a closer look at some of the artistic movements and mediums of the 1920s. Participants will analyze arts-based primary sources both online, from the Library of Congress, and in-person by touring local sites and collections. Participants will have the opportunity to learn from experts and experience firsthand why this era was so impactful and how it continues to influence arts and culture today.

    This course may be completed 2 times for credit.
  

  • STTA 600 Selected Topics in the Arts



    3 credits 42.0 hours
    600 level graduate course

    This Selected Topics course is designed to build the capacity of K-12 educators to continually improve instructional practice in and through the visual and performing arts, under the guidance of professional working artists and museum educators. Research suggests that integrating the arts into the curriculum supports knowledge acquisition and retention. This course expends on K-12 educators’ substantive knowledge base in arts integration through in-studio skill-building and strategies to bring the arts into the K-12 classroom across content areas.

    Open to graduate students from the Division of Continuing
    Studies.
    This course may be repeated for credit.
  

  • STTA 601 Graphic Design for the Classroom: Adobe Photoshop



    3 credits 42.0 hours
    600 level graduate course

    This course outlines the fundamentals of Adobe Photoshop for use in middle and high school classrooms. Participants will develop practical strategies to integrate software skills into lessons as a foundation for ongoing design exploration with students. Participants will learn the basics of image resolution, scanning, image import/export, print setup, and photo adjustments. Participants will gain an understanding of how this design program works for different types of design projects and the ability to create basic design projects and activities that reinforce concepts, vocabulary, and design principles to students in the classroom. Each day will include design lecture, software skill demonstration, and studio time for in-class exercises and projects. This in-class work will be supplemented with materials including video tutorials and readings.

    This course is not repeatable for credit.
  

  • STTA 602 Graphic Design for the Classroom: Adobe Illustrator



    3 credits 42 hours
    600 level graduate course

    This course outlines the fundamentals of Adobe Illustrator for use in middle and high school classrooms. Participants will develop practical strategies to integrate software skills into lessons as a foundation for ongoing design exploration with students. Participants will learn the basics of image resolution, scanning, image import/export, print setup, and photo adjustments. Participants will gain an understanding of how this design program works for different types of design projects and the ability to create basic design projects and activities that reinforce concepts, vocabulary, and design principles to students in the classroom. Each day will include design lecture, software skill demonstration, and studio time for in-class exercises and projects. This in-class work will be supplemented with materials including video tutorials and readings.

    This course is not repeatable for credit.
  

  • STTA 603 Creative Writing Across the Curriculum



    3 credits 45 hours
    600 level graduate course

    Creative writing can be used as an instructional tool to help students learn and retain course concepts better than many traditional instructional strategies.  In this course, teachers from all grade levels and content areas can learn how to design lessons that use creative writing to improve student outcomes and increase student engagement.  This course will provide resources and support by allowing teachers to both experience strategies and implement them.  Grading strategies will also be discussed.  At the end of the course, educators will have resources that can be easily incorporated into their curriculums.  No creative writing experience is necessary.

    This course may be completed 2 times for credit.
  

  • STTA 604 Special Projects for the Classroom: Animal Portraiture



    3 credits 45 hours
    600 level graduate course

    Animals have the unique ability to evoke emotion in humans. This class will explore how to create pet portraiture that is visually and emotionally appealing. Students will examine and discuss the meaning and implications of animal portraiture in its various forms. This course is tailored for K-12 educators and students will draw and paint various animals using multiple media with the intent to take these techniques back to the classroom. By focusing on texture, color, and expression, K-12 educators will create emotive portraits.

    This course may be completed 2 times for credit.
  

  • STTA 605 Found Object Art for the K-12 Classroom



    3 credits 45 hours
    600 level graduate course

    Through found object art, educators can not only develop students’ ability to create 3-D art, but encourage their creativity while considering how artists can be environmentally conscious and also create artistic messages. In the course, assemblage and ready-made found art will be discussed, and students will learn various ways to design found art projects to be used in any classroom setting.

    This course may be completed 2 times for credit.
  

  • STTA 606 Visual Arts for the Classroom Watercolor Painting



    3 credits 45 hours
    600 level graduate course

    This course is an exploration of watercolor materials and techniques. Participants learn watercolor applications and experiment with a variety of approaches. With demonstrations, discussions and hands-on projects, this course provides a dive into the vocabulary and process of working with watercolor and an understanding of the technical requirements and considerations needed to bring these skills into the curriculum. Content applicable to K-12 art classrooms, particularly to expand knowledge of watercolor concepts and applications with students.

    This course may be completed 2 times for credit.
  

  • TDTC 120 Theater Sketching and Rendering



    2 credits 45.0 hours
    100 level undergraduate course

    Exploration of the drawing techniques and practices employed in theater design work, including set design sketching and costume design rendering. Students will complete a series of drawing projects using method, media, and presentation techniques that are fundamental to the design process in theater.

    This course is not repeatable for credit.
  

  • TDTC 201 Drafting and Model-Making



    2 credits 45.0 hours
    200 level undergraduate course

    This course is offered as a craft elective as part of the Theater Design and Technology program. Students will build their skills in creating and using drafted scale drawings of the type used for theater design and technical work. Students will also learn to create and use scale models.

    This course may be completed 2 times for credit.
  

  • TDTC 202 Cutting and Draping



    2 credits 45.0 hours
    200 level undergraduate course

    This course is offered as a craft elective as part of the Theater Design and Technology program. Students will build their costume-construction skills in the areas of pattern-making and draping, and will learn how to use a variety of fabrics and construction methods.

    This course may be completed 2 times for credit.
  

  • TDTC 203 Vectorworks Drafting



    2 credits 45.0 hours
    200 level undergraduate course

    This course is offered as a craft elective as part of the Theater Design and Technology program. Students will build their skills in creating and using CAD-based drafted scale drawings of the type used for theater design and technical work. Students will also learn to use digital modeling and visualization software.

    This course may be completed 2 times for credit.
  

  • TDTC 204 Scenic Painting



    2 credits 45 hours
    200 level undergraduate course

    This course is offered as a craft elective as part of the Theater Design and Technology program. Students will build their scenic painting skills in the areas of layout, process planning, surface preparation, faux finishing, and large-scale image creation for the stage. This course carries an additional fee.

    $100 materials fee
    This course may be completed 2 times for credit.
  

  • TDTC 207 Theater Photography



    1 credit 22.5 hours
    200 level undergraduate course

    This course is offered as a craft elective as part of the Theater Design and Technology program. Students will explore the challenges and uses of photography in documentation, promotion and archiving of theater productions.

    This course may be completed 2 times for credit.
  

  • TDTC 208 Costume Construction



    2 credits 45.0 hours
    200 level undergraduate course

    Introduction to the basic methods of construction used by professional shops and costume houses to create theatrical costumes. Students will complete several projects, covering hand and machine sewing, commercial and hand-drafted patterns, simple alterations, and finishing techniques. Class would also include lectures on fitting garments, fabric identification, tools of the trade, and fashion terminology.

    Prerequisites THPD*112, THPD*114, THPD*130, or FIBR*101

    Priority enrollment for Theater Design and Technology majors.
    This course may be completed 2 times for credit.
  

  • TDTC 209 Production Planning



    2 credits 45.0 hours
    200 level undergraduate course

    An introduction to production planning. Primary topics include cost, time estimating, and scheduling, for all phases of production. Additional topics will include contracts, season planning, and calendars.

    This course is not repeatable for credit.
  

  • TDTC 210 Props for Theater and Film



    2 credits 45.0 hours
    200 level undergraduate course

    This class will investigate the role of the prop master and the process from reading a script through putting the props onstage or on camera. The course will cover hand props, furniture, set dressing and special effects. Projects will focus special attention on collaborative communication, period research and creative problem solving and will include strategies for choosing materials, planning, budgeting and sourcing. Projects will include both Theatrical and Film/TV assignments.

