Communication Arts (M.A.T.)

Locations

All M.A.T. courses are offered at the Home Campus in St. Louis. Selected courses are available online (Internet).

Program Description

The communication arts master of arts in teaching (M.A.T.) is designed to provide educators from diverse educational backgrounds the opportunity to study theoretical and practical developments in language, literature, media, and the arts. Students are encouraged to learn by doing and, by doing, expand those skills essential to their professional growth. Courses and experiences in communications allow students to earn state certification, explore career alternatives, and enhance their professional standing.

Communication arts majors choose one of 11 emphasis areas:

• aesthetic education
• educational technology
• general communications
• inclusive education
• international languages and cultures (French German, Spanish)
• language arts--elementary
• language arts--secondary
• reading
• storytelling and creative drama
• teaching English as a foreign language
• teaching English as a second language

Communications Arts Goals

1. Refine oral, visual, and written communication skills and understand the importance of language, media, and the arts in the communication process.
2. Develop sound instructional and assessment strategies as they create curriculum based on understanding of research, theory, and practice in content areas such as language, literature, reading, writing, media literacy, and the visual and performing arts.
3. Promote creative thought and expression through leadership in schools and communities.
4. Develop skills and strategies to respond to diversity in schools and communities.

Requirements

All communication arts majors, regardless of the emphasis chosen, take the following required courses:

• COMM 5260 Oral Communication 2-3 hours
• COMM 5270 Visual Communication 2-3 hours
• COMM 5280 Written Communication 2-3 hours
• COMM 5460 Curriculum Design or COMM 5800 Applied Research 3 hours

  In addition to the above requirements, students select a minimum of 12 credit hours of coursework deemed appropriate for a specialty area. Thus, 21 of the 33 credit hours required for the degree must include the 9 credit hours of core courses and 12 credit hours of coursework in the emphasis area.

A final project is not a prerequisite for graduation in communication arts; however, each course usually has projects that must be completed before credit can be earned. Projects take the form of papers, presentations, or curriculum packages. Emphasis areas and suggested courses within the communication arts M.A.T. are outlined below.

Emphasis in Aesthetic Education

The aesthetic education emphasis developed out of Webster's conviction that experiences and learning in the arts are organizing frameworks for liberal education and modern life. The program is designed to develop teachers' skills, theoretical understanding, and creativity while they learn to integrate the arts into the daily classroom curriculum. In addition to the 9 credit hours of communication arts M.A.T. requirements, 12 credit hours of appropriate coursework are required.

Emphasis in Educational Technology  

In addition to the 9 credit hours of communication arts M.A.T. requirements, 12 credit hours, using at least two different course numbers from the following courses, are required:

• EDTC 5100 Teaching with Technology: Methods and Materials               2-3 hours
• EDTC 5250 Programming Languages (any topic)               3 hours
• EDTC 5290 Media Applications (any topic)               2-3 hours
• EDTC 5330 Theoretical Perspectives (any topic)               2-3 hours
• EDTC 5560 Internet Applications (any topic)               2-3 hours
• EDTC 5630 Advanced Topics in Classroom Technologies (any topic)               2-3 hours

Communication Arts and Initial Teacher Certification (Missouri)

Communication arts majors may enroll concurrently in coursework required for a Missouri teaching certificate in elementary, middle school, or secondary education. Students should contact their faculty advisor for a program of study in communication arts designed especially for certification seeking students. For more information on the requirements for Missouri teacher certification, please contact the Webster University Office of Teacher Certification. Please note: Teacher certification programs are only available at the Webster University main campus (St. Louis, Missouri).

Emphasis in International Languages and Cultures

The international languages and cultures emphasis provides students with the opportunity to improve their listening comprehension, reading, writing, and oral skills in content-oriented courses in French, German and Spanish taught at the advanced level. French, German and Spanish courses are offered in rotation in a variety of formats and content.

Although the classes cover different periods and genres of literatures, the focus of the program is on oral communication and a deep understanding and appreciation of the language and culture.

In addition to the 9 credit hours of communication arts M.A.T. requirements, French, German and Spanish students must take a minimum of 12 credit hours of appropriate coursework in the language of their emphasis.

• ILC 5120 Advanced Skills    3 hours
• ILC 5130 Advanced Listening and Discussion Skills in Languages 3 hours
• ILC 5170 Seminars 3 hours
• ILC 5180 Methods of Teaching Languages
  (may be substituted for Curriculum Design or Applied Research) 3-4 hours
• ILC 5210 In-Service Education: Advanced
  Conversational Weekend--French, German or Spanish               1 hour

Candidates for this emphasis must be approved by the Department of International Languages and Cultures.

Emphasis in General Communication Arts

The general communications emphasis is individualized for the professional seeking flexibility in designing a master's degree. Options for earning credit exist in coursework, independent projects, and practica. The general communications degree is designed by the student and faculty advisor. Missouri State Certification is an option in specialized areas of elementary, middle, and secondary education. In addition to the 9 credit hours of communication arts M.A.T. requirements, 12 credit hours of appropriate coursework are required.

Emphasis in Inclusive Education

The emphasis in inclusive education is designed to provide classroom teachers and regular and special educators at the preschool, elementary, and secondary levels with the knowledge base, practical applications, and strategies necessary for implementing a successful inclusive education program, appropriate to the diverse needs of students in today's regular classroom. This emphasis will enable practicing teachers to investigate issues and examine strategies that relate to the education of all students, regardless of ability, in their local school. In addition to the 9 credit hours of communication arts M.A.T. requirements, students must complete at least 9 credit hours of appropriate coursework related to inclusive education.

See special education course listings for the emphasis area requirements and course descriptions.

Emphasis in Language Arts

The language arts emphasis provides the opportunity for intensive exploration of written, oral, dramatic, and visual forms of communication. Knowledge of content and a theoretical background in language arts enable teachers to communicate effectively. Students are encouraged to experiment with various communicative and creative forms and become familiar with curricula concepts which facilitate student-oriented approaches to learning. Students desiring to specialize in elementary or secondary language arts should design a formal program of study with their advisor. In addition to the 9 credit hours of communication arts M.A.T. requirements, 12 credit hours of appropriate coursework are required.

Emphasis in Media Literacy

The media literacy emphasis is designed to provide teachers with the ability to access, understand, analyze, evaluate and create media messages on television, the Internet and other technologies. By helping the teachers interpret the many messages we receive each day through these sources, we expect these teachers to help future generations of student's do the same. In essence, the media literate teacher will apply the same thinking skills used in reading, writing, speaking and critical analysis to the media, and ultimately integrate these skills into the classroom to be used by students.

In addition to the 9 credit hours of communication arts M.A.T. requirements, students pursuing this emphasis may choose 12 credit hours from the following courses:

• MEDC 5310 Media and Culture*               3 hours
• COMM 5340/EDTC 5190 Language Arts Seminar/ Topics in Classroom Media: Media Literacy--
  Children Working with Visual Information               3 hours
• MEDC 5480 Comparative Approaches to Media Literacy               3 hours
• COMM 5440 Integrated Language Arts               3 hours
• EDTC 5750/COMM 5750 Special Institute:
  Media Education--Curriculum and Methodology               3 hours
• MEDC 5981 Integrated Studies in Media Literacy               3 hours

*required

Emphasis in Reading

The reading emphasis allows educators to master teaching and assessment necessary in guiding students to develop proficiency and fluency in reading. Webster University emphasizes individualized, practical graduate education for teachers that has direct application to the classroom. The reading emphasis (K-12) continues to focus on practical skills while providing the opportunity for professional advancement through state certification. Selected courses for the M.A.T. may count for certification. In addition to the 9 credit hours of communication arts M.A.T. requirements, 12 credit hours of appropriate coursework in reading are required.

Students choose 12 credit hours from the following courses:

• COMM 5050 Community College Reading/ABE/ESOL      3 hours
• COMM 5490 Seminars in Reading Instruction               2-3 hours

Literacy as Empowerment--International Perspectives

• COMM 5820 Foundations in Reading Instruction               2-3 hours
• COMM 5830 Emergent Literacy               2-3 hours
• COMM 5840 Reading and Writing as Cognitive Processes               2-3 hours
• COMM 5850 Reading and Literature Study Groups               2-3 hours
• COMM 5880 Survey Reading Course for Secondary Teachers               3 hours
• COMM 5900 Reading Seminars               1-3 hours
• COMM 5920 Teaching Reading in Content Fields               2-3 hours
• COMM 5930 Investigations in Reading, Intermediate               2-3 hours
• COMM 5960 Differentiated Reading Instruction               2-3 hours

Emphasis in Storytelling and Creative Drama

The performing arts emphasis helps students develop writing and reading skills through the performing arts: storytelling, oral interpretation, reader's theatre, story theatre, creative drama, puppetry, movement, and music. Courses in these subjects are offered in rotation and taught in a variety of formats.

Courses fulfilling requirements for this emphasis draw on content from many kinds of literature--poetry, folklore, tall tales, legends, history, mythology, saga, ballads, and stories from operas. Students in the emphasis become active participants in writing-reading processes that lead to original works incorporating the performing arts. Students who choose this emphasis design a formal program of study with an advisor. Fieldwork will be a component of the program requirement. In addition to the 9 credit hours of communication arts M.A.T. requirements, students are required to complete 12 credit hours from the following courses:

• COMM 5340 Language Arts Seminars Advanced Storytelling Across the Curriculum               3 hours
  • Creative Expression               3 hours
  • Developing Language Skills Through Puppetry               3 hours
  • Extending Literature Through the Arts      3 hours
  • Oral Interpretation of Literature               3 hours
  • Storytelling Across the Curriculum               3 hours
  • Workshop in Drama 2 hours
• COMM 5410 In-Service Topics (appropriate topic) 1-3 hours
• COMM 5550 Aesthetic Education Workshops               1-3 hours
• COMM 5750 Special Institute: Distinguished Guest Artists and Scholars               1-2 hours

Emphasis in Teaching English as a Foreign Language

Teaching English as a Foreign Language (TEFL) is designed for teachers who develop English skills in non-native speakers overseas or adults living in the United States in private language classrooms and business/technology training programs. In addition to the 9 credit hours of communication arts M.A.T. requirements, a minimum of 12 credit hours of TEFL courses are required:

• COMM 5030 Linguistics               3 hours
• COMM 5040 Practicum in ESOL   3 hours
• COMM 5050 Community College Reading/ABE/ESOL      3 hours
• COMM 5230 Second Language Acquisition               3 hours
• COMM 5350 Intercultural Communications            3 hours
• ILC 5120 Advanced Skills: Comparative Linguistics 3 hours
• ILC 5140 English for Speakers of Other Languages (ESOL) Methods 3 hours
• ILC 5170 Seminars: Grammar and TOEFL 3 hours
• ILC 5170 Seminars: Translating "America" (a comparative linguistics course) 3 hours
• ILC 5170 Seminars: History of the English Language 3 hours

Emphasis in Reading

The reading emphasis allows educators to master teaching and assessment necessary in guiding students to develop proficiency and fluency in reading. Webster University emphasizes individualized, practical graduate education for teachers that has direct application to the classroom. The reading emphasis (K-12) continues to focus on practical skills while providing the opportunity for professional advancement through state certification. Selected courses for the M.A.T. may count for certification. In addition to the 9 credit hours of communication arts M.A.T. requirements, 12 credit hours of appropriate coursework in reading are required.

Students choose 12 credit hours from the following courses:

• COMM 5050 Community College Reading/ABE/ESOL 3 hours
• COMM 5188 Comprehension Strategies 2-3 hours
• COMM 5490 Seminars in Reading Instruction 2-3 hours
                Literacy as Empowerment—International Perspectives
• COMM 5777 Literacy Coaching 3 hours
• COMM 5820 Foundations in Reading Instruction 2-3 hours
• COMM 5830 Emergent Literacy 2-3 hours
• COMM 5840 Reading and Writing as Cognitive Processes 2-3 hours
• COMM 5850 Reading and Literature Study Groups 2-3 hours
• COMM 5860 Review of Reading Research 3 hours
• COMM 5870 Supervision of Reading Programs 3 hours
• COMM 5880 Survey Reading Course for Secondary Teachers 3 hours
• COMM 5900 Reading Seminars 1-3 hours
• COMM 5910 Investigations in Reading, Primary 3 hours
• COMM 5920 Teaching Reading in Content Fields 2-3 hours
• COMM 5930 Investigations in Reading, Intermediate 2-3 hours
• COMM 5940 Investigations in Reading, Grades 7-12 2-3 hours
• COMM 5950 Diagnosis and Correction of Reading Problems 3 hours
• COMM 5960 Personalized Reading Instruction 2-3 hours

Remedial Reading Certification

A valid Missouri teacher's certificate, two years of classroom teaching experience, and the following listed courses are needed before certification can be granted in remedial reading. State certification is optional and issued through Missouri's Department of Elementary and Secondary Education.

• Child Psychology 2-3 hours
• Adolescent Psychology 2-3 hours
• Psychology of the Exceptional Child 2-3 hours
• Behavior Management Techniques 2-3 hours
• Counseling Techniques 2-3 hours
• Teaching of Reading Methods 9 hours
• Diagnosis and Correction of Reading Problems 3 hours
• Language Development for the Exceptional Child, or Language Acquisition and Development 2-3 hours
• Psychoeducational Assessment, or Evaluation of Abilities and Achievement 2-3 hours
• Practicum in Diagnosis of Reading Difficulties 3 hours
• Practicum in Remediation of Reading Difficulties 3 hours

Students interested in pursuing any certification should have their transcripts evaluated upon admission by the Webster University Certification Office. A reading faculty member will then serve as your advisor.

Emphasis in Storytelling and Creative Drama

The performing arts emphasis helps students develop writing and reading skills through the performing arts: storytelling, oral interpretation, reader's theatre, story theatre, creative drama, puppetry, movement, and music. Courses in these subjects are offered in rotation and taught in a variety of formats.

Courses fulfilling requirements for this emphasis draw on content from many kinds of literature—poetry, folklore, tall tales, legends, history, mythology, saga, ballads, and stories from operas. Students in the emphasis become active participants in writing-reading processes that lead to original works incorporating the performing arts. Students who choose this emphasis design a formal program of study with an advisor. Fieldwork will be a component of the program requirement. In addition to the 9 credit hours of communication arts M.A.T. requirements, students are required to complete 12 credit hours from the following courses:

• COMM 5340 Language Arts Seminars
  • Advanced Storytelling Across the Curriculum 3 hours
  • Creative Expression 3 hours
  • Developing Language Skills Through Puppetry 3 hours
  • Extending Literature Through the Arts 3 hours
  • Oral Interpretation of Literature 3 hours
  • Storytelling Across the Curriculum 3 hours
  • Workshop in Drama 2 hours
• COMM 5410 In-Service Topics (appropriate topic) 1-3 hours
• COMM 5550 Aesthetic Education Workshops 1-3 hours
• COMM 5750 Special Institute: Distinguished Guest Artists and Scholars 1-2 hours

Emphasis in Teaching English as a Foreign Language

Teaching English as a Foreign Language (TEFL) is designed for teachers who develop English skills in non-native speakers overseas or adults living in the United States in private language classrooms and business/technology training programs. In addition to the 9 credit hours of communication arts M.A.T. requirements, a minimum of 12 credit hours of TEFL courses are required:

• COMM 5030 Linguistics 3 hours
• COMM 5040 Practicum in ESOL 3 hours
• COMM 5050 Community College Reading/ABE/ESOL 3 hours
• COMM 5230 Second Language Acquisition 3 hours
• COMM 5350 Intercultural Communications 3 hours
• ILC 5120 Advanced Skills: Comparative Linguistics 3 hours
• ILC 5140 English for Speakers of Other Languages (ESOL) Methods 3 hours
• ILC 5170 Seminars: Grammar and TOEFL 3 hours
• ILC 5170 Seminars: Translating "America" (a comparative linguistics course) 3 hours
• ILC 5170 Seminars: History of the English Language 3 hours

Webster University TEFL Certificate

A TEFL certificate may be issued alone or in conjunction with the M.A.T. degree. Students seeking this graduate certificate must have earned a recognized baccalaureate degree and meet all of the admission and acceptance criteria as outlined in the graduate program's Academic Policies and Procedures. The grading system in the TEFL certificate program is the same as that described in the Grades section of this catalog. Students may receive the Webster University TEFL certificate by completing a minimum of 21 credit hours from the TEFL courses listed below.

Required (18 credit hours)

• COMM 5030 Linguistics 3 hours
• COMM 5040 Practicum in ESOL   3 hours
• COMM 5050 Community College Reading/ABE/ESOL   3 hours
• COMM 5230 Second Language Acquisition   3 hours
• COMM 5350 Intercultural Communications    3 hours
• ILC 5140 English for Speakers of Other Languages (ESOL) Methods 3 hours

Electives (3-6 credit hours)

• ILC 5120 Advanced Skills: Comparative Linguistics 3 hours
• ILC 5170 Seminars: Grammar and TOEFL 3 hours
• ILC 5170 Seminars: Translating "America" (a comparative linguistics course) 3 hours
• ILC 5170 Seminars: History of the English Language 3 hours

Emphasis in Teaching English as a Second Language

The emphasis in teaching English as a second language (TESL) is designed for preK-12 teachers faced with non-English speakers in regular or bilingual U.S. classrooms. The program also provides a means for certified teachers to gain Missouri certification for English for Speakers of Other Languages (ESOL) while working on the M.A.T. In addition to the 9 credit hours of communication arts requirements, 12 credit hours from the following courses are needed:

• COMM 5030 Linguistics    3 hours
• COMM 5040 Practicum in ESOL 3 hours
• COMM 5220 Curriculum Development in Second Language Classrooms 3 hours
• COMM 5230 Second Language Acquisition   3 hours
• COMM 5350 Intercultural Communications    3 hours
• COMM 5440 Integrated Language Arts 3 hours
• ILC 5140 English for Speakers of Other Languages (ESOL) Methods 3 hours

Missouri ESOL Certification

State certification is optional and is issued through Missouri's Department of Elementary and Secondary Education (DESE). A valid Missouri permanent or professional certificate of license to teach (participants in the TESL program at Webster may be working toward the initial certificate, but will not receive the ESOL Certificate until the basic certificate is awarded) and two credit hours (which may be undergraduate credit) of Psychology and/or Education of the Exceptional Student (SPED 5860) and Teaching Reading in Content Fields (COMM 5920) are required for Missouri ESOL certification. In addition, the following coursework is required:

Required (18 credit hours)

• COMM 5030 Linguistics   3 hours
• COMM 5040 Practicum in ESOL 3 hours
• COMM 5220 Curriculum Development in Second Language Classrooms 3 hours
• COMM 5230 Second Language Acquisition     3 hours
• COMM 5350 Intercultural Communications     3 hours
• ILC 5140 English for Speakers of Other Languages (ESOL) Methods 3 hours

Electives (3 credit hours)

• COMM 5290 Interpersonal Communications     3 hours
• COMM 5340 Language Arts Seminars: Teaching Language and Language Issues      3 hours
• COMM 5440 Integrated Language Arts   3 hours

Course Descriptions

COMM 5000 Fiction, Nonfiction, and Poetry for Children (3)
This course is designed for teachers of pre-school and elementary students.   The purpose of the course is to help teachers become familiar with the contemporary books in poetry, children's fiction, and nonfiction. Poetry from various decades will be read, discussed, and evaluated. Speakers, videos and response experiences (renderings, sharing of books, poetry writing, and reader response) will highlight the poetry portion.   Media related to poetry presentation will be considered and evaluated.   In children's fiction/nonfiction, some of the classics will be discussed and compared with later publications. Students will have choices in selecting their final project.

ILC 5000 Study Abroad - Advanced (1-8)
Advanced level for study programs offered abroad by Webster University or in conjunction with an approved study abroad program. May be repeated for credit if content differs. Prerequisite: advanced level in appropriate language and permission of instructor.

COMM 5020 Young Adult Literature (3)
In this course, graduate students learn how to select, evaluate and teach literature written for young adults (grades 6-12). A special focus is on international and multicultural literature with methods for infusing literature into the existing curriculum and across disciplines. Students design a "literature project" for their classroom or designated grade levels. Counts for certification. Prerequisite: admission to M.A.T./certification program/advisor consent.

COMM 5030 Linguistics (3)
This course presents some of the various divisions in the field of linguistics from language origins and acquisition through the history of English. The study of dialect is also included. Through various readings, activities, writings, and discussion, the participants will become more aware of language and more informed about its history, its character, and its power. Students will also create instructional activities designed to make their students more aware and more proficient in the use of language.

COMM 5040 Practicum in ESOL (3)
This practicum provides supervised field experience for students who are close to finishing their professional education courses for Missouri certification in ESOL or teaching English as a foreign language. Reflective thought, observation, discussion, and actual teaching will be used to expand participants' teaching skills. Classroom participation includes observation, interaction, record keeping, and analysis of specific strengths and needs of English language learners. Strategies and activities are designed to meet the instructional needs of individual students. Participants will also focus on interpreting and recommending curriculum materials and methods to encourage and help English language learners become proficient in their new language. Prerequisite: one core TESL/TEFL course.

COMM 5050 Community College Reading/ABE/ESOL (3)
The focus is on teaching in literacy programs or community college courses designed to improve the reading skills of adults. Strategies range from teaching the adult learner to decode to facilitating growth in higher levels of comprehension and critical thinking. The emphasis will be on needs of adult learners who may have had limited encounters with reading text for information and entertainment. Course prepares instructors to work with groups in ESL/EFL reading-writing classes and tutorial sessions in colleges, universities, and community programs.

COMM 5051 The Role of Narrative in Humane Education (3)
This course begins with an investigation of various perspectives (from cognitive science, philosophy/theology/literary theory/history, etc.) on the role of narrative in shaping our beliefs and values. Students will explore personal stories, literary stories, historical stories, mythology, and folklore as tools for integrating the principles of humane education in classrooms. Participants will develop a body of age-appropriate stories focusing on the relationships between humans and animals and explore strategies for using stories as vehicles for examining moral principles and decision-making.

COMM 5080 Study Skills (2)
This course covers a set of fundamental study skills that should be taught to all students before or during high school; it also covers interesting, innovative ways to teach these skills in and out of the classroom. Topics include note taking, learning styles, memory techniques, library research, and reading and writing skills outside of English class.

COMM 5090 Drawing (3)
Class members study drawings of human figures on a variety of levels: 3-D figure on a 2-D page, quality of line, qualities of shape and color, representational drawings, and abstract drawings.

COMM 5100 Painting (3)
Work revolves around the physical and psychological properties of color. Paintings exhibit the use of personal concepts and organization.

COMM 5110 Folklore (3-4)
Class members study American folktales, their characteristics, and motifs. Students examine folk sayings, superstitions, art, cures, customs, gestures, and games present in their lives and in the lives of elementary and secondary students. Films, speakers, tapes, videos, and activities call up the lore.

ILC 5120 Advanced Skills (3)
Class content varies. This topics course focuses on analytical and writing skills. It develops advanced proficiency in grammar (morphology and syntax), stylistics, composition, and/or translation. These courses are offered in French, German and Spanish and are taught in the corresponding target language. Prerequisite: permission of the instructor. May be repeated for credit if content differs.

ILC 5130 Advanced Listening and Discussion Skills in Languages (3)
Class content varies. This course focuses on listening comprehension, note taking, and oral skills. Current issues from a variety of German-, Spanish- or French-speaking countries are studied and discussed after viewing actual broadcasts. Cultural difference and awareness of national perspectives on news events are an important part of these courses. Classes are taught in the corresponding target language. Prerequisite: permission of the instructor. May be repeated for credit if content differs.

COMM 5140 Catalytic Drawing (3)
This course stresses personal expression and experimentation with a variety of media, and field experiences in which students are involved in on-site activities as well as studio projects.

ILC 5140 English for Speakers of Other Languages (ESOL) Methods (3)
This course develops understanding and appreciation for the nature of languages and language teaching and learning. Participants study the most recent developments in teaching techniques and materials, and become involved in on-site activities using them.

COMM 5150 Design (2-3)
Basic theoretical and practical factors are introduced relating to design in various dimensions, with primary emphasis on the visual. Participants discuss development of technical skills and practical suggestions for teaching design as they work on studio projects.

ILC 5170 Seminars (3)
Seminar topics vary. This course develops cultural and literary proficiency at the advanced level. Classes combine a variety of skills with focus on either historical and cultural understanding or linguistic and stylistic appreciation. Classes are taught in German, Spanish or French. Prerequisite: permission of the instructor. May be repeated for credit if content differs.

ILC 5180 Methods of Teaching Languages (3-4)
This course develops understanding and appreciation for the nature of languages and language teaching and learning. Participants study the most recent developments in teaching techniques and materials, and become involved in on-site activities using them. Prerequisite: permission of the instructor.

COMM 5199 Teaching Writing (3)
Students will study current theories and practices of teaching writing as well as review the history of rhetoric. Based on contemporary theory and classroom realities, students will practice designing writing assignments, organizing courses and activities for writing, and assessing writing. They will also experience the actual process of composing by designing a writing process project.

COMM 5200 Independent Study (1-3)
M.A.T. students with special interests or needs not met by existing curricula may request that a faculty member supervise an independent study. Together the student and faculty member decide the content of the study and the criteria for evaluation. In no case can an independent study be set up when an existing course already treats the subject. Prerequisite: permission of the coordinator. May be repeated for credit if content differs.

COMM 5210 In-Service Education (1-4)
Webster offers graduate in-service courses not part of the existing M.A.T. curricula but which provide experiences important to the academic and professional development of educators. May be repeated for credit when topic varies. The semester course lists identify specific topics. Prerequisite: prior written approval of the M.A.T. advisor.

ILC 5210 In-Service Education (1-4)
Webster offers graduate in-service courses not part of the existing M.A.T. curricula but which provide experiences important to the academic and professional development of educators. May be repeated for credit when topic varies. The semester course lists identify specific topics. Prerequisite: prior written approval of the M.A.T. advisor.

COMM 5220 Curriculum Development in Second Language Classrooms (3)
Participants will apply a curriculum planning process to the second language classroom. The planning will be based on local standards and legal requirements, informal assessment of children's language, analysis and adaptation of published materials, and the creation of materials to meet identified needs.

COMM 5230 Second Language Acquisition (3)
Participants explore theories and models of second language acquisition. They learn about the emotional, social, and intellectual implications of the process of learning a second language. Students will analyze and compare first and second language acquisition and apply strategies related to second language learning in a cross-cultural setting.

COMM 5250 Ceramics (3)
The class content includes development of forms and activities for art teachers. Chemical structures, materials, the kiln, and firing procedures are an integral part of the course.

COMM 5260 Oral Communication (2-3)
In the first few sessions, students examine basic communication principles. Class activities and out-of-class assignments are designed to help students recognize common causes of communication problems and to expand their skills in dealing with them. The second part of the course builds on this knowledge as students practice more formal presentation skills.

COMM 5270 Visual Communication (2-3)
Students learn methods by which various types of information can be interpreted and presented visually. Because today's students can "read'' visual messages, just as they read written messages, educators must master the elements, structure, and tools provided to develop visual materials. Creation of video activities for the classroom and mastering basic video production techniques are emphasized.

COMM 5280 Written Communication (2-3)
Students experience writing as a process of discovery as they improve their writing skills. Exercises designed to focus on various purposes, occasions, and audiences help writers examine clarity, organization, style, and word precision.

COMM 5290 Interpersonal Communications (2-3)
This course entails both the self-analysis and classroom application of interpersonal communications skills. Specific topics include oral presentations, listening, conflict resolution, social styles analysis, verbal and nonverbal communications, motivation, and methods to enhance your learning environment. Professional educators are encouraged to research and observe communication techniques that will facilitate retentive learning.

COMM 5300 Reporting Research (3)
Students learn to gather and use research materials, integrate and document a variety of sources in their papers and presentations, evaluate conclusions from research, and apply findings to the work setting. The emphasis is on synthesizing research and understanding theoretical concepts that guide their professional practice. Three papers are required; content of papers will reflect student interest and/or area of study.

COMM 5340 Language Arts Seminars
Students become involved in a wide variety of activities designed to enhance the teaching of language arts in their classrooms. The courses listed are representatives of the workshop topics; other workshops are included in different semesters. May be repeated for credit.

Advanced Storytelling Across the Curriculum (3)
Storytelling is a way of using drama in the classroom through literature, creative movement, music, sound, and improvisation to develop interdisciplinary thematic units. Experiences are designed especially for teachers of pre-kindergarten through high school. Prerequisite: Storytelling Across the Curriculum or equivalent.

Creative Expression (3)
Participants explore a variety of art forms, including mime, mask, visual arts, improvisation, creative drama, movement, music, storytelling, writing, and poetry. Several art forms are blended for multimedia presentations.

Developing Language Skills through Puppetry (3)
In this course students have a chance to explore many methods of using puppetry in the classroom. With the assistance of skilled resource people, students become actively involved in the creative process of puppet making, puppet manipulation, and curriculum planning and presentation.

Extending Literature through the Arts (3)
Students explore oral interpretation, reader's theatre, story theatre, creative drama (improvisation, storytelling, movement, music), writing, and film/video as they discover ways to bring literature for young people to life. Participants incorporate interdisciplinary, thematic approaches to literature to enrich curriculum K-12.

Linguistics (2-3)
This course presents some of the various divisions in the field of linguistics from language origins and acquisition through the history of English. The study of dialect is also included. Through various readings, activities, writings, and discussion, the students will become more aware of language and more informed about its history, its character, and its power. Students will also create instructional activities designed to make their students more aware and more proficient in the use of language.

Media Literacy (2-3)
What messages are being conveyed through the channels of mass communication? How do these messages affect our behavior? Media literacy has emerged as an established field of study within the international academic community. This course prepares students to become discerning and selective consumers of media and explores exciting ways of discussing media in the K-12 classroom.

Oral Interpretation of Literature (3)
Through exploration and preparation of selections for oral presentation, students experience sensory and intellectual responses to literature. Lab sessions, group readings, and individual performances aim to develop the understanding and skills to communicate literature orally.

Poetry Writing (2)
Students should be committed to exploring the process and techniques of their own poetry and joining in critical discussions with others engaged in the same process. Focus is on the development of individual style. No previous poetry-writing experience is required.

Role of Narrative in Humane Education
This course begins with an investigation of various perspectives (from cognitive science, philosophy, theology, literary theory, history, etc.) on the role of narrative in shaping our beliefs and values. Students will explore personal stories, literary stories, historical stories, mythology, and folklore as tools for integrating the principles of humane education in classrooms. Participants will develop a body of age-appropriate stories focusing on the relationships between humans and animals and explore strategies for using stories as vehicles for examining moral principles and decision-making. This course is recommended for elementary and middle school teachers although other participants are welcome.

Storytelling Across the Curriculum (3)
This course enables students to polish their storytelling skills as they develop a repertoire of material from a variety of genres: personal and original stories, folk fairy tales, literary tales, myths, and sagas. This course focuses on storytelling as performance art, often using movement, music, mime, puppets, story theatre, visual arts, and other media. Students also explore and document uses of storytelling as a motivational classroom teaching tool and design interdisciplinary thematic storytelling units.

Teaching Language and Language Issues (3)
This course presents some of the various divisions in the field of linguistics from phonology and grammar to doublespeak, including speech theory and oral performance. Films, readings, and oral presentations will be the academic foundations for the study of linguistics in this class. Students will also create instructional activities that are designed to make their students more aware and proficient in the use of language.

Teaching the Language Arts with Computers (2)
Students learn methods of using computers to support instruction in the development of reading, writing, speaking, listening, and observation skills. Participants discuss small group, whole class, and individualized applications.

Technology and Thinking Skills (2-3)
This is a course on developing students' thinking skills using new video and computer technologies. These technologies include interactive video, expert systems, and software, with emphasis on equipment and software available in most schools. Concepts and strategies for using these technologies in developing critical and creative thinking are examined. Previous experience with the technologies is not necessary.

Workshop in Drama (2)
Participants are actively involved throughout the three major phases of the course: (1) pre-drama activities that expand sensory and body awareness, concentration, imagination, and nonverbal communication; (2) informal, spontaneous drama; and (3) the use of drama as response to literature.

Writing and Composition Instruction Using Computers (2)
Students in this course examine methods for applying word processors and other computer programs to support writing and composition instruction. Students discuss organizing instruction in laboratory or classroom settings.

Writing for Teachers and Young Readers (2)
This class for teachers interested in writing for children focuses on how autobiographical material and life experiences can be transformed into fiction and nonfiction. The course combines lectures, hands-on experience with writing activities, and group discussion. The course focuses on material for middle grade and young adult readers. Tools and strategies for encouraging creative writing and inspiration in the classroom are provided.

COMM 5350 Intercultural Communications (3)
In order to function effectively in an interdependent world, we need to get along with and understand people vastly different from ourselves. In this course, students explore the values of their own culture, the extent to which thoughts and perceptions are shaped by cultures, and the expression of cultural differences in education.

COMM 5390 Literature Seminars
Some semesters the seminars focus on the interpretation and criticism of specific literary forms. Other semesters the seminar crosses genres to concentrate on specialized themes in literature. May be repeated for credit if content differs.

American Autobiographical Writing (2-3)
Students study five complete American works: Frederick Douglass's Narrative; Whitman's "Song of Myself "; Richard Wright's Black Boy; Elie Wiesel's Night; one chosen by students; and excerpts from Ben Franklin, Emily Dickinson, and others. Participants consider each work in its own right, in relation to other works, and as teaching material.

American Novel (2-3)
This course focuses on the development of the American novel and recurrent American themes. Students read and discuss five or six novels and the related contemporary criticism, considering each work in its own right, in relation to other works, and as teaching material.

American Poetry (2-3)
Students explore the trends in American poetry, from its Native American and Puritan origins through its contemporary forms. Major poets are read and discussed in light of literary history and critical theory and in terms of readers' responses. The information and skills gained in this course are applicable to the reading and teaching of literature at many levels and for many abilities.

Classic Films from Classic Stories (2-3)
Students in this class study one story each week, first reading the book, then viewing the film and analyzing both for differences and impact. Stories include The Wizard of Oz, Wuthering Heights, The Grapes of Wrath, Shane, and other classics.

Contemporary British and American Drama (3)
Concentration is on a major development in post-World War II drama. Students examine its techniques, functions, and multifaceted evolution as a dramatic style. Playwrights include Beckett, Pinter, Albee, and Shepard. This is a literature seminar; no acting ability is required.

Contemporary World Literature (2-3)
Participants delve into fiction, poetry, and drama since World War II that thematically and artistically reflect concerns distinctly different from those commonly expected by members of post-World War II America. Emphasis is on the literature of Eastern and Western Europe and South America.

Modern English Literature (3)
Students examine major developments in twentieth-century English literature--their common ground and points of departure. Discussions focus on the writers' methods as artists, in addition to their concerns about content and theme. The emphasis is on fiction.

Poetry (2-3)
Students share poems in an informal way, with an emphasis on developing meaningful personal attitudes toward poetry. Students consider the imaginative, emotional, and sensory experiences that can lead to the making of a poem. Students also discover new ways of presenting poems in the classroom.

World Literature (3)
Students study several major documents of world literature, spanning three millennia. The basic argument of the course is that there are fundamental human documents to be read and studied, that the few included in our course are some of them, and that these are eminently teachable works.

COMM 5400 Printmaking (3)
Students in this course learn the skills and techniques of printmaking, serigraphy, and silkscreen.

COMM 5410 In-Service Topics (1-3)
In-service courses are designed to provide M.A.T. degree-seeking students with practical applications of contemporary research and methodology to improve classroom effectiveness. These courses may be approved for the M.A.T. with prior written approval of the student's advisor. May be repeated for credit if content differs.

COMM 5430 Serigraphy (3)
This is a survey of stencil techniques, including photographic processes using newly developed, water-based printing materials.

COMM 5440 Integrated Language Arts (3)
Students look at various ways to integrate language arts in the K-12 curricula. Speakers, films, and activities highlight listening, acting, speaking, reading, writing, viewing, and thinking as separate, cumulative communication skills.

COMM 5460 Curriculum Design (3)
This course is required for all M.A.T. degree-seeking students. It is designed to help individuals plan learning experiences. Topics included in discussion are technology in the classroom, research regarding learning, models of curriculum design, and methods of evaluation. Each student develops a curriculum package that has direct application to a particular teaching situation.

COMM 5480 Advanced Composition (2-3)
Students in this class give attention to the clear and orderly development of ideas, development of the writer's style, and analytical skills in composition, emphasizing research and professional writing, with a majority of time devoted to individual writing.

COMM 5490 Seminars in Reading Instruction (2-3)
Seminars are designed to focus on contemporary research and classroom application of these data. Different topic descriptions may be repeated for credit.

Literacy as Empowerment--International Perspectives (2-3)
This course is an investigation of the role of "literacy learning" in other countries. Students explore implications for their own teaching so they can deepen understanding of the dynamics inherent in social, political, and academic arenas. Methods/materials from classrooms are reviewed, and each student will focus on an area (emergent literacy, adult literacy, "illiteracy" or "alliteracy," gender-related issues) and a country to research for a class report.

COMM 5510 Artists Are Alive and Well (1-2)
Through a varied selection of activities and close student- artist contact, the students study the art of the past and present. In addition to slides, lectures, and museum and gallery tours, students have the opportunity to visit individual artists' studios and private collectors' homes not normally open to the public. This course may be offered at various locations such as St. Louis, Kansas City, or Vienna. May be repeated for credit if content differs.

COMM 5520 Communications Seminars
Communications workshops allow participants to explore various aspects of the communication process. May be repeated for credit if content differs.

Communication for Teachers (3)
This course is an extension of materials and methods covered in COMM 5260 Oral Communication. Completion of COMM 5260 Oral Communication is a suggested prerequisite for this course, but is not required. Topics covered include communicating with administrators, peers, and students; negotiation of conflicting needs; conducting parent-teacher conferences; communicating in and with families; school-related communication issues for children coping with divorce; facilitating school meetings and giving presentations; and conducting teacher workshops and in-service programs.

Writing Across the Curriculum (2-3)
Students examine and experience realistic ways to initiate the writing process--prewriting, writing, rewriting, editing, and evaluating. A history of teaching writing from Cicero to Elbow prepares teachers for classroom activities.

Ways of Seeing (2)
Ways of Seeing gives students a chance to explore seeing as a sensory, perceptual, imaginative, psychological, artistic, cultural, idiomatic, literary, and journalistic experience.

COMM 5530 Technology and Teaching (3)
This course is a nontechnical approach to the study of technologies and communications related to teaching and training. Students learn how home, school, and business are affected by technology. Primary emphasis is on the direct application of current technology to educational settings and specific teaching objectives.

COMM 5550 Aesthetic Education Workshops (1-3)
Aesthetic education workshