Theatre Education

Emphasizes the recursive writing process through appropriate determination of subject, audience, purpose, and style, with correct usage of grammar, punctuation, and logical organization. Students will use appropriate technologies for writing and learning.

Emphasizes intellectual and analytical reasoning through reading and writing assignments. Includes instruction in library and research technologies and the writing of a research project.

A study of the principles and practices of effective human communication, with emphasis placed on public speaking. The course emphasizes the critical thinking and skill development necessary for effective speech. Listening skills are included in the study.

Provides the student with a basic understanding of his or her economic environment and the basic principles and tools of personal financial management. Emphasis will be placed on personal financial planning, including budgeting, managing personal debt, insurance, taxes, investments, and real estate. When possible, topics will be analyzed and discussed from a Christian perspective.

Designed to assist the student in their understanding and development of a healthy lifestyle. Emphasis is placed on the components and behaviors that promote lifelong, positive outcomes in the five dimensions of wellness: physical, emotional, intellectual, social, and spiritual. Includes a fitness laboratory component. Fee charged.

General introduction to major areas of psychology with emphasis on the psychological bases for understanding human behavior. A recommended prerequisite to other psychology courses except PSY 2175.

An introduction to themes in the natural sciences that have significantly impacted our world. Among the themes discussed are relativity, modern cosmology, evolutionary thought, biotechnology, advances in modern medicine, biodiversity, and the use of natural resources. Scientific discoveries will be approached with both a historical perspective and a consideration of current and future applications. Interactions of scientific thought and the Christian worldview are considered. Lecture.

Designed to engage students in dialogue with a variety of Western and Non-Western world literature, past and present. ENG 2000 is a recommended prerequisite for all upper-level literature courses.

An introduction to Biblical faith and literature designed to help the student acquire a knowledge of the basic content of Scripture as well as be able to employ basic Bible study skills.

An introduction to theology as it has developed in the history of the church with a view to understanding the relation between faith and life. Special attention is given to understanding the doctrine of holiness.

An integration of Christian spirituality, life, and ministry. Through a wide variety of readings and experiences, care is given to evaluate the spiritual structure of the student and to understand spiritual gifts, disciplines, and what it means for each individual to be a constructive influence in the Church and society.

Designed to give students a historical perspective of music, art, sculpture, and architecture from ancient times to modern times.

Considers the realm of mathematics as some of the greatest ideas of humankind-ideas comparable to the works of Shakespeare, Plato, and Michelangelo. This course will introduce students to several of these ideas, selected from topics in numerical patterns, infinity, geometry, topology, chaos, probability, and statistics. Study of these topics will not only demonstrate the beauty of mathematics but will also develop critical thinking skills. This course is designed for liberal arts majors to satisfy the general education requirement.

Current approaches, methodologies, techniques, and materials for teaching English language learners primarily in K-12 setting. Designed to provide theoretical and practical experience in language acquisition. Fee charged. Course includes 10 hours of field experience in ESL classrooms, which must include a 6-12 setting.

Explores human growth and development over the life span to understand the nature and needs of individuals at all developmental levels: physically, emotionally, cognitively, and behaviorally. Designed to provide the developmental approach to cognition in children and adolescents within the context of major learning theories. Brain research, learning modalities, and metacognition are also examined.

An overview of the issues related to the characteristics of the exceptional learner. Concepts of learning and classroom management in the public school are considered.

Provides observation and participation in a public school. Field study is completed in the following areas: classroom observation, classroom material preparation, and classroom interactions to enhance the knowledge, skills, and professional dispositions required of educators. The requirements for entering the Teacher Education Program are part of the course. Graded S-U.

Surveys the historical, social, philosophical, and psychological foundations of the American school system with emphasis on an introduction to the teaching profession. Designed to be the first course taken in the teacher education program. Taken in conjunction with EDU 1020.

Focuses on effective instructional methods and curriculum models for 6-12 teachers. Common Core Standards and best practices in creating enthusiastic learning environments and writing learning plans are explored. Using data to inform instruction is addressed as part of the planning component. A 20 hour field experience is required.

Examines test construction and application of evaluation principles related to K-12. Emphasis on reading, interpreting, and using data from a variety of assessments including standardized and teacher-made achievement tests. Common Core Standards will be studied in relationship to both formative and summative assessment as instructional tools.

Investigates teaching of reading and writing in the various subject matter fields at the secondary level. Stresses skills of vocabulary building, comprehension and writing as well as skills and methods of motivating adolescents to read and write. A 20 hour field experience in a secondary school is required.

Focuses on the major traditional and current behavior management theorists and strategies. Prepares the candidate to use effective strategies for developing a safe but invigorating classroom climate. The creation of a Classroom Management Plan and its implementation in a classroom is included within this course. Only juniors or seniors scheduled to student teach within two semesters of taking EDU 3556 are permitted to enroll in the course.

Examines strategies, resources, and experience in middle and secondary schools. It will familiarize candidates with methods of instruction, assessment, and classroom management appropriate in these schools, as well as organizational characteristics of each. A 20-hour field experience required.

Provides an overview of the diverse educational needs, challenges, opportunities, and rewards that teachers encounter as they seek to effectively meet the needs of learners in urban schools. Students explore the history of public schools in urban areas, the characteristics of the urban child, as well as effective teaching strategies for working with students who are identified as "at risk" as well as English Second Language (ESL) students. This course addresses the competencies, tools. and instructional strategies to effectively create positive classroom environments and assist in student achievement. The course includes a 10-hour field experience for Education majors in a low socioeconomic, ethnically/racially diverse, preferably ESL school setting. Any non-Education major may complete the field experience requirement through volunteering in a number of alternative settings such as private agencies, and businesses whose primary focus is working in urban communities with children and their families identified as "at-risk." The alternative settings listed would be an acceptable environment to address the course learning outcomes. This course is an option for any student exploring choices in meeting the Intercultural Literacy requirement.