    Prerequisites FIDE*101, THPD*113, THPD*114, or THPD*130

    This course is not repeatable for credit.
  

  • TDTC 211 Theater Drafting



    2 credits 45.0 hours
    200 level undergraduate course

    Students will build their skills in creating and using drafted scale drawings of the type used for theater design and technical work. Drafting techniques including lineweight, page layout, and assessment of required elements will be covered. Students will develop drafting which accurately conveys their design ideas while adhering to accepted industry standards.

    Priority enrollment for Theater Design and Technology majors.
    This course may be completed 2 times for credit.
  

  • TDTC 212 Theater Rigging



    2 credits 45.0 hours
    200 level undergraduate course

    This course examines traditional and nontraditional rigging techniques. Equipment discussed includes counterweight and mechanical rigging systems and their components. Class format is both lecture and lab with written and practical projects assigned to further the student’s understanding of theatrical rigging practices. At the culmination of this course, students will be able to safely design, implement and use standard theatrical rigging.

    This course is not repeatable for credit.
  

  • TDTC 213 Photoshop for Theater Design



    2 credits 45.0 hours
    200 level undergraduate course

    Designers for film and live performance depend on a variety of methods of visual communication. In addition to physical models and drafting, renderings, collages and other 2D tools help convey ideas to collaborators. This course will explore the application of Photoshop techniques to important technical and design tasks involving images – tasks that are common in Theater, Film, and Dance design work. Students will apply Photoshop to enhance or modify existing photos for use in props, scenery, or projection, and they will also learn to create, compose, and print pages for their professional portfolios. Finally, students will learn to use the Photoshop software in the creation of new and original images: set sketches, costume renderings, painter’s elevations, and printed full-color scenic models. A series of Photoshop projects will build students’ design skills and enhance their abilities to modify and create the digital images necessary for performances.

    This course may be completed 2 times for credit.
  

  • TDTC 214 Theater Lighting Technology



    2 credits 45.0 hours
    200 level undergraduate course

    Theater lighting technology is a quickly changing and expanding field. As increasingly complex equipment is incorporated into live performance, the opportunities for creation expand. Lighting Designers collaborate closely with theater electricians to create their work. Students interested in hands-on applications of automated lighting technology and programming will be exposed to a variety of tools. This class will delve into the role of the Production Electrician and the technology behind stage lighting. Students will learn how to translate a lighting design onto the stage with focus on the applications of lighting technology, including automated lighting and console programming.

    This course may be completed 2 times for credit.
  

  • TDTC 215 Rendering for Costume Design



    2 credits 45.0 hours
    200 level undergraduate course

    A figure drawing course created with the intention to render dynamic characters with personality and life as an essential tool of the costume designer. Students will learn techniques for drawing a well-proportioned human body, illustrating fabrics, and properly conveying costume silhouettes for major historical periods. This course is specifically aimed to inspire the student to explore diverse approaches, mediums and techniques to develop their own unique style of costume rendering.

    This course may be completed 2 times for credit.
  

  • TDTC 217 Theatrical Modelmaking



    2 credits 45.0 hours
    200 level undergraduate course

    This class will help students to translate their theatrical set design ideas into three-dimensional models. Students will use their skills in creating and using drafted scale theatrical drawings to create and use scale models. Students will understand the basic standards and practices of theatrical model making and its use as a communication tool in the entertainment world.

    This course may be completed 2 times for credit.
  

  • TDTC 298 Selected Topics in Theater Design



    1 - 3 credits undefined hours
    200 level undergraduate course

    This course allows for the presentation of one-time, unique educational experiences involving either specialized themes, media, classroom structures, or teaching and learning formats.

    This course may be repeated for credit.
  

  • TDTP 331 Set Practicum



    1 credit 22.5 hours
    300 level undergraduate course

    Practical application of set design training to theater production work, with presentation and discussion of all project work in progress. Students are given advanced training in techniques and methods used in set desgin, and are given feedback and guidance on their practical assignments.

    Prerequisites THST*132

    This course may be completed 7 times for credit.
  

  • TDTP 332 Costume Practicum



    1 credit 22.5 hours
    300 level undergraduate course

    Practical application of costume desig training to theater production work, with presentation and discussion of all projet work in progress. Students are given advanced training in techniques and methods used in costume design, and are given feedback and guidance on their practical assignments.

    Prerequisites THST*232

    This course may be completed 7 times for credit.
  

  • TDTP 333 Lighting Practicum



    1 credit 22.5 hours
    300 level undergraduate course

    Practical application of lighting design training to theater production work, with presentation and discussion of all project work in progress. Students are given advanced training in techniques and methods used in lighting and design, and are given feedback and guidance on their practical assignments.

    Prerequisites THST*231 or THST*235

    This course may be completed 7 times for credit.
  

  • TDTP 334 Sound Practicum



    1 credit 22.5 hours
    300 level undergraduate course

    Practical application of sound design training to production work, with presentation and discussion of all project work in progress. Students are given advanced training in techniques and methods used in sound design, and are given feedback and guidance on their practical assignments.

    Prerequisites THST*331 or FILM*204

    This course may be completed 7 times for credit.
  

  • TDTP 335 Tech Practicum



    1 credit 22.5 hours
    300 level undergraduate course

    Practical application of theater technology training to assigned production work, with presentation and discussion of all project work in progress. Students are given advanced training in techniques and methods used in technical production, and are given feedback and guidance on their practical assignments.

    Prerequisites TDTC*210, THPD*264, or THST*132

    This course may be completed 7 times for credit.
    This course cannot be taken pass/fail.
  

  • THEA 151 Survey of Theater Arts



    3 credits 45.0 hours
    100 level undergraduate course

    Designed to foster students’ intellectual engagement with drama and theater, from classical to contemporary, by introducing them to the basic terminology and methodology used in understanding plays and performances. A range of critical perspectives are applied to a variety of plays from different periods and places; additionally, a number of contexts for theater study are introduced, including theater history and production elements.

    Priority enrollment to majors in the School of Theater Arts.
    This course is not repeatable for credit.
  

  • THEA 152 Script Analysis



    3 credits 45.0 hours
    100 level undergraduate course

    Introduces the student to practical analysis of texts/scripts. The course explores the concepts of conflict, human action, character, action/ reaction cycle, dramatic structure, translations and resources external to the script (historical perspective). At the course’s end, the student should possess a firm understanding of the process involved in script analysis, be thoroughly familiar with the composite types of dramatic literature, begin to understand the nature of an informed aesthetic, and understand the consequences of each element of a performance on its audience.

    Prerequisites THEA*151, COMP*102, COMP*102E, COMP*112, or COMP*112H

    Priority enrollment to majors in the School of Theater Arts.
    This course is not repeatable for credit.
    This course can fulfill a discipline history elective, critical studies elective, or general elective requirement.
  

  • THEA 161 Collaboration in Theater



    3 credits 67.5 hours
    100 level undergraduate course

    A study of how the functions of the various role-players in theatrical production intersect. Special focus is given to the behind-the-scenes production staff and the creative artists whose work intertwines on its way to final public presentation. Discussions embrace working within the production bureaucracy, the need to work within means, and the spirit of teamwork that yields a successful production experience.

    This course is not repeatable for credit.
  

  • THEA 201 The Teaching Artist



    2 credits 45.0 hours
    200 level undergraduate course

    This class is designed to introduce the student to the field of teaching artistry. The goal of
    this class is to give the student a sense of who teaching artists are, what they do and why they
    do it and how the student’s work as a Theatre Major can be translated into the classroom. The
    student will discover the TA work being done through many different venues both locally and
    nationally, build a personal repertoire of theater games, learn how to create and lead their
    own activities and develop their own lesson plan. This class will also include a look at the
    history of the field and some education methodology (the science and philosophy behind
    the fun) as it pertains to learning in and through the arts.

