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Special Education |
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SPED 513A - Seminar in Professional Studies
1 credit
Continuing course for candidates in the Special Education Stand-Alone Program. Further examines the traits and characteristics of professional educators as they apply to practice, fostering integration of course content with fieldwork, preparation for work samples, and topical issues in special education. Repeatable for a maximum of 4 credits. Prerequisite(s): Required in fall and winter terms.
Graded (A-F) only
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SPED 513B - Seminar in Professional Development
3 credits
Continuing course for candidates in the Special Education Stand-Alone Program. Focuses on topical issues in special education (e.g., working with instructional assistants, preparation for job seeking, etc.), work sample preparation, and continued professional development. Offered in spring term.
Graded (A-F) only
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SPED 514 - Curriculum, Instruction and Assessment - Special Education
4 credits
Introduces students to the study of classroom instructional processes by focusing on “Learning and Learners” and “Teaching and Learning”. Emphasis on effective strategies for standards-based education and the implementation of the “Oregon Education Act for the 21st Century”; as well as specific strategies to enhance effective learning and teaching in regular and special education settings. Special attention will be given to creating effective learning experiences for diverse learners and understanding general education curriculum development. Prerequisite(s): Must be admitted to the Special Education Stand Alone Program, or with approval of Program Coordinator.
Graded (A-F) only.
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SPED 515 - Understanding the Needs of the Talented and Gifted
3 credits
Introduces the regular classroom teacher, administrator, or parent to the education of gifted children. Includes historical perspectives, characteristics of gifted and talented students, definitions of giftedness, principles of acceleration and enrichment, parenting, and legal issues.
Graded (A-F) only.
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SPED 516 - Identification and Assessment of the Gifted or Talented Child
3 credits
Introduces the basics of assessment techniques for identifying traits of giftedness and types of talent. Considers standardized and informal testing procedures, types of instruments used, and Oregon statutory requirements.
Graded (A-F) only.
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SPED 517 - Curriculum for the Talented and Gifted
3 credits
Emphasizes methods of adapting the regular classroom curriculum to mainstreamed gifted or talented students. Includes techniques for individualizing instruction, using resources, and educating parents. For regular or special classroom teachers.
Graded (A-F) only.
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SPED 518 - Models for Developing Programs for the Talented and Gifted
3 credits
Presents current K-12 models and systems for teaching talented and gifted students. Examines possible implementations of these approaches. Investigates research behind the models and explores techniques used for recognizing and developing the full potential of talented and gifted individuals in public schools.
Graded (A-F) only.
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SPED 519A - Action Research in Special Education: Initial Licensure
4 credits
Develops knowledge and skills in appropriate action research techniques. Students design studies to be carried out during the academic year, collect data appropriate to the special education setting, and develop a research plan and report. Prerequisite(s): Restricted to students in the Special Education Licensure Program or by instructor approval.
Graded (A-F) only.
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SPED 519B - Action Research in Special Education
4 credits
Develops knowledge and skills in appropriate action research techniques. Students develop skills in designing studies to be carried out during the academic year, collecting data appropriate to the special education setting, and developing research plans and reports. Prerequisite(s): Restricted to students in the Special Education Program or by instructor approval.
Graded (A-F) only.
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SPED 520 - Law and Policy
4 credits
Provides an overview of laws and litigation affecting special education. Includes the development of laws that govern special education beginning with P.L. 94-142 through the current re-authorization of IDEIA. Reviews section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. Includes a review of major litigation since 1954 that has shaped and continues to influence special education practices. Intended for students in the SPED Licensure program.
Graded (A-F) only.
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SPED 521 - Collaboration, Consultation, and Communication
4 credits
Discusses collaboration with parents, colleagues in general and special education, and community agencies. Addresses diversity and cultural competence from a social justice perspective. Candidates are expected to have the knowledge and ability to communicate with agencies outside the school that impact individuals with disabilities. Intended for students in the SPED Licensure program.
Graded (A-F) only.
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SPED 522 - Administration and Interpretation of Assessment Instruments
4 credits
Prepares teachers to interpret results from standardized norm referenced assessments, as well as teacher-made, curriculum-based assessment instruments commonly used in public schools. Covers writing assessment reports, as well as interpreting the reports of others and explaining the results to parents and other teachers. Intended for students in the SPED Licensure program.
Graded (A-F) only.
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SPED 523 - Behavior Management
4 credits
Introduces the theory, vocabulary, principles, and techniques for fostering a learning environment with a positive atmosphere. Includes a variety of management models, ways to preserve the dignity and human rights of students with disabilities, and legal and district policy responsibilities regarding behavior and behavior management. Candidates learn strategies for assessing individual and group behavior and apply theories to develop behavior management plans for both group and individual students. Intended for students in the SPED Licensure program.
Graded (A-F) only.
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SPED 524 - Interventions in Academic Skills: Mathematics Methods
4 credits
Provides instruction in the planning, development, and implementation of academic curricula and lessons for the student with special needs, with emphasis on mathematics. Major topics include modifying the general education curricula, developing parallel curricula, and providing supplemental curricula. Emphasizes creating opportunities for students with special needs to succeed in a general education setting by utilizing appropriate modifications whenever possible. Intended for students in the SPED Licensure program.
