THE TEACHING ARTIST: MPAET-GE.2953 SECTION 1
th
Building: 25 West 4 Street
Room: C-11
Wednesdays 6:45 – 8:25pm
NYU Steinhardt
Department of Music and Performing Arts Professions
Program in Educational Theatre
82 Washington Square East, Pless Annex 223
New York, NY 10003-6680
INSTRUCTOR: Courtney J. Boddie
[email protected]
Twitter: @courtneyjboddie
Office Hours by Appointment:
Best times are directly after class.
Allow up to 48 hours for response for emails and voicemails
COURSE DESCRIPTION:
This course is intended to introduce graduate students to the field of teaching artistry. Throughout the course, students
will be considered and treated like ARTISTS to encourage them to think creatively and approach the work from an artistic
point of view like professional teaching artists. They will be introduced to a variety of educational settings, (i.e. one-shot
lessons, per/post-performance workshops, residency, after school programs, youth theater programs, and other out of
school settings, etc.), through hands-on and interactive experiences. They will investigate how to negotiate the complex
role of being both artist and teacher by thinking critically about ways to deconstruct artistic technique and skills in order to
teach others.
This course will provide students with practical strategies for implementing drama structures and activities as tools for
enlivening any curriculum. They will work together to build a community for collaborative exchange and discover ways
drama and other art forms can be scaffolded effectively in lesson planning for maintaining a productive and engaging
learning environment. Participants will also learn how to adapt activities for different age ranges.
This course will explore basic issues implicit to the collaboration between artists, classroom teachers (or group leaders)
and cultural arts administrators to reach a common ground. Additionally, students will meet with leaders and working
teaching artists in the field of theater arts education to gain practical knowledge of the workforce as it exists currently.
For students planning to become theater specialists or classroom teachers, this course will help them learn about what a
teaching artist is, can do and how they can work with teachers to increase student engagement. These graduate students
are strongly encouraged to make connections between this course and their education/pedagogy courses to think about
ways they can/want to partner with teaching artists of any artistic discipline in their own classroom environments.
Those who successfully complete the course will have a basic understanding of some of the fundamental philosophical,
pedagogical, and practical strategies and issues that confront teaching artists, such as creative expression, classroom
management, self-reflection, structure, questioning and critical thinking skills, cultural relativity, evaluation and
assessment.
COURSE OBJECTIVES:

To explore current practices/trends in relation to the professional Teaching Artist

To develop individual principles/practices towards working in the arts and as a teaching artist.

To expose students to a broad range of techniques and strategies for engaging learners in theater arts
curriculum.

To compare and contrast models of practice in arts education

To practice reflective protocols for critical feedback that can be adapted to any teaching and learning situation.

To look beyond the course for professional development and advocacy of arts education and teaching artistry
- 1 - SPRING 2013
THE TEACHING ARTIST: MPAET-GE.2953 SECTION 1
th
Building: 25 West 4 Street
Room: C-11
Wednesdays 6:45 – 8:25pm
INSTRUCTIONAL METHODS

Reflection through discussion and collaboration (Small group and whole group)

Demonstration of techniques, strategies and methods

Practical and active application of demonstrated strategies in class sessions

Selected handouts and sample lesson plans

Peer-led discussions and facilitation

Peer-to-Peer feedback protocols

Instructor feedback on presentations and lesson planning
COURSE REQUIREMENTS
Participation:
 Regular attendance and active participation are VITAL for meaningful learning in this class. The intensive nature
of this graduate-level course will require independent individual, pair and small group work. 2 unexcused
absences and/or repeated late arrivals (2 or more) to class will be noted and will influence your participation score
and final grade.

Students’ attitudes and behaviors are also critical to create a sensitive, trust-worthy, collaborative and responsible
learning environment. Such attitudes and behaviors include:
 Being present, being punctual, attending for full class period and respecting other students and instructor by:
o Turning off your cell phones and other electronic devices upon entering class.
o NOT answering cell phone calls during class.
o Listening to what is said by others
o Contributing to class discourse clearly and concisely
o Responding to ideas with which you disagree with respect and with well-reasoned arguments

Behaviors, which do not support a creative community of learners, includes but us not limited to:
o Interrupting by word or action, monopolizing class time, reacting to ideas through demeaning
remarks, gestures or other behaviors, and participating in side conversations.

Online Discussions and postings on NYU Classes are included in participation grade. Assignments will be
given as the semester unfolds.

Assigned readings are to be completed by the date they are listed on the course schedule, in order to inform class
work and ensure a lively discussion/exploration/reflection. Themes and information in the readings should also
contribute to the synthesis of key concepts to be incorporated in the process-folio reflections and final reflection
essay.