    Prerequisites THEA*151

    This course is not repeatable for credit.
  

  • THEA 220 Exploration of Style



    3 credits 45.0 hours
    200 level undergraduate course

    The course will introduce students to major theater styles such as absurdism, epic theater, realism, etc. While learning about these styles, students will be introduced to major theater makers such as Boal, Brecht, Barba, as well as the work of groundbreaking theater companies. Students will watch videos, read articles, discuss them, and create connections. The course will create a solid knowledge of different theater styles in order for the students to gain a better understanding about how to position themselves as theater makers and utilize these styles.

    Prerequisites THEA*151

    Priority enrollment for DPP majors.
    This course is not repeatable for credit.
  

  • THEA 221 Dramaturgy



    2 credits 30.0 hours
    200 level undergraduate course

    This course will examine both the history and practical application of dramaturgy on both published scripts and new work. Students will deeply analyze scripts, conduct research, and ask important questions of the script and their collaborators. Students will also learn how to engage in project-enhancing feedback and criticism when speaking with collaborators about new work.

    Prerequisites THEA*152

    Priority enrollment for Theater Design and DPP majors.
    This course is not repeatable for credit.
  

  • THEA 251 Theater History I



    3 credits 45.0 hours
    200 level undergraduate course

    Two-semester survey of the history of theater: its dramatic literature, theater structures
    and production methods, styles of acting, and historical trends, through readings,
    discussions and lectures. The course explores the history of theater through its artistic,
    spiritual, political, and cultural sources of empowerment. Students are provided with
    the historical background to apply acting, directing, and designing techniques to the
    theater of other periods of history.

    Prerequisites WRIT*102 or WRIT*102H

    This course requires permission by the offering program office.
    This course is not repeatable for credit.
    This course can fulfill a discipline history elective, critical studies elective, or general elective requirement.
  

  • THEA 252 Theater History II



    3 credits 45.0 HOURS
    200 level undergraduate course

    Two-semester survey of the history of theater: its dramatic literature, theater structures
    and production methods, styles of acting, and historical trends, through readings,
    discussions, and lectures. The course explores the history of theater through its artistic,
    spiritual, political, and cultural sources of empowerment. Students are provided with
    the historical background to apply acting, directing, and designing techniques to the
    theater of other periods of history.

    Prerequisites WRIT*102 or WRIT*102H

    Open to Majors in School of Theatre Arts Only.
    This course is not repeatable for credit.
    This course requires permission by the offering program office.
    This course can fulfill a discipline history elective, critical studies elective, or general elective requirement.
  

  • THEA 272 Study Abroad: London Theater



    3 credits 45.0 hours
    200 level undergraduate course

    A first-person, on-site encounter with the modern professional theater scene in London, England. In this study abroad course, students embark on several tours of London theater institutions, attend a minimum of five plays, and participate in a series of lectures and seminars designed to provide background for the activities that have been scheduled for the trip. The course convenes for roughly two weeks during the mid-year break and is included in the student’s registration for the Spring term.

    Prerequisites WRIT*102 or WRIT*102H

    This course is not repeatable for credit.
    This course requires permission by the offering program office.
    This course can fulfill a critical studies elective or general elective requirement.
  

  • THEA 353 Musical Theater History I



    3 credits 45 hours
    300 level undergraduate course

    Two-semester survey of the history of the American musical theater in the 19th and 20th centuries. Students develop insight into the writers, performers, and theater artists who created the legacy of the musical theater in America, and examine representative works from a variety of periods. Students undertake research projects focusing on major performers, writers, directors, and choreographers. Artists and their work are studied in print and on audio and video recordings.

    Prerequisites WRIT*102 or WRIT*102H

    Priority enrollment to Musical Theater Majors and Minors.
    This course is not repeatable for credit.
    This course can fulfill a discipline history elective, critical studies elective, or general elective requirement.
  