Graded (A-F) only.
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SPED 525 - Interventions in Functional Skills
4 credits
Develops candidates’ skills in designing interventions for students with severe disabilities. Includes instruction in self-help skill development, social skills, home-living management, recreational activities, dietary instruction, and a variety of living and family-life skills. Discusses transitions from early educational settings to those provided for the older student, with a primary focus on the transition from school to community life. Intended for students in the Stand-Alone endorsement program.
Graded (A-F) only.
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SPED 526 - IEP Development and Transition Planning
4 credits
Covers the preparation, development, implementation, and evaluation of the IEP and all of the review procedures relating to individualized programming. Prepares special education teachers to plan and conduct meetings in accordance with federal, state, and district regulations. Bridges information gained in assessment and intervention classes and provides practical experience in developing programs based on that information. Introduces technology appropriate to the development and maintenance of records. Prepares the special educator to understand the goals of Oregon’s Employment First Initiative and informs the learner about the supports required for students with disabilities to insure a meaningful, smooth transition from school services to adult life, competitive employment or continuing education. Intended for students in the SPED Licensure program.
Graded (A-F) only.
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SPED 528 - Characteristics and Eligibility of Exceptionalities
4 credits
Focuses on the categories of exceptionalities included in the Individuals with Disabilities Education Improvement Act (IDEA). The course will include information about organic and environmental causes of disabilities, the learning characteristics of students within categories, definitions for each category of eligibility, criteria for identifying students under each eligibility category, and strategies to engage all learners, including dyslexia instruction. In addition, students will develop skills to design interventions for students with severe disabilities including instruction for self-help skills, social skills, and a variety of living and family skills. Special attention will focus on cultural and linguistic characteristics of students, and how these factors affect eligibility under the Reauthorization of IDEA.
Graded (A-F) only.
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SPED 529 - Interventions in Academic Skills: Reading Methods
4 credits
Prepares students to extend their study of classroom teaching processes by integrating information and knowledge from other courses taken during the fall term into the study of learning to read and best practices in reading instruction. Candidates will develop skills in assessing and teaching students with dyslexia and learning disabilities. Emphasizes effective strategies for standards-based reading education, assessment, and creating effective learning experiences for diverse learners. Intended for students in the SPED Licensure program.
Graded (A-F) only.
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SPED 530 - Law and Policy
4 credits
Provides an overview of laws and litigation affecting special education. Includes the development of laws that govern special education beginning with P.L. 94-142 through the current re-authorization of IDEIA, a review of section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act. Includes a review of major litigation since 1954 that has shaped and continues to influence special education practices. Intended for students in the Added endorsement program.
Graded (A-F) only.
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SPED 531 - Collaboration, Consultation, and Communication
4 credits
Discusses collaboration and consultation with parents, colleagues in general and special education, and community agencies. Addresses diversity and cultural competence from a social justice perspective. Students are expected to have the knowledge and ability to communicate with agencies outside the school that impact individuals with disabilities. Intended for students in the Added endorsement program.
Graded (A-F) only.
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SPED 532 - Administration and Interpretation of Assessment Instruments
4 credits
Prepares teachers to interpret results from standardized norm referenced assessments, as well as teacher-made, curriculum-based assessment instruments commonly used in public schools. Covers writing assessment reports, as well as interpreting the reports of others and explaining the results to parents and other teachers. Intended for students in the Added endorsement program.
Graded (A-F) only.
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SPED 533 - Behavior Management
4 credits
Introduces the theory, vocabulary, principles, and techniques for fostering a learning environment with a positive atmosphere. Includes a variety of management models, ways to preserve the dignity and human rights of students with disabilities, and legal and district policy responsibilities regarding behavior and behavior management. Students learn strategies for assessing individual and group behavior and apply theories to develop behavior management plans for both groups and individual students. Intended for students in the Added endorsement program.
Graded (A-F) only.
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SPED 534 - Interventions in Academic Skills: Mathematics Methods
4 credits
Provides instruction in the planning, development, and implementation of academic curriculum and lessons for the student with special needs, with emphasis on mathematics. Major topics include modifying the general education curriculum, developing parallel curriculum, and providing supplemental curriculum. Emphasizes creating opportunities for students with special needs to succeed in a general education setting by utilizing appropriate modifications whenever possible. Intended for students in the Added endorsement program.
Graded (A-F) only.
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SPED 535 - Interventions in Functional Skills
3 credits
Develops skills in designing interventions for students with severe disabilities. Includes instruction in self-help skill development, social skills, home-living management, recreational activities, dietary instruction, and a variety of living and family-life skills. Discusses transitions from early educational settings to those provided for the older student, with a primary focus on the transition from school to community life. Intended for students in the Dual endorsement program.
Graded (A-F) only.
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SPED 536 - IEP Development and Transition Planning
4 credits
Covers the preparation, development, implementation, and evaluation of the IEP and all of the review procedures relating to individualized programming. Prepares special education teachers to plan and conduct meetings in accordance with federal, state, and district regulations. Bridges information gained in assessment and interventions classes and provides practical experience in developing programs based on that information. Introduces technology appropriate to the development and maintenance of records. Prepares the special educator to understand the goals of Oregon’s Employment First Initiative and informs the learner about the supports required for students with disabilities to insure a meaningful, smooth transition from school services to adult life, competitive employment or continuing education. Intended for students in the Added endorsement program.