Focuses on the application and analysis of knowledge and teaching skills in the classroom, lesson and unit planning, classroom management, discipline models, and current professional issues. Taken in conjunction with enhanced student teaching. Permission required.

Provides the culminating fifteen-week, semester-long experience for all who are seeking a secondary license. Consists of full-day classroom observation and practice teaching in the major curricular area in two different school settings: one 7 1/2-week placement in a middle school in grades 6-8 and one 7 1/2-week placement in a secondary school in grades 9-12. Physical Education majors seeking a K-12 license will have placements in early elementary grades K-4 and middle/secondary grades 5-12. Music majors seeking a K-12 license will have placements in elementary grades K-5 and secondary grades 6-12. Graded S-U. Permission required.

A prerequisite for Enhanced Student Teaching. This course provides the candidate with experiences in preparation, procedures, implementation, and submittal of required edTPA documentation for initial licensure. Permission required. Graded S/U.

All majors in the Department of Communication Studies are required to present a senior project as a public performance. The project should relate to the student's specialized interest in the field, demonstrate his or her acquired skills, and be academically and vocationally beneficial as a culminative experience. The project must be approved by the faculty advisor at least one semester in advance. The number of credits is contingent upon the number of hours given to the project [40+ hours for one (1) credit; 80+ for two (2) credits.] Graded S/U.

Required of all dramatic arts majors and minors for six (6) semesters. To receive a passing grade, students are to participate in 20 hours of some aspect of production work for each of the productions planned during the six semesters that are chosen by the student. Graded S/U. Note: No credit is given and no tuition is charged.

An introductory workshop course focusing on beginning acting techniques and scene study. Students will explore the actors' instrument and the use of space, relaxation, concentration, imagination, movement, and how to pursue an objective through physical and psychological actions in order to create a character.

A detailed study of the basic tools and approaches necessary for reading and interpreting stage scripts before directing, acting, or design processes can effectively begin. (All dramatic arts majors and minors, as well as all theatre education majors, must take this course in their freshman or sophomore year, with the exception of transfer students).

A comprehensive survey of representative plays from each period of theatre history, noting the reciprocal effects of production techniques on dramatic forms. Special emphasis is given to cultural and historical factors influencing the rise and fall of new dramatic forms and theatrical practices. It is recommended that students take COM 2950 as a foundation for this course.

An introduction to basic storytelling and playwriting techniques for stage plays. Students will research and develop scripts for theatre in a workshop climate, with the goal of having two completed, professional or competition-ready scripts by the end of the semester.

A hands-on, introductory study of theatrical design and production that will primarily focus on scenic and lighting design and production. Costume design and production will be addressed briefly. In the process, students will practice design, construction, and implementation skills in conjunction with the current drama production as well as through individual project work.

An introductory examination of the directorial process beginning with textual analysis of dramatic action and covering such areas as production unity, stage movement and business, motivational analysis, and pictorial composition. Other areas of emphasis include a brief overview of directing history, types of directing theory and style, planning and rehearsal techniques, and the relationship of the director to other theatre artists. Student work includes selected scene work and directing projects prepared for class presentation culminating in a final scene presentation.

Provides supervised participation and instruction in various aspects of theatre. Open to all students with the consent of the instructor. Dramatic Arts majors are required to take this one-hour practicum in three of the following areas: (A) Acting, (B) Stage Management, (C) Scenery and Props, (D) Costumes and Make-up, (E) Lighting and Sound, (F) Directing. Graded S/U.

Through a reader-response approach, students will read plays and view live, off-campus performances of plays written by award-winning American and European playwrights of the 20th century. The focus on experimentation with theatrical genres, the artistic development of social critique, and the re-emergence of meta-theatricality invites students to create meaningful connections between the "literariness" of drama, its performance, and audience reception. American playwrights include O'Neill, Odets, Rice, Hellman, Hansberry, Tennessee Williams, and Arthur Miller. European playwrights include Ibsen, Shaw, Chekhov, Pirandello, Lorca, Brecht, and Beckett.

A seminar designed specifically for juniors and seniors who are majoring in dramatic arts and theatre education. The seminar's focus is on developing materials (headshots, resumes, portfolios, etc.) essential to a graduate's success in professional theatre, graduate school, and/or teaching in secondary education. For theatre education majors, this course must be completed no later than the semester prior to student teaching.

A workshop course introducing students to the basics of improvisation for the actor. Students will create characters and scenes by applying some of the well-established improvisational techniques of Spolin, Johnstone, and others, and will develop useful acting tools by exploring both short-form and long-form improvisation. Students will also be introduced to the innovative viewpoints approach to character exploration and improvisation developed by Anne Bogart.

Course not concerned with play production, acting, or any of the theatrical entertainment aspects of drama. It focuses on drama used solely as a therapeutic and educational tool in the classroom. Participants will focus on creative leadership and teaching strategies that include the following: conflict resolution through drama, critical thinking and life skills development, historical re-enactment techniques in social studies, "teacher-in-role" role playing, imagination exploration, values through game-playing, creative drama for special needs, and drama-in-education techniques for creatively teaching all subjects.

Focuses on media and specific technologies appropriate to teachers in the educational setting, both for instructional purposes and administrative tasks. Includes exposure to and use of various equipment, materials, and software, including Internet and Office. Computer-assisted instruction and management techniques are presented.