  • THEA 354 Musical Theater History II



    3 credits 45.0 hours
    300 level undergraduate course

    Two-semester survey of the history of the American musical theater in the 19th and 20th centuries. Students develop insight into the writers, performers, and theater artists who created the legacy of the musical theater in America, and examine representative works from a variety of periods. Students undertake research projects focusing on major performers, writers, directors, and choreographers. Artists and their work are studied in print and on audio and video recordings.

    Prerequisites WRIT*102 or WRIT*102H

    Priority enrollment to Musical Theater Majors and Minors.
    This course is not repeatable for credit.
    This course can fulfill a discipline history elective, critical studies elective, or general elective requirement.
  

  • THEA 355 Playwriting I



    3 credits 45.0 hours
    300 level undergraduate course

    This course introduces students to the art of writing plays. With an eye toward invention and innovation, students explore narrative, structure and composition. Students explore ideas, language and form by both reading and analyzing contemporary plays and playwrights and writing exercises designed to push the student playwright toward finding their own voice. Students will generate and revise their own short play.

    Prerequisites WRIT*101

    This course is not repeatable for credit.
    This course can fulfill a critical studies elective or general elective requirement.

    This course is equated with the following courses: LITT*254, LALL*873, THEA*355, LALL*873
  

  • THEA 356 Playwriting II



    3 credits 45.0 hours
    400 level undergraduate course

    This studio course continues the work of Playwriting I. With an eye toward invention and innovation, students explore their point of view while still developing their understanding of narrative, structure and composition. Students further develop their sense of language and form as they generate and revise a 30-minute play.

    Prerequisites THEA*355

    This course is not repeatable for credit.
    This course can fulfill a critical studies elective or general elective requirement.

    This course is equated with the following courses: THEA*356, LITT*324, LALL*973
  

  • THEA 358 History of Costume & Decor



    3 credits 45.0 hours
    300 level undergraduate course

    One-semester survey of the history of costume and decorative elements for use in theater design work. The class also surveys the history of theater design, covering important movements and leading designers. Students are provided with a background of design history and styles in order to help them contextualize and understand their own art forms.

    This course is not repeatable for credit.
  

  • THEA 456 Playwriting III



    3 credits 67.5 hours
    400 level undergraduate course

    This studio course continues the work of Playwriting II. With an eye toward invention and innovation, students explore their point of view while still developing their understanding of narrative, structure and composition. Students further develop their sense of language and form as they generate and revise a full-length play.

    Prerequisites THEA*356

    This course is not repeatable for credit.
  

  • THEA 457 Playwrights’ Workshop



    2 credits 45 hours
    400 level undergraduate course

    This course is the fourth level of Playwriting and is only for the advanced Playwriting students. It is a seminar class that takes the advanced playwriting students’ work and gives them mentorship, time and development of their own full-length plays. This course delves deeply into one of each student’s full length plays, with the aim of developing it to the point that the student can either produce the play or submit it to national festivals.

    Prerequisites THEA*456

    Open only to DPP majors.
    This course may be completed 2 times for credit.
  

  • THEA 460 Business of Theater



    1 credit 15 hours
    400 level undergraduate course

    Exploration of the business and legal aspects of careers in the professional theater: the roles of agents, managers, producers, and managing directors are explored. Involves lectures on various topics such as unions, contracts, taxes, management and representation as well as occasional visits by professionals in the field.

    Prerequisites THST*302, THST*330, THST*332 or THST*361

    Open to Majors in School of Theatre Arts Only
    This course is not repeatable for credit.
  

  • THEA 475 Special Studies in Theater Arts



    1 - 3 credits undefined hours
    400 level undergraduate course

    Topics and studies of current interest in areas of theater practice, such as new trends or movements in performance, movement, voice work or international theater. Topics could also include areas of theater production, guest artists’ workshops, or contemporary developments in the field. Courses can be taught in either a studio or lecture format with contact hours varying accordingly.

    This course may be repeated for credit.
    This course requires permission by the offering program office.
  