Graded (A-F) only.
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SPED 538 - Characteristics and Eligibility of Exceptionalities
4 credits
Focuses on the categories of exceptionalities included in the Individuals with Disabilities Education Improvement Act (IDEA). The course will include information about organic and environmental causes of disabilities, the learning characteristics of students within categories, definitions for each category of eligibility, criteria for identifying students under each eligibility category, and strategies to engage all learners, including dyslexia instruction. In addition, students will develop skills to design interventions for students with severe disabilities including instruction for self-help skills, social skills, and a variety of living and family skills. Special attention will focus on cultural and linguistic characteristics of students, and how these factors affect eligibility under the Reauthorization of IDEA. Intended for students in the Added endorsement program.
Graded (A-F) only.
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SPED 539 - Interventions in Academic Skills: Reading Methods
4 credits
Prepares students to extend their study of classroom teaching processes by integrating information and knowledge from other courses taken during the fall term into the study of learning to read and best practices in reading instruction. Candidates will develop skills in assessing and teaching students with dyslexia and learning disabilities. Emphasizes effective strategies for standards-based reading education, assessment, and creating effective learning experiences for diverse learners. Intended for students in the Added endorsement program.
Graded (A-F) only.
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SPED 540A - Student Teaching Initial Experience I
3 credits
Full-day field experience which requires students to observe and assist an experienced special education as the school year begins. Students engage in one-one-one and small group instruction, become familiar with the learning environment, and begin to collect data regarding assessments, curriculum, students, and ways in which services are scheduled and delivered.
Graded (A-F) only.
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SPED 540B - Student Teaching Initial Experience II
4 credits
Half-day field experience which requires students to assist a special education teacher at either the elementary or secondary level in delivering services to students with special needs. Students conduct formal and informal assessments within the special education setting or other identified students; attend special education related meetings; collaborate with special and general education colleagues. Students are required to demonstrate competency in all areas of special education including assessment, instruction, planning and evaluation.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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SPED 541 - Transition Planning for Students with Special Needs
3 credits
Prepares the special educator to understand the goals of Oregon’s Employment First Initiative. The course will inform the learner about the supports required for students with disabilities to insure a meaningful, smooth transition from school services to adult life, competitive employment or continuing education.
Graded (A-F) only.
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SPED 550A - Student Teaching Alternate Experience I
6 credits
Half-day field experience which requires students to assist a special education teacher at the alternate level as SPED 540A in delivering services to students with special needs. Students conduct formal and informal assessments within the special education setting or other identified students; attend special education related meetings; and collaborate with special and general education colleagues.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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SPED 550B - Student Teaching Alternate Experience II
7 credits
Full-day field experience which requires students to assist a special education teacher at the alternate level as SPED 540 in delivering services to students with special needs. Students are required to demonstrate competency in all areas of special education including assessment, instruction, planning and evaluation.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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SPED 551 - Multiple Disabilities
3 credits
Intended for instructors dealing with students who have severe or multiple disabilities. Includes the latest information on medical and related services, such as speech and physical therapy techniques and assistive devices. Explores techniques for serving students with low-incidence disabilities (including complex syndromes); deaf, blind, and deaf-blind students; and others who need specialized interventions.
Graded (A-F) only.
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SPED 552 - Advanced Interventions in Academic Skills
3 credits
Features interventions for students with mild or moderate disabilities who function well in academic areas. Includes practical, contemporary techniques for achieving academic goals and objectives in reading, language, math, and other basic skill areas. Broadens and supplements the skills and knowledge of a licensed special educator.
Graded (A-F) only.
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SPED 553 - Advanced Interventions in Functional Skills
3 credits
Offers licensed special education teachers advanced information on instruction in functional skill areas such as independent living, vocational opportunities, family life, recreation, home economics, nutrition, self-help skills, and community agency assistance programs.
Graded (A-F) only.
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SPED 554 - Advanced Assessment and Diagnosis
3 credits
Focuses on the application of commonly used formal and informal diagnostic instruments. Details the administration of several types of instruments. Includes an examination of alternative assessment procedures using techniques such as informal or qualitative observation techniques, portfolio preparation and analysis, authentic assessment, and curriculum-based assessment.
Graded (A-F) only.
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SPED 555 - Advanced Legal Issues
3 credits
Expands a good basic understanding of special education law through investigating case law and current controversial issues in legal matters. Includes case analysis, reading of legal briefs, application of state and federal law to district practice, and preparation techniques for due process hearings.
Graded (A-F) only.
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SPED 556 - Advanced Techniques in Behavior Management
3 credits
Provides an in-depth examination of curriculum and program development, special methods, techniques of management, and procedures in public school settings for students with difficult behavior challenges. Includes the application of IDEA 1997 guidelines to drug and weapons violations and FAPE in alternative settings. Examines the conflict between the least-restrictive-setting principle and the constraints of unusual behavioral interventions.
Graded (A-F) only.
