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Course Criteria
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6.00 - 10.00 Credits
09S, 10S: 10A This is a course designed to prepare Dartmouth undergraduates for an immensely challenging, rewarding and powerful undertaking: teaching children. It comes from the foundational belief in the importance of theory informing the practice of teachers and the equal importance of practice informing exploration of theory. This course is designed to meet professional elementary certification requirements in the field of general methods. Field work includes 6-10 hours a week in an assigned local elementary school where students observe different teachers, interact with children, teach 3-5 lessons in their classrooms and, ultimately, analyze their own videotaped teaching. Prerequisite: Education 1 and 20 for students completing the Teacher Education Program (enrolling in Education 42, 43, 44), and permission of the instructor. Dist: SOC. Zullo.
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3.00 Credits
08F, 09F: MTh 4-6PM Education 42 is designed to continue the synthesis of theory and practice begun in Education 41 the previous spring. For elementary student teachers, this is a seminar in advanced pedagogical issues. The course explores curriculum planning and implementation, classroom management, assessment, identifying ways of learning, and professionalism through a variety of methods. Education 42, 43 and 44 are inextricably linked; as a unit, the three courses comprise the culminating experience for candidates for NH State Certification as public elementary school teachers. The culminating project is a competency-based portfolio reflecting the breadth and depth of preparation for teaching certification. Prerequisite: Education 41 and permission of the instructor. Zullo.
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3.00 Credits
08F, 09F: MTh 4-6PM The centerpiece of the student teaching experience, Education 43 is a fifteen-week teaching practicum that places students in area host schools every day, all day, from late August through early December. Student teachers participate in all regular faculty duties, meetings and activities. Under the supervision of a mentor teacher at the school and the Dartmouth instructor, student teachers gradually assume planning and instructional responsibilities culminating in "Solo Week" ideally in November, when s/he takes responsibility for all of the mentor teacher's classes for five consecutive days, gaining a more accurate perspective on the rhythms and responsibilities of a teacher's weePrerequisite: Education 41 and permission of the instructor. Zullo.
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3.00 Credits
08F, 09F: MTh 4-6PM As American schools become ever more diversified, beginning teachers must seek as broad an understanding as possible of the needs of students who are of different ethnicities, cultures, and learning styles. Education 44 is designed to provide an in-depth exploration of a focused set of issues that concern students who do not have the dominant culture or learning style of the mainstream student at our host schools. Student teachers participate in an overnight visit to an urban high school and elementary school, visiting classes, attending faculty meetings, spending the night in host student homes, and writing an in-depth analysis of their experience. Student teachers also conduct an extended in-depth study of a local elementary school student. The student teacher works with the chosen student, coordinates with the school's resources and designs and implements accommodations that address the individual learning needs of the student. Prerequisite: Education 41 and permission of the instructor. Zullo.
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8.00 - 10.00 Credits
09S, 10S: 10A This course is designed to prepare Dartmouth undergraduates for an immensely challenging, rewarding and powerful undertaking: teaching adolescents. Students will consider the multiple roles of the high school and middle school in contemporary society and will examine the variety of influences that shape the behavior of teachers in classrooms. The course seeks to create a synthesis of theory and practice, drawing on a variety of resources: readings, class discussion and role-play, a range of written exercises, and fieldwork in a secondary school setting. Fieldwork includes 8-10 hours per week in an assigned public school classroom observing and tutoring, and at least one week of teaching a section of the mentor teacher's classes. Prerequisite: Education 1 and 20 for students completing the Teacher Education Program (enrolling in Education 46, 47, 48), and permission of the instructor. Dist: SOC. Davis.
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3.00 Credits
09F: MTh 4-6PM Education 46 is designed to continue the synthesis of theory and practice begun in Education 45 the previous spring. For secondary student teachers, this is a seminar in advanced pedagogical issues. The course explores curriculum planning and implementation, classroom management, assessment, identifying ways of learning, and professionalism through a variety of methods. Education 46, 47 and 48 are inextricably linked; as a unit, the three courses comprise the culminating experience for candidates for NH State Certification as public secondary school teachers. The culminating project is a competency-based portfolio reflecting the breadth and depth of preparation for teaching certification. Prerequisite: Education 45 and permission of the instructor. Davis.
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3.00 Credits
09F: MTh 4-6PM Education 47 is a fifteen-week teaching practicum that places students in area host schools for the full school day every day. Under the supervision of a mentor teacher at the school and the Dartmouth instructor, students teach two of their mentor teacher's courses and share responsibility for a third. Student teachers participate in all regular faculty duties, meetings and activities, and also take responsibility for all of the mentor teacher's classes for five consecutive days during a "Solo Week" in NovembePrerequisite: Education 45 and permission of the instructor. Davis.
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3.00 Credits
09F: MTh 4-6PM As American schools become ever more diversified, Education 48 is designed to provide an in-depth exploration of issues that concern students who do not have the dominant culture or learning style of the mainstream student at our host schools. Students participate in an overnight visit to an urban high school, visiting classes, attending faculty meetings, spending the night in host student homes, and writing an in-depth analysis of their experience. Students also conduct an extended in-depth study of a high school student who qualifies for the assistance of the Learning Center and/or Special Education assistants in the student's school. The student teacher works individually with his or her student, coordinates with the school's Learning Center and the student's other teachers, and designs and implements a tutoring strategy that addresses the individual learning needs of the studentPrerequisite: Education 45 and permission of the instructor. Davis.
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3.00 Credits
09W, 10S: 11 This course is for those intending to pursue compositional studies of any genre, style, or type of music at either the basic, intermediate, or advanced levels. Students will engage in extended creative projects designed in conjunction with the instructor during which they will receive intensive private instruction and participate in composition seminars. Projects may be undertaken in any of the following musical domains: acoustic, avant-garde, culturally-grounded, experimental, folk, inter- or multi-media, jazz, popular, rock, and traditional, or any other creative interest of the students enrolled. The term's work will include analyzing literature pertinent to the current session, and writing essays involving the aesthetic, creative, and technical issues at hand. Music 19 may be repeated once for credit. Prerequisite: Music 5 or permission of the instructor. Dist: ART. Dodge.
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3.00 Credits
09W, 10W: 2 A study of the theory and practice of Western tonal harmony. The course begins with the analysis and composition of four-part chorales in the style of J. S. Bach and continues with the principles of advanced modulation, modal mixture, advanced chromaticism, altered chords, nonfunctional tonality, and basic principles of structure, particularly in binary and ternary form. Assignments will include listening, analysis of passages from the literature, and composition to models. While the course focuses on the theory and practice of the Baroque, Classical, and Romantic eras, attention will also be given to tonal harmonic practices of the twentieth century in jazz, popular song, concert music, etc. A weekly laboratory in sight-singing, dictation, and keyboard skills is coordinated with the theoretical studies. Prerequisite: Music 5 or permission of the instructor. The course is designed as a continuation of Music 5. Laboratory to be arranged. Dist: ART. Dodge.
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