  • THEA 490 Independent Study



    1 - 6 credits 12.0 hours
    400 level undergraduate course

    Independent Study offers a matriculated student the opportunity to initiate individual research or advanced projects that are beyond the limits of the standard curriculum.

    This course may be repeated for credit.
    This course requires permission by the offering program office.
    This course may not be audited.
    This course cannot be taken pass/fail.
  

  • THEA 499 Theater Internship



    1 - 12 credits 45.0 hours
    400 level undergraduate course

    Hands-on involvement with a professional company. Placements may consist of administrative or production support work, positions in assistance to directors, producers, stage managers, designers or dramaturges, literary management, casting, understudying or performance, and may be outside the Philadelphia area. Students are encouraged to discuss internships with Program Heads or Director of the Bring School.

    Open to Majors in School of Theatre Arts Only.
    Requires completion of 75 credits.
    This course requires permission by the offering program office.
    Pass/fail grading only.
  

  • THEA 690 Graduate Independent Study



    1 - 6 credits 0.0 hours
    500 level graduate course

    Independent Study offers a matriculated student the opportunity to initiate individual research or advanced projects that are beyond the limits of the standard curriculum.

    This course may be repeated for credit.
    This course requires permission by the offering program office.
    This course may not be audited.
    This course cannot be taken pass/fail.
  

  • THEA 699 Selected Topics in Theater



    1 - 6 credits 0.0 hours
    600 level graduate course

    Graduate students may register for upper-level undergraduate liberal arts courses and studio electives for graduate credit. Graduate students are expected to contribute at a higher level in the classroom and have additional assignments (readings, papers, etc.) in order to be granted graduate credit. Students are advised to select an area of study that broadens or intensifies their background in the arts, education, and related disciplines. Often this work contributes directly to the preparation of the graduate project proposal. In order to register for an upper-level undergraduate course and receive credit, the student must submit a completed special topics/independent study form to the Office of the Registrar.

    This course may be repeated for credit.
    This course requires permission by the offering program office.
    Pass/fail grading only.
  

  • THMD 115 Ballet I



    1.5 credits 33.75 hours
    100 level undergraduate course

    Ballet technique training oriented to the specific needs of the musical theater performer. Classes build strength and awareness while extending the student dancer’s physical and expressive range.

    Priority enrollment to Musical Theater majors.
    This course may be completed 2 times for credit.
  

  • THMD 116 Ballet II



    1.5 credits 33.75 hours
    100 level undergraduate course

    Ballet technique training oriented to the specific needs of the musical theater performer. Classes build strength and awareness while extending the student dancer’s physical and expressive range.

    Priority enrollment to Musical Theater Majors and Minors.
    This course may be completed 2 times for credit.
  

  • THMD 120 Jazz Dance I



    1 credit 22.5 hours
    100 level undergraduate course

    Jazz dance technique training oriented to the specific needs of the musical theater
    performer. Classes build strength and awareness, while extending the student dancer’s physical
    and expressive range. Emphasis placed on isolation of muscle groups and rhythm training.

    Priority enrollment to Musical Theater majors.
    This course may be completed 2 times for credit.
  

  • THMD 123 Jazz Dance II



    1 credit 22.5 hours
    100 level undergraduate course

    Jazz dance technique training oriented to the specific needs of the musical theater
    performer. Classes build strength and awareness, while extending the student dancer’s physical
    and expressive range. Emphasis placed on isolation of muscle groups and rhythm training.

    Priority enrollment to Musical Theater majors.
    This course may be completed 2 times for credit.
  

  • THMD 130 Tap I



    1 credit 22.5 hours
    100 level undergraduate course

    Dance Technique training in tap. Attention to the specific needs of the Musical Theater
    performer. Introduction of Broadway dance style as well as hoofing. Tap vocabulary
    and terminology introduced.

    Priority enrollment to Musical Theater majors.
    This course may be completed 2 times for credit.
 

Page: 1 <- Back 10 … 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18