Southern Utah University

Course Syllabus

Back to Syllabus Search | Browse by Department
Southern Utah University
Southern Utah University
Spring Semester 2026

Methods in Performing Arts Education (Face-to-Face)

THEA 3950-01

Course: THEA 3950-01
Credits: 3
Term: Spring Semester 2026
Department: TA
CRN: 12021

Course Description

Introduction to methods and theories in teaching dance and theatre arts. Pedagogic theory, organizational techniques, unit/lesson plan development, assessment, and technology in the classroom will be studied. (Spring - Even Years) [Graded (Standard Letter)] Prerequisite(s): EDUC 2100 - Prerequisite Min. Grade: C Registration Restriction(s): None

Required Texts

  • Temporary Stages II, by Jo Beth Gonzalez
  •  Creative Dance For All Ages, by Anne Green Gilbert 
  •  Creative Drama in the Classroom and Beyond, by Nellie McCaslin
  • The Heart of Teaching: Empowering Students in the Performing Arts, Author: Stephen Wangh, Publisher: Routledge, Date: 2013, ISBN: 978-1-0-415-64492-1   *** Available through the Library Website 
  • Various Readings throughout the semester will be available through Canvas. 

Learning Outcomes

 1. Understand a variety of pedagogical approaches and demonstrate effective instructional strategies for teaching performing arts in traditional and non-traditional schools, outreach programs, and private studios. 
2. Dissect and analyze the steps of lesson planning in order to design and teach, original and effective dance & theatre lesson plans 
3. Clarify the purpose and advocate the value of performing arts education within a variety of settings 
4. Develop ideas, based on research, in creating successful learning environments/classroom for students studying in the performing arts. 
5. Develop connections between courses in dance & theatre studies, in both traditional and non traditional education environments, with the USOE (Utah State Office of Education) and/or national core arts standards. 
6. Explore how inclusion, differentiated learning, authentic assessment, cross-curricular and interdisciplinary teaching can be implemented into lesson plans and curriculum development in creating more engaging and learner centered classrooms and teaching. 
7. Observe, analyze, and evaluate the learner and teacher within learning environments in order to make improvements in own teaching strategies. 
8. Develop educational skills, which enable communication with learners of diverse backgrounds and cultures and the ability to adjust teaching styles to needs of diverse learners. 
9. Develop educational skills and utilize pedagogical strategies, integrating technology in teaching performing arts, including virtual teaching platforms. 
10. Explore and begin to develop a personal classroom management strategies and personal teaching style for teaching in performing arts education settings 

Course Requirements

 
20% | Social Contract | This includes maintaining the norms (values & behaviors) established by the members of the course. Attendance for the class will be assessed by a starting point value, wherein points will be lost when not attending class (please review attendance policy). In-class activities may earn points and be placed in this category. In-class activities cannot be made-up if missed.

50% | Assignments 
  • Educators that Inspire Paper: Write and present a paper documenting teacher(s)/mentor(s) who has had a profound impact on you. Describe your experience(s) with this mentor and identify those teaching qualities and learning experiences that led you to choose this individual (2-3 pages, double-spaced, 12 pt. font). We will be sharing these experiences in class.
  • Teaching Philosophy (Draft & Final): Write a teaching philosophy in this course. Due at two points, the beginning and end of the semester. The FINAL draft of the Teaching Philosophy should reflect your trajectory during this course.
  • Resource Repository: Develop a format to collect all teaching materials, not only for this course, but all your education and content related course, that is easily accessible for you to use in building curriculum and being an effective teacher. If you already have a digital or “analog” repository work on making it a more useful tool. A link to a digital repository or a narrated video of your “analog” repository will be expected for submission.
  • Theorists, Theories, & Methodologies: As a group, become experts and create “cheat sheets” on assigned educational theorists, theories, and methodologies. Share your expertise with your peers. With all the knowledge, determine best theorists/theory/methodologies to teach your particular standard and objectives and implement them into your lesson plan #1
  • Lesson Plan #1 The Basics: Create a full lesson plan, with an assigned fine arts standard, step-by-step by completing and submitting each of the following parts throughout the process: Writing Objectives, Scaffold Learning Activities, Authentic Assessment, Technology, Inclusion & Differentiation Planning, Classroom Management & Classroom Procedures. Includes age modifications
  • Lesson Plan #2 Crossdisciplinary & Interdisciplinary: Create a complete lesson plan (learning objectives, scaffold learning activities, authentic assessment(s), technology, inclusion, differentiation, planning for classroom management) with an assigned fine arts standard. Then, modify plan to accommodate assigned developmental age.
  • Arts Advocacy: Working as a group, a topic will be determined. Each group is responsible to read and gather evidence-based research on the assigned topic related to the “current status of Arts Education. 

30% | Teaching Experiences | Requirements of each Teaching Experience: Typed Lesson Plan Creation/Submission of All Requisite Supplemental Materials (or links) to Teach the Lesson Plan Reflection Paper following Prescribed Format
  • #1: “How To” Teaching: Each student will be placed in group to develop and teach a “How To” lesson on an assigned topic. The group will develop a lesson plan together, divide the teaching responsibilities, create/provide any necessary materials or supplies.  On assigned day, the group will teach the “how to” lesson. A short feedback session will follow for all teachers to receive feedback. The teaching group will then engage in a group reflection process. Submission to Canvas Requirements: typed lesson plan and group reflection paper.
  • #2: Teaching Lesson Plan #1:  Each student will teach the developed lesson plan during class using your peers as the “students”. Demonstration of effective teaching strategies, scaffold learning activities, inclusion, differentiated instruction, and an authentic assessment are required. Technology may be used if necessary or adds to the instruction/learning. Submission to Canvas Requirements: typed lesson plan with requisite parts, video of teaching with student commentary, and formal typed reflection after meeting with instructor.
  • #3: Teaching Lesson Plan #2: Develop and teach a second lesson plan focusing on: catering to developmentally appropriate abilities, cross-curricular or interdisciplinary approaches, but lesson plan and teaching will need to address all other aspects addressed in the course (effective teaching strategies, scaffold learning activities, inclusion, differentiated instruction, and an authentic assessment and technology may be used if necessary or adds to the instruction/learning). The teaching will be done in small groups. Submission to Canvas Requirements: typed lesson plan with requisite parts, video of teaching with student commentary, peer evaluations, and formal typed reflection.
  • #4: Virtual Teaching & Learning: Each student will adapt a one of the previously taught lesson plans to be taught completely virtually using effective teaching methodologies and strategies for teaching virtually. Submission to Canvas Requirements: the adapted for virtual teaching typed lesson plan with requisite parts, links to all virtually created materials, and formal typed reflection.
 

Course Outline

Creating Successful Creative Art Learning Spaces
Establishing Norms for Creative Art Spaces
"How do I teach the Arts?"
Philosophy of Teaching the Creative Arts
Standards and Resources for Teaching Creative Arts
Application of Teaching Methodologies & Education Theories in the Creative Arts
Inclusivity and Accommodations in the Creative Arts Classroom
Classroom Management & Procedures in the Performing Arts
Cognitive, Physical, and Social Development Affecting Teaching the Creative Arts
Teaching the Creative Arts Inter & Cross-Disciplinary  

Instructor's policies on late assignments and/or makeup work

Late assignments not accepted. That being said, I do not consider an assignment late if it is turned in before I finish grading. This gives the entire class generally about a week to get the assignment turned-in around the due date. 

Attendance Policy

TDAA Departmental Undergraduate Absence Policy:
Attendance is required for all classes unless excused by the instructor or for official university travel. A student is allotted three unexcused absences (for classes meeting two-days per week) or four unexcused absences (for classes meeting three-days per week). Following the allotted unexcused absences for a specific course, each additional unexcused absence will incur a half letter grade deduction from a student’s cumulative grade as outlined below:
  • 0 additional unexcused absences: A
  • 1 additional unexcused absence: A-
  • 2 additional unexcused absences: B
  • 3 additional unexcused absences: C+
  • 4 additional unexcused absences: C-
  • 5 additional unexcused absences: D
In addition to attendance, grades are contingent upon the completion and quality of all other course requirements as outlined by the professor.

***This is NOT a remote course. There will be no Zoom links or participation via remote learning. ***
Classes WILL NOT be recorded. However, if a student contacts the instructor at least 24 hours prior to class, with a valid reason (determined by instructor and university policy) is provided, exceptions and arrangements can be made to the no-recording or remote attendance policy. It is the student’s responsibility to get information missed due to an absence. Please reach out to peers in the course first.
It is the student’s responsibility to get information missed due to an absence. Please reach out to peers in the course first. 

Taking care of yourself and time management should be a top priority. Please note these absences are meant to include any illnesses you incur, rest and recovery days, or mental health days needed. Long term illnesses or injury will require temporary accommodations with the Disability Resource Center on Campus and a meeting to set up a plan to move forward in the course. 

Tardiness: If a student arrives to class more than 5 minutes late, they will observe and complete an observation form to be handed in to the instructor at the end of class. Three instances of tardiness to a class will be counted as one unexcused absence and applied to the attendance grading policy.

Religious Holidays and Class Attendance Policy

SUU TDAA recognizes the importance of religious expression in the lives of our community and therefore students may make arrangements to make up course work missed for religious holidays. Students will be allowed to complete required assignments after returning and religious holidays will NOT count toward the total of excused absences allowed in a given class.

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.