Credit Hours: 3

Prerequisites: None

Description: This course is the foundation of the Teaching Artist Minor. It provides a brief history of the role of the teaching artist, arts integration, and community based arts. Students do service learning work with a neighborhood arts organization where they observe or assist with arts instruction.

Outcomes: Students will identify and describe the practice of teaching artists in a variety of settings. They will also reflect on a direct experience with an arts organization and create a lesson plan.

This is a Required course.

Credit Hours: 2

Prerequisites: None

Description: This course introduces students to securing grants to support artistic endeavors. Students will be introduced to relevant grant and foundation sources and the tenants of successful grant writing.

Outcomes: Students will demonstrate the ability to write a grant that supports art education.

This is a Required course.

Credit Hours: 3

Prerequisites: None

Description: Credit given for arts education work outside the university undertaken under the guidance of professional arts educators. Students keep an hour and activity log and write reflective evaluative papers. Permission of the Department of Fine and Performing Arts (DFPA) is Required.

Outcomes: Specific outcomes and credit hours assigned to be determined by the student in consultation with the Teaching Artist Faculty Coordinator and the project supervisor.

This course is repeatable for up to 6 credit hours.

Credit Hours: 3

Prerequisites: Dance major or minor

Description: The study of child development, sequential dance pedagogy, biomechanics, nutrition, and classroom management techniques as they relate to the teaching of dance. Coursework includes lecture, readings, model teaching, and research. Students observe master teachers instructing children of all ages and create sequential lesson plans consisting of all elements of dance pedagogy.

Outcomes: Students will demonstrate a working knowledge of child development in relationship to age-appropriate dance skills as well as behavioral expectations. They will develop strategies that address the sequences of skill acquisition as well as concrete strategies for classroom management.

This course is Required for Dance majors or minors pursuing the Teaching Artist minor.

Credit Hours: 3

Prerequisites: none

Description: This course explores the ideas of teaching and learning through the visual arts and arts integration as they pertain to teaching artists. Coursework includes lecture and discussion, readings, model teaching, and teaching artist visits. Sturdents will learn art pedagogy, classroom management techniques, and to develop their ideas into a curricular format. The course contains a practice teaching component where students will be placed in the classroom of one of the neighboring CPS schools or neighborhood organization that teaches visual arts to implement a visual arts integrated lesson or mini-unit that they have created. Consultation and collaboration with the CPS classroom teacher or arts organization supervisor will be the student's responsibility once placement has been confirmed.

Outcomes:

• Recognize and examine perspectives and theories around learning through the arts and educational philosophies that support art integration in school curricula
• Identify the relationship between classroom culture and classroom management
• Demonstrate understanding of how to create structure and set limits in the classroom that lead to student responsibility
• Distinguish connections between the National Core Arts Standards and the classroom curriculum
• Examine personal teaching preferences
• Identify appropriate teaching content, methods and techniques
• Recognize challenges in implementing lessons with a diverse student population (skill levels, cultural backgrounds, language barriers)
• Design appropriate visual arts lessons, aligning content and standards
• Develop presentation and creative problem-solving skills

This course is Required for Fine Arts majors or minors pursuing the Teaching Artist minor.

Credit Hours: 3

Description: The student will aquire a personal conducting style through study and practical application and will develop skills that make one an effective, well-rounded conductor.

Outcomes: Students will demonstrate rudimentary skills of conducting: including conducting patterns, cues, score reading and analysis. 

This course is Required for Music majors or minors pursuing the Teaching Arts minor. Music majors concentrating in Vocal Performance should take MUSC 363 to fulfill the arts pedagogy requirement.  

Credit Hours: 3

Prerequisites: None

Corequisite: MUSC 280K (Applied Music: Voice)

Description: This course will acquaint students with the basics of anatomy and physiology associated with singing technique, including the anatomy of the larynx, the structure of posture and breathing, and the physics of resonance. Additional topics will include vocal registers, healthy use of voice, and the basics of vocal instruction. Concurrent enrollment in 280K (Applied Music: Voice) is required.

Outcomes: To identify and describe the major muscles, ligaments and cartilages used in singing; to identify healthy and unhealthy modes of phonation and diagnose technical deficiencies; successfully apply pedagogy to vocal instruction.