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SPED 557 - Current Issues in Special Education
3 credits
Offers an in-depth study of controversial issues in special education for the practicing special education teacher. Examines current thought, curriculum, and practice from differing points of view through participation in seminar discussions, debates, and research. Requires students to defend several sides of controversial issues and to articulate the rationale for practices that may be misunderstood or contested by others.
Graded (A-F) only.
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SPED 561 - Foundations of Autism
3 credits
Emphasizes the etiology, history, definition, and scope of the many manifestations and symptoms of autism spectrum disorder. Included are current models and best practices in working with individuals and families; diagnosis of ASD; characteristics of students across the spectrum; continuum of services and placement options; community resources; and developing self-determination and advocacy for individuals with ASD.
Graded (A-F) only
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SPED 562 - Assessment of Autism Spectrum Disorder
3 credits
Introduces a variety of methods to assess and diagnose students who may exhibit, and be eligible for services, on the autism spectrum. Included will be the impact that ethnic, cultural, and linguistic diversity issues have on the assessment; administration and/or assistance in the completion of the required components of the assessment for the identification (initial and reevaluation); and interpreting assessment data, summarizing and reporting results to teams, including families, in a systematic manner that leads directly to programmatic recommendations for instruction for individuals with ASD. NOTE: Candidates working toward the ASD Specialist designation must concurrently register for SPED 562L: Assessment of Autism Spectrum Disorder Lab. See an advisor in the School of Education Special Education Program.
Graded (A-F) only
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SPED 562L - Assessment of Autism Spectrum Disorder Lab
1 credit
Provides for the practical application of the methods in assessing and diagnosing students who may exhibit, and be eligible for services, on the autism spectrum. Candidates will conduct multiple assessments on students who exhibit ASD, or are currently receiving services for ASD.
Graded (A-F) only
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SPED 563 - Interventions and Strategies for Students with Autism Spectrum Disorder I
3 credits
Focuses on the first five interventions and strategies identified in “Evidence-Based Practice: Autism in the Schools” that can be used with students on the autism spectrum disorder who are receiving special education services. Included is an understanding of the need and rationale for using specific strategies for students on the autism spectrum based on needs in the areas social-emotional, communication, cognitive, academic, sensory, leisure and adaptive development. NOTE: Candidates working toward the ASD Specialist designation must concurrently register for SPED 563L: Interventions and Strategies for Students with Autism Spectrum Disorder I Lab. See an advisor in the School of Education Special Education Program.
Graded (A-F) only
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SPED 563L - Interventions and Strategies for Students with Autism Spectrum Disorder I Lab
1 credit
Provides candidates the opportunity to implement the interventions and strategies covered in the course with students on the autism spectrum disorder. Candidates will work with student across the spectrum and in a variety of settings.
Graded (A-F) only
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SPED 564 - Interventions and Strategies for Students with Autism Spectrum II
3 credits
Focuses on the first five interventions and strategies identified in “Evidence-Based Practice: Autism in the Schools” that can be used with students on the autism spectrum disorder who are receiving special education services. Included is an understanding of the need and rationale for using specific strategies for students on the autism spectrum based on needs in the areas social-emotional, communication, cognitive, academic, sensory, leisure and adaptive development. NOTE: Candidates working toward the ASD Specialist designation must concurrently register for SPED 564L: Interventions and Strategies for Students with Autism Spectrum Disorder II Lab. See an advisor in the School of Education Special Education Program.
Graded (A-F) only
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SPED 564L - Interventions and Strategies for Students with Autism Spectrum II Lab
1 credit
Provides candidates the opportunity to implement the interventions and strategies covered in the course with students on the autism spectrum disorder. Candidates will work with student across the spectrum and in a variety of settings.
Graded (A-F) only
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SPED 565 - Coaching, Consulting and Collaboration in Autism
3 credits
Explores practical ideas, concepts, theories, and skills that ASD specialists use to be effective in their coaching of direct service providers. Examines important factors that contribute to functional and successful team collaboration to improve learning for students on the autism spectrum.
Graded (A-F) only
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SPED 566 - ASD Specialist Portfolio
1 credit
Designed as the final step to complete the ASD Specialist designation. Candidates follow the guidelines for providing evidence of having met the requirements for the ASD Specialist designation.
Graded (A-F) only
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SPED 572 - Special Education Advanced Work Sample
3 credits
Designed for previously licensed teachers who have fulfilled Oregon initial teacher licensure requirements. Working independently, candidates prepare a teaching performance work sample consisting of instruction that is implemented during the term in which the course is taken. The work sample must include student information (case history, PLAAFP, IEP goals and STOs), summative and formative student performance data, complete instructional plans targeting either language arts or math within a special education setting, interpretation of learning gains, modifications in response to student progress, and reflections on teaching effectiveness. Candidates negotiate an individualized meeting and progress schedule with the instructor. The work sample is completed in conjunction with SPED 573: Special Education Advanced Practicum.
Graded (A-F) only
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SPED 573 - Special Education Advanced Practicum
3 credits
Designed for previously licensed teachers who have fulfilled Oregon initial teacher licensure requirements. Working independently, candidates complete a minimum 90 contact hours in a special education setting appropriate to the authorization level sought (elementary or secondary). The practicum is completed in conjunction with SPED 572: Special Education Advanced Work Sample. Candidates negotiate an individualized meeting and progress schedule with the instructor.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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Success at Southern Courses |
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SAS 101 - Freshman Academic Development
1 credit
This sequence is available to students enrolled in the Success at Southern/Student Support Services program. College Success classes have been developed to help facilitate students’ academic and personal success in college. While SAS 101 is designed for newly enrolled freshmen, SAS 102 is designed for newly enrolled transfer students with 36 or more credits. Both classes cover the clarification of academic goals, planning, study skills, financial planning, collaborative skills, and assessment targeted at heightening students’ understanding of themselves as learners. Academic Development (SAS 103 ) provides a structured setting in which students may access professional and tutoring support to enhance their academic skills and performance. Specialized SAS 103 courses are provided for student-athletes and for scholarship research and application.
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SAS 102 - Transfer Student Academic Development
1 credit
This sequence is available to students enrolled in the Success at Southern/Student Support Services program. College Success classes have been developed to help facilitate students’ academic and personal success in college. While SAS 101 is designed for newly enrolled freshmen, SAS 102 is designed for newly enrolled transfer students with 36 or more credits. Both classes cover the clarification of academic goals, planning, study skills, financial planning, collaborative skills, and assessment targeted at heightening students’ understanding of themselves as learners. Academic Development (SAS 103 ) provides a structured setting in which students may access professional and tutoring support to enhance their academic skills and performance. Specialized SAS 103 courses are provided for student-athletes and for scholarship research and application.
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SAS 103 - Academic Development
1 credit
This sequence is available to students enrolled in the Success at Southern/Student Support Services program. College Success classes have been developed to help facilitate students’ academic and personal success in college. While SAS 101 is designed for newly enrolled freshmen, SAS 102 is designed for newly enrolled transfer students with 36 or more credits. Both classes cover the clarification of academic goals, planning, study skills, financial planning, collaborative skills, and assessment targeted at heightening students’ understanding of themselves as learners. Academic Development (SAS 103) provides a structured setting in which students may access professional and tutoring support to enhance their academic skills and performance. Specialized SAS 103 courses are provided for student-athletes and for scholarship research and application. Repeatable for a maximum of 12 credits.
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SAS 199 - Special Studies
1 to 6 credits
Credits to be arranged. Repeatable.
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Theatre |
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TA 129 - Singing for Musical Theatre
4 credits
This group, studio-style class specifically addresses the singing requirements in Musical Theatre. Students learn exercises and tools in a group setting and then perform several times individually in front of the class. All levels of musical and singing knowledge are welcome. Ability to read music is not a requirement but students must be capable of learning and memorizing a piece of music on their own. Repeatable for up to 8 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 147 - Introduction to the Theatre: Drama in Production
3 credits
This course is designed for those wishing to broaden their knowledge of theatre from the inception of the production to closing night. Not open to theatre majors. Approved for University Studies (Explorations Strand E–Humanities). Prerequisite(s): Restricted to non-Theatre majors.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 155 - Capstone Preparation
0 credits
Each year, all Theater BA and BS students are required to enroll in TA 155 for the Spring term. During the 9th or 10th week of the term (depending on class standing) students will be required to present their ‘work-in-progress’ for their Senior year capstone presentation (TA 400B). Requirements for the presentation differ by class year and include documentation of the student’s work over the year on departmental productions and Theatre classes. The requirements are available in the Theatre Student Handbook. Students are given verbal and/or written feedback on their presentations by faculty with advice for improvement for the following year’s presentation. Repeatable up to 3 times.
Graded Pass/No Pass only.
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TA 157 - Introduction to Musical Theatre Dance
3 credits
Intended for students with little or no previous dance experience. Introduces common musical theatre dance styles, the language of dance, and techniques for picking up steps. (Cross-listed with D 157 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 166 - Theatre Foundations
3 credits
Required for all freshman and transfer theatre majors in the first year of training. Introduces the collaborative art of theatre and all aspects of producing theatre. Acquaints new majors with the requirements, expectations, and opportunities within the theatre program. Prerequisite(s): Restricted to majors.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 167 - Script Analysis
4 credits
Develops students’ abilities to read and interpret dramatic material for direction, performance, or design. Discusses what makes plays unique from other forms of writing. Students learn how to initially read a play, how to plot the action of the play and its characters, and how to interpret information offered by the playwright by asking questions that illuminate the inner meaning of the play. Open to non-theatre majors. (Approved for University Studies Explorations - Strand E.)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 168 - Play Reading
3 credits
Offers an intensive analysis and discussion of key works in dramatic literature. May be applied to BA/BS dramatic literature requirement.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 169 - Elements of Design
3 credits
Required for all freshman and transfer theatre majors. Serves as an introduction to the process and principles of design. Particular attention is given to the practice of designers working in the performing arts. Introduces students to the concepts, terminology, and practice of designers. Explores the design process from text analysis through design development by incorporating lectures, readings, classroom activities, and projects. Students become comfortable with image manipulation and interpretation while gaining communication tools vital for working in a collaborative environment. Approved for University Studies - Strand E. Prerequisite(s): Restricted to majors.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 182 - Introduction to Modern Dance
2 credits
Explores technique, improvisation and compositional components of modern dance for beginning and experienced dancers. Also covers techniques to strengthen and stretch your body and creativity. Students will learn basic modern dance technique and form, explore partnering skills, and play with improvisational structures both individually and in groups. Students will be given a prompt by the instructor and guided through the development of a movement phrase for the final exam. Dancers will present their phrase for the final exam. Repeatable for a maximum of 20 credits. (Cross-listed with PE 182 and D 182 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 183 - Dance Improvisation
2 credits
Utilizing the elements of dance, this class investigates movement through structured explorations for the creative development of personal movement repertoire, spontaneous group interaction, and observation skills. The course emphasizes the exploration of movement through spur-of-the-moment problem solving and creative risk-taking. This course is designed to evoke the student’s creative movement individuality and sense of ensemble. It may also include weight-sharing and contact improvisation. Repeatable for a maximum of 20 credits. (Cross-listed with PE 183 and D 183 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 189 - Tap Dance I
3 credits
Beginning level class in Tap Dance technique and vocabulary. Repeatable for a maximum of 6 credits. (Cross-listed with D 189 ).
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 192 - Ballet I
2 credits
Introduces ballet movement vocabulary and creates a foundation for dance technique for many Western dance forms. Students learn and practice a basic barre of classical ballet exercises that build throughout the term; learn center floor work including port de bras, adagio, small jumps, large jumps, turns and short ballet combinations. Students learn a basic ballet movement vocabulary and can correctly identify twenty ballet steps they have practiced throughout the term. As a term project, students choreograph a one-minute ballet dance using material from the class OR write a 5-page paper on a dance-related topic they research during the term. Repeatable for up to 12 credits. (Cross-listed with D 192 and PE 192 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 193 - Jazz I
2 credits
Provides an introduction to solid dance technique, jazz dance vocabulary, proper dance alignment, and use of the core of the body to stabilize and control movement. Various styles of jazz will be used in combinations throughout the term with a foundation of LA style jazz inspired by the studios of Dupre, Joe Tremaine, Carleton Johnson and Jaime Rogers. Repeatable for up to 12 credits. (Cross-listed with D 193 and PE 193 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 199 - Special Studies
1 to 18 credits
Credits to be arranged. Repeatable.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 200 - Shakespeare: Innovations (The Early Plays)
4 credits
Serves as an introduction to the study of Shakespeare, providing the appropriate backgrounds and contexts with which to analyze Shakespeare’s work, including biographical, historical/cultural, critical/theoretical, linguistic, and theatrical. Examines two plays from the first decade of Shakespeare’s writing career. Approved for University Studies (Explorations Strand E–Humanities). (Cross-listed with SHS 200 and ENG 200 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 201 - Shakespeare: Explorations (The Middle Plays)
4 credits
Examines 4-5 plays from the middle period of Shakespeare’s career, roughly 1598-1604. Includes consideration of at least one comedy, history, and tragedy. Approved for University Studies (Explorations Strand E–Humanities). (Cross-listed with ENG 201 /SHS 201 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 202 - Shakespeare: Consummations (The Late Plays)
4 credits
Examines 4-5 plays from the last stage of Shakespeare’s career, roughly 1604-1611. Includes consideration of at least one history, tragedy, and romance. Approved for University Studies (Explorations Strand E–Humanities). (Cross-listed with ENG 202 /SHS 202 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 220 - Scene Design I: An Introduction
4 credits
Introduces the basic principles of scene design and the influence of visual choices on the audience’s understanding of the play. Explores scenery design and enhances understanding of the role of theatrical scenery. Covers the use of design elements such as line, color, shape, mass, and texture; the arrangement of stage space; and the importance of research in making appropriate choices. Introduces students to a variety of scenic styles and approaches. Students produce ground plans, color elevations, and models. Prerequisite(s): Restricted to Theatre majors.
* This course was formerly offered under a different number; students who took the following course(s) will not receive additional credit unless the course is stated to be repeatable in the description above: TA 143
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 230 - Theatre in Western Culture I
4 credits
Explores the development of Western drama and theatre from antiquity to the Middle Ages. Involves intensive study of representative plays. Examines production techniques, theatre architecture, actors and acting styles, and significant political and cultural developments of the times. Prerequisite(s): Sophomore standing or above required. Restricted to majors.
* This course was formerly offered under a different number; students who took the following course(s) will not receive additional credit unless the course is stated to be repeatable in the description above: TA 466.
Graded (A-F) only
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TA 231 - Theatre in Western Culture II
4 credits
Explores the development of Western drama and theatre from the Renaissance to the eighteenth century. Involves intensive study of representative plays. Also examines production techniques, theatre architecture, actors and acting styles, and significant political and cultural developments of the times. Prerequisite(s): TA 230 or sophomore standing or above required. Restricted to majors.
* This course was formerly offered under a different number; students who took the following course(s) will not receive additional credit unless the course is stated to be repeatable in the description above: TA 467.
Graded (A-F) only
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TA 232 - Theatre in Western Culture III
4 credits
Explores the development of Western drama and theatre from the eighteenth century to the present. Involves intensive study of representative plays. Examines production techniques, theatre architecture, actors and acting styles, and significant political and cultural developments of the times. Prerequisite(s): TA 230 and/or sophomore standing or above required. Restricted to majors.
* This course was formerly offered under a different number; students who took the following course(s) will not receive additional credit unless the course is stated to be repeatable in the description above: TA 468.
Graded (A-F) only
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TA 240 - Stagecraft
4 credits
Examines the principles of stage scenery construction, including theatre terminology, tools, materials, woodworking, shop practices, and related areas. Mixed lecture and hands-on instruction. Prerequisite(s): Restricted to majors.
* This course was formerly offered under a different number; students who took the following course(s) will not receive additional credit unless the course is stated to be repeatable in the description above: TA 144.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 242 - Theatre Sound
4 credits
A foundational course for upper division sound design and engineering curriculum, Theatre Sound explores the artistic and technical aspects of sound production and design for theatrical applications.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 245 - Stage Lighting
4 credits
A foundational course for upper division stage lighting curriculum, Stage Lighting examines the basic theories and mechanics of stage lighting, with emphasis on equipment, lighting instruments, control, and stage-lighting graphics. Students must also register for a lab section. Corequisite(s): TA 245L .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 245L - Stage Lighting
0 credits
Corresponding lab for TA 245 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 246 - Introduction to Acting
4 credits
An introductory course that focuses on the craft of acting through monologue and scene work. Introduces aspects of actor training and explores traditional acting techniques including Stanislavski-based techniques, and movement, vocal, and improvisational techniques. Open to non-theatre majors.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 249 - Costume Fundamentals
4 credits
The basic principles of theatrical costume construction and costume shop daily operations. This class explores construction and costume shop operations through lectures and lab. Students will complete two construction/sewing projects.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 252 - Stage Makeup
4 credits
Introduces the principles of makeup for the stage. Class is taught through both lecture and lab to allow students the opportunities to plan, develop, and perfect different aspects of stage makeup techniques. Prerequisite(s): Instructor consent. Restricted to majors.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 255 - Theatre Practice
2-4 credits
Students gain practical experience in acting, stagecraft, lighting, sound, costuming, makeup, business management, promotion, house management, and stage management by participating in scheduled theatre productions. Two sections may be taken concurrently with instructor’s approval. Repeatable for a maximum of 12 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 257 - Musical Theatre Dance
3 credits
Further develops dance technique, with emphasis on musical theatre dance routines. Also examines popular and theatrical dance styles of the twentieth century and musical theatre history. Prerequisite(s): TA 157 or instructor consent. (Cross-listed with D 257 ).
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 258 - Musical Theatre Dance II
3 credits
Continuation of TA 257 Musical Theatre Dance. It is an intermediate/advanced level class which continues to develop solid dance technique and stylistic variation, expand dance vocabulary, and both learn and create dance combinations (choreography). Repeatable for a maximum of 9 credits. Prerequisite(s): TA 257 or instructor consent. (Cross-listed with D 258 ).
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 262 - Costume Design I
4 credits
Introduces major topics in theatrical costuming, including play analysis, director’s concept, research, collaboration concerns, character analysis, the elements of design, effective drawing and painting, project assets and limitations, costume paperwork, and an overview of the entire process of costume design. Includes lecture and lab. TA 262, TA 263 , and TA 264 comprise a full year of sequential classes in costume design. Students who wish to fulfill departmental core requirements are advised to take TA 262, offered fall term. The subsequent classes are recommended for students who plan to have costume design as their curricular emphasis. Prerequisite(s): TA 249 or instructor consent. Restricted to majors.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 263 - Costume Design II
4 credits
Continues the exploration of major topics in theatrical costuming, including play analysis, director’s concept, research, collaboration concerns, character analysis, the elements of design, effective drawing and painting, project assets and limitations, costume paperwork, and an overview of the entire process of costume design. Includes lecture and lab. TA 262 , TA 263, and TA 264 comprise a full year of sequential classes in costume design. Students who wish to fulfill departmental core requirements are advised to take TA 262 , offered fall term. The subsequent classes are recommended for students who plan to have costume design as their curricular emphasis. Prerequisite(s): TA 262 or instructor consent.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 264 - Costume Design III
4 credits
Further exploration of major topics in theatrical costuming, including play analysis, director’s concept, research, collaboration concerns, character analysis, the elements of design, effective drawing and painting, project assets and limitations, costume paperwork, and an overview of the entire process of costume design. Includes lecture and lab. TA 262 , TA 263 , and TA 264 comprise a full year of sequential classes in costume design. Students who wish to fulfill departmental core requirements are advised to take TA 262 , offered fall term. The subsequent classes are recommended for students who plan to have costume design as their curricular emphasis. Prerequisite(s): TA 263 or instructor consent.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 266 - Costume Construction I
4 credits
Introduces basic principles of flat patterning and draping as means of translating costume designs into costumes. Develops measuring, drafting, and draping skills for a variety of projects, including the basic body block or sloper, sleeve and collar variations, and skirt and trouser construction. Emphasizes accuracy and care. Develops good work habits, proper fitting protocols, and pattern coherence. TA 266, TA 267 , and TA 268 comprise a full year of sequential classes. Prerequisite(s): TA 249 or instructor consent. Restricted to majors.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 267 - Costume Construction II
4 credits
Introduces basic principles of flat patterning and draping as means of translating costume designs into costumes. Develops measuring, drafting, and draping skills for a variety of projects, including the basic body block or sloper, sleeve and collar variations, and skirt and trouser construction. Emphasizes accuracy and care. Develops good work habits, proper fitting protocols, and pattern coherence. TA 266 , TA 267, and TA 268 comprise a full year of sequential classes. Prerequisite(s): TA 266 or instructor consent.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 268 - Costume Construction III
4 credits
Introduces basic principles of flat patterning and draping as means of translating costume designs into costumes. Develops measuring, drafting, and draping skills for a variety of projects, including the basic body block or sloper, sleeve and collar variations, and skirt and trouser construction. Emphasizes accuracy and care. Develops good work habits, proper fitting protocols, and pattern coherence. TA 266 , TA 267 , and TA 268 comprise a full year of sequential classes. Prerequisite(s): TA 267 or instructor consent.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 270 - Acting Aesthetics
4 credits
Offers an introductory explanation of acting theory and methodology through exercise and beginning scene/monologue work. Emphasizes use of the actor’s individual qualities, character analysis, performance techniques, and acting as an aspect of life. Primary focus is on contemporary realism. Priority is assigned to non-performance-oriented theatre majors. Prerequisite(s): TA 166 or instructor consent.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 289 - Tap Dance II
3 credits
Continuation of TA 189, Introduction to Tap Dance. Further exploration of Tap Dance technique, vocabulary and execution on an intermediate level. Repeatable for a maximum of 6 credits. Prerequisite(s): TA 189 or instructor consent. (Cross-listed with D 289 ).
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 293 - Ballet II
2 credits
Builds on the basics learned in a first year of Ballet, with variations and a brisker tempo for both the barre and the center work. Students work at a faster pace with a wider vocabulary for an hour and a half, twice a week. Repeatable for a maximum of 6 credits. (Cross-listed with D 293 and PE 293 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 295 - Jazz II
2 credits
Provides a continuation of the jazz dance vocabulary which begins in Jazz I. The foundation is still LA style jazz, as interpreted from the studios of Dupre, Joe Tremaine, Carleton Johnson and Jaime Rogers. (Cross-listed with D 295 and .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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TA 311 - Acting I
4 credits
Provides an intensive study of acting theory and technique. Builds an essential skill set of the acting craft and lays the groundwork for further study within the performance curriculum. Focuses on the core principles of acting, including; objective and action; small and large group collaboration; artistic discipline; and textual analysis. Builds a vocabulary of tools essential to further study within the craft. Repeatable for up to 8 credits. Prerequisite(s): TA 166 , TA 169 , TA 246 , and either TA 167 or TA 352 ; restricted to Theatre majors, instructor permission required. Corequisite(s): TA 314 and TA 317 .
Graded (A-F) only.
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TA 312 - Acting II
4 credits
Explores acting theory and technique for the advancing actor. Continues intensive study of core principles of acting, including; objective, action, and obstacle; small and large group collaboration; artistic discipline; textual analysis; theatrical convention; performance style; historical context; and character development. Builds a vocabulary of tools essential to further study within the craft. Prerequisite(s): TA 311 , TA 314 , and TA 317 with a B- or better in each; restricted to Theatre majors. Corequisite(s): TA 315 and TA 318 .
Graded (A-F) only.
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TA 313 - Acting III
4 credits
Explores acting theory and technique for the advancing actor. Continues intensive study of core principles of acting, including; objective, action, and obstacle; small and large group collaboration; artistic discipline; textual analysis; theatrical convention; performance style; historical context; and detailed character development. Builds an extensive vocabulary of tools essential to further study within the craft. Expands students’ ability to create successfully within a variety of performance forms. Prerequisite(s): TA 312 , TA 315 , and TA 318 with a B- or better in each; restricted to Theatre majors. Corequisite(s): TA 316 and TA 319 .
Graded (A-F) only.
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TA 314 - Movement I
4 credits
Provides an intensive study of the physical components of an actor’s instrument. Designed to develop an actor’s awareness. Emphasizes creation of and work within an ensemble of artists through exercises and improvisation. Introduces the connection of emotion to impulses of the body. Builds a vocabulary of tools essential to further study within the craft. Repeatable for up to 8 credits. Prerequisite(s): TA 166 , TA 169 , TA 246 , and either TA 167 or TA 352 ; restricted to Theatre majors, instructor permission required. Corequisite(s): TA 311 and TA 317 .
Graded (A-F) only.
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TA 315 - Movement II
4 credits
Continues development of the actor’s physical skills. Designed to develop an actor’s awareness and use of their primary tool, the body. Emphasizes learning the skeletal and muscular structures; building strength, coordination, and stamina; and creating a warm-up that is adaptable to individual physical needs and situations. Improvisational exercises explore awareness of the physical self, neutral alignment, and physical creativity. Prerequisite(s): TA 311 , TA 314 , and TA 317 with a B- or better in each; restricted to Theatre majors. Corequisite(s): TA 312 and TA 318 .
Graded (A-F) only.
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