Arts Organization Research: Template to be provided for students and information to be shared for whole class.
WRITTEN ASSIGNMENTS:
th
Midterm: Pre-performance lesson plan: Due Wednesday March 13
Students will submit one (1) detailed lesson plan that a teaching artist would implement to prepare students or any group
of learners to see a specific production. Pre-performance lesson plans must be about a live production that would be
recognizable to the instructor. Students should choose a production that inspires them as artists. This production does not
need to be limited to theater, any performing art form is appropriate, (dance, music, theater, circus, puppetry, etc.) that a
graduate student has seen themselves and would be appropriate for a group of hypothetical learners. It may also be
based on a written script. These lesson plans will be shared by students as resources on blackboard.
Grading criteria: Lesson plan is written for 45 minutes to 1 hour maximum; it is based around a theme and/or an art form
within the production; it has a clear lesson plan format with time delineated for each activity; it contains scaffolded
activities including inter-connected warm up activities; includes questions for reflection and assessment strategies.
- 2 - SPRING 2013
THE TEACHING ARTIST: MPAET-GE.2953 SECTION 1
th
Building: 25 West 4 Street
Room: C-11
Wednesdays 6:45 – 8:25pm
th
Team-Written Residency Project: Due Wednesday April 24
In small groups, students will design an artist residency project. Each team will work together to write a 5-lesson plan
residency for a specific educational setting. Group members will work collaboratively to create an innovative residency
set in a learning environment of their choice that builds on each member’s artistic skills. Information to be included in
addition to lesson plan content:
 Shared Values: A short statement answering the question: What core values do the members of your group share
and how are they represented your residency plan?
 Duration/Time of year (i.e. 5 sessions from September – December), content or theme, structure of residency.
 Class age/population type or types, size
 Type of Artists/Art Forms involved
 Type of stakeholder(s) involved and role of this partner in the residency
i.e. General Education Classroom Teacher, Theater Teacher, Youth Worker, etc.
 Residency Team planning methods and partnership/collaboration strategies with the stakeholder(s)
 Overall Residency Theme, Aim and/or Goal
 Overall Residency Objectives
 Overall Learning Outcomes (What will students will know/understand/be able to do)
 Assessment Methods: Formative, Summative, Qualitative, Quantitative, Rubrics, Reflection documents, etc.
Grading criteria: Clearly explains information listed above. Each lesson plan is written for 45 minutes to 1 hour
maximum; there is a clear lesson plan format with time delineated for each activity; Each lesson plan contains scaffolded
activities including inter-connected warm up activities; includes questions for reflection and assessment strategies; the
overarching theme is present across each lesson plan; there a similar tone across all 5 lesson plans.
st
Process-folio: Due Wednesday May 1
To generate a useful “handbook” of strategies, techniques, experiences and responses that can be used as a teaching
artist or arts educator resource, students will respond to the assigned readings, class discussions, activities, guest
lecturers, guest panels, individual and group work, fieldwork and/or discoveries learned in other NYU courses and/or
related activities that are applicable to The Teaching Artist course. A well-organized process-folio will help students have
a strong resource for teaching artist work beyond graduate school. PDF – ELECTRONIC ONLY
Process-folios should include, but are not limited to the following:

Table of contents

Artistic/Teaching Core Values

Typed journal entries (at least 1 page in length) reflecting on at least 5 course sessions/set topics/focus
questions, using the course texts to support reflective ideas. Reflections can also include drawings, images,
collages, etc. For students who attend Face to Face conference, at least 1 entry must be in response to that
experience.

Collection of dramatic activities collected over the semester that is applicable to teaching artist work.

Collected scaffolded lesson plans that are applicable to the course. Lessons can include handouts from the
course and beyond.

Bibliography of important resources found or researched in the field of teaching artistry.

Other sections can be included based on individual discovery and interest.

Reflection Essay
Write a reflection essay answering the following questions: What is your definition of “Teaching Artist”? What is
st
the future of teaching artistry? What does the 21 Century Teaching Artist need to be successful in the arts
education field? Make these ideas relevant to the field as it currently stands and support these ideas with the
course texts, discussions, activities, project presentations and as well as any other materials you have
discovered/researched.
Grading criteria: Clearly explains information listed above; Well-thought out, reflective entries; Essay is between
1000 – 1500 words; follows MLA or APA style guide; includes supporting evidence and citation.
- 3 - SPRING 2013
THE TEACHING ARTIST: MPAET-GE.2953 SECTION 1
th
Building: 25 West 4 Street
Room: C-11
Wednesdays 6:45 – 8:25pm
PRESENTATIONS/PRACTICAL WORK:
Peer-Led Reading Discussion:
Students will work in pairs or groups of 3 to prepare and implement a 10-15 minute activity/discussion for the class to
reflect on selected readings and/or other assignments. Instructor will assign select readings from the syllabus, during an
early class session in the semester. Pairs/Trios can choose to have the class reflect in a variety of ways: discussion/
reflective questions; art form-based/hands-on exploration; dramatic activities, etc. to help engage the class in a lively
reflection and synthesis of the readings. Activities chosen should help act as a diagnostic and engage students’ critical
thinking.
Grading criteria: Clear scaffolded activity that engages critical thinking; shared implementation; listening and responding
to students.
th
st
th
Final Presentation: The 10-minute Audition: April 24 , May 1 and May 8
Students will individually facilitate a 10-minute compressed lesson, extracted from the Team-Written Residency Project.
This presentation will represent a typical audition for a theater teaching artist position. These final presentations will be
conducted during class session with course participants. Each member of the residency group will select a different
activity or section of the overall residency plan to implement.
Grading Criteria: Specific assessment criteria will be set through class discussed and consensus. .
Other activities, such as readings, online and/or out of class discussion groups will be assigned throughout the course of
the semester. Announcements will be made prior to any added assignments.
ASSESSMENT AND GRADING
Final grades will reflect your assessment on all coursework and will be weighted as follows:
 20% Class Participation includes Peer-led activity (which is 5% of the 20%)
 15% Midterm: Pre-performance Lesson Plan
 25% Group Project: Team-Written Residency Project
 15% Process-folio
 25% Final Presentation (individual)
GRADING SCALE:
93% and up: A
90-92%: A88-89%: B+
83-87%: B
80-82%: B78-79%: C+
73-77%: C
70-72%: C68-69%: D+
63-67%: D
62% and less: F
- 4 - SPRING 2013
THE TEACHING ARTIST: MPAET-GE.2953 SECTION 1
th
Building: 25 West 4 Street
Room: C-11
Wednesdays 6:45 – 8:25pm
REQUIRED TEXTS
McKean, Barbara. A Teaching Artist at Work: Theatre with Young People in Educational Settings. Portsmouth, N.H.:
Heinemann. 2006.
Morgan, Norah & Saxton, Juliana. Asking Better Questions. Second Edition. Markham, Ontario: Pembroke Publishers.
2006.
Sun, Nilaja, No Child, Dramatists Play Service, 2007.
OTHER COURSE TEXTS AND RESOURCES:
Carnegie Hall Online Resource Center
http://www.carnegiehall.org/ORC/Teaching-Artistry/
The Life and Works of Dorothy Heathcote
http://www.scoop.it/t/three-looms-waiting/p/572505774/dorothy-heathcote
Dorothy Heathcote - A celebration of life
http://www.dorothyheathcote.org/videos-of-dh-2/
Teaching Artist and the Future of the Arts by Nick Rabkin
http://www.huffingtonpost.com/nick-rabkin/art-artists-education_b_2239324.html
Excerpts of texts, articles, etc., will be available in the course documents folder on NYU Classes online system and may
be updated throughout the semester. Announcements will be made in class and/or on online communication, check often
for new materials.
Digital Teaching Artist Resources:
“ACTS OF ACHIEVEMENT”
American Alliance of Theatre Educators
Association of Teaching Artists
“A Stage Further” (PDF for teachers)
The Inspired Classroom
New Victory School Tool resource guide
New York City Arts in Education Roundtable
New York Foundation for the Arts
NYCDOE: Office of Arts and Special Projects
Teaching Artist Group (TAG)
Teaching Artist Journal
Theater of the Oppressed Laboratory
The Teaching Channel
YEA: Young Educators in the Arts
http://dana.org/news/publications/publication.aspx?id=8074 –
www.aate.com (Facebook)
www.teachingartists.com (Facebook)
www.imaginate.org.uk
www.theinspiredclassroom.com (Facebook/Twitter: inspired_clsrm)
http://www.newvictory.org/Schools/SchoolTool.aspx
www.nycaieroundtable.org (Facebook/Twitter: @nycaier)
http://www.nyfa.org/
http://schools.nyc.gov/offices/teachlearn/arts/index2.html
http://teachingartistgroup.org (Twitter: @teachingartist)
http://tajournal.com/ (Facebook/Twitter: @tajournal)
http://www.toplab.org/ (Facebook)
https://www.teachingchannel.org/ (Twitter: @teachingchannel)
www.yeacollective.org (Facebook and follow @yeacollective)
- 5 - SPRING 2013
THE TEACHING ARTIST: MPAET-GE.2953 SECTION 1
th
Building: 25 West 4 Street
Room: C-11
Wednesdays 6:45 – 8:25pm
ASSIGNMENTS / SCHEDULE:*
In order to remain flexible and to respond to the needs of the class all of the following is *SUBJECT TO CHANGE
Assignments are due on the date indicated on the syllabus
unless special arrangements have been made with me ahead of time.
DATE / CLASS FOCUS / ASSIGNMENTS DUE
READINGS DUE
WEEK 1: January 30, 2013
WELCOME/INTRODUCTION
COURSE OVERVIEW
WEEK 2: FEBRUARY 6, 2013
A Teaching Artist at Work: Foreword, Intro & Chapter 1
DEFINING A TEACHING ARTIST
IDENTIFYING THE ARTISTIC EXPERTISE
Asking Better Questions: Foreword, Intro & Chapter 1
WEEK 3: FEBRUARY 13, 2013
ASSIGNMENT: ARTS ORGANIZATIONS/TA NETWORKS
DECONSTRUCTING ART EXPERTISE FOR
EDUCATIONAL SETTINGS
WEEK 4: FEBRUARY 20, 2013
Videos on Blackboard under Week 2:
 Eric Booth (3)
A Teaching Artist at Work: Chapter 2 and 3
Asking Better Questions: Chapter 2 and 3
Videos on Blackboard under Week 3:
 Eric Booth (1)
 Dorothy Heathcote (2)
A Teaching Artist at Work: Appendix A and B
Asking Better Questions: Chapters 4 and 5
GUEST LECTURER: TBA
PRACTICAL APPLICATIONS OF THEATER WORK
WEEK 5: FEBRUARY 27, 2013
. DEVISING THEATER
WEEK 6: MARCH 6, 2013
DEVISING THEATER CON’T AND OTHER THEATERMAKING ACTIVITES
WEEK 7: MARCH 13, 2013
TA PROFESSIONAL DEVELOPMENT &
COLLABORATION IN ARTS EDUCATION
ASSIGNMENT: Mid-term Due: Pre-performance LP
Videos on Blackboard under Week 4:
 Eric Booth (3)
 Dorothy Heathcote (2)
Asking Better Questions: Chapters 6 and 7
Script: No Child…by Nilaja Sun
A Teaching Artist at Work: Chapter 4 and Appendix C
Asking Better Questions: Chapter 8 and 9
A Teaching Artist at Work: Chapter 5, 6 and Appendix D
Asking Better Questions: All Appendixes
Videos on Blackboard under Week 7
 Eric Booth (3)
 Dorothy Heathcote (2)
SPRING BREAK
- 6 - SPRING 2013
THE TEACHING ARTIST: MPAET-GE.2953 SECTION 1
th
Building: 25 West 4 Street
Room: C-11
Wednesdays 6:45 – 8:25pm
DATE / CLASS FOCUS
READINGS / ASSIGNMENTS DUE
WEEK 9: MARCH 27, 2013
ALL STUDENTS ARE ENCOURAGED TO ATTEND THE
NYC AIE ROUNDTABLE FACE TO FACE CONFERENCE
MARCH 27 AND 28, 2013. IN LIEU OF CLASS, ALL
STUDENTS MUST POST THEIR RESPONSES TO THE
ASSIGNED QUESTIONS AND MUST COMMENT ON AT
LEAST ONE OTHER STUDENT’S RESPONSE.
IN ADDITION, ANY STUDENT WHO ATTENDS THE
CONFERENCE, PLEASE SHARE YOUR EXPERIENCE
AS PART OF NYU CLASSES ONLINE DISCUSSION.
WEEK 10: APRIL 3, 2013
STAGES OF COLLABORATIVE PLANNING
Online Discussion Board in lieu of class session:



What kind of professional development should
be available for emerging teaching artists?
What is a teaching artist’s responsibility for
their own learning?
What are you learning about teaching artists to
date?
Script: The Professional Identity of the Teaching Artist
by Annie Montgomery (under Week 10)
Asking Better Questions: Chapter 10 and 11
Videos on Blackboard under Week 10:
 Eric Booth: (1)
WEEK 11: APRIL 10, 2013
Asking Better Questions: Chapter 12
WEEK 12: APRIL 17, 2013
Videos on Blackboard under Week 11:
 Eric Booth: (2)
 Dorothy Heathcote (2)
A Teaching Artist at Work: Chapter 7: pp 97 – 104 only
PROFESSIONAL TEACHING ARTIST GUEST PANEL
TBD
Article: Teaching Artist and the Future of the Arts by Nick
Rabkin (under Week 12)
RESUMES / INTERVIEW / AUDITION
GUEST LECTURER: TBA
WEEK 13: APRIL 24, 2013
FINAL PRESENTATIONS
ASSIGNMENT DUE: Team-Written Residency Project
WEEK 14: MAY 1, 2013
FINAL PRESENTATIONS
ASSIGNMENT DUE: Process-folio with Final Reflection
Essay submitted electronically, as a pdf document.
WEEK 15: MAY 8, 2013
FINAL PRESENTATIONS
COURSE WRAP-UP/REFLECTION
- 7 - SPRING 2013