This course is Required for Music majors or minors pursuing the Teaching Artist minor.

Credit Hours: 3

Prerequisites: None

Description: This course explores the process of engaging children with theatre games and techniques as a means towards self-expression, personal development, and content learning. Laboratory experiences working with children provided.

Outcomes: Students will articulate the differences and similarities between theatre for children and creative dramatics disciplines, develop age appropriate materials and exercises, identify appropriate facilitating methods and techniques and apply these techniques in a laboratory setting.

This course is Required for Theatre majors or minors pursuing the Teaching Artist minor.

Credit Hours: 1

Prerequisites: None

Co-requisites: TLSC 120 and TLSC 130. TLSC 110, 120, and 130 must be taken together. Register for TLSC 120 and 130 first.

Description: This module (course) introduces teacher candidates (students) to the profession and our program (TLSC) with a focus on collaborative relationships within and among schools, families, and communities. This module (course) will expose teacher candidates (studens) to specific knowledge and skill indicators necessary for educators to embody the dispositions of the profession.

Outcomes: Teacher candidates (students) will reflect on the knowledge, skills, and dispositions of educators with regard to teaching diverse students, the mission of Professionalism in Service of Social Justice, and the connection between research and practice related to collaborative relationships.

This is a Required course.

Credit Hours: 2

Prerequisites: None

Co-Requisites: TLSC 110 & 130

Description: In this module, students will observe and learn key principles and stages in developmental and learning theories via clinical experiences in birth to grade 12 settings (including infant/toddler, preschool, elementary, middle, and high schools). The primary focus of these experiences is to explore the ways in which physical characteristics, communication skills, cognitive capacities, and social-emotional needs of children are used to understand theory and inform adult-child interaction and developmentally appropriate pedagogical practices in birth to grade 12 settings with both typically and atypically develping children.

Outcomes: Through guided observation, students will explore the ways in which social, cultural, and environmental contexts shape the development and cognitive processing at each age, and use this knowledge to inform recommendations for developmentally appropriate adult-child interaction and pedagogical practices with every age range from birth through grade 12.

This is a Required course.

Credit Hours: 1

Prerequisits: None

Corequisites: TLSC 110 & 120

Description: This module (course) is designed to engage teacher candidates (students) in an authentic exploration of the inherent relationship between public schools and the surrounding community. Teacher candidates (students) are introduced to the concepts of cultural and social capital as they work in small groups to explore a thematic component of these communities. Must be registred for TLSC 110 and TLSC 120 concurrently.

Outcomes: Teacher candidates (students) will complete a Community Map Project, which includes a map of community elements, concept map of community elements, concept map depicting the relationship betweeen elements and resources, narrative analysis of findings, and personal reflection.

This is a Required course.

Credit Hours: 1

Prerequisites: TLSC 130

Corequisites: TLSC 150 and TLSC 160. TLSC 140, 150, and 160 must be taken together. Register for TLSC 150 and 160 first.

Description: This module (course) builds on candidates' initial explorations of diverse learning environments and continues to develop candidates' understanding of the School of Education's mission of professionalism in service of social justice and the core tenets of culturally responsive pedagogy. Candidates will complete a self-documentation project in which they explore their own identities and recognize how their thinking, behavior, and being are influenced by their own personal experiences, race/ethnicity, social class, language, religion, age, etc.

This is a Required course.

Credit Hours: 1

Prerequisites: TLSC 130

Corequisites: TLSC 150 and TLSC 160. TLSC 140, 150, and 160 must be taken together. Register for TLSC 150 and 160 first.

Description: This module (course) deepens teacher candidates' introduction to learning and development through consideration of the importance of healthy learning environments.

This is a Required course.

Credit Hours:1

Prerequisites: TLSC 130

Corequisites: TLSC 150 and TLSC 160. TLSC 140, 150, and 160 must be taken together. Register for TLSC 150 and 160 first

Description: This module (course) builds on candidates' intitial explorations of learning and development and the core tenets of culturally responsive pedagogy as candidates are instroduced to backward design and Universal Design for Learning. Candidates will conduct a lesson analysis to assess the effectiveness of a lesson based on established criteria for culturally responsive teaching.

This is a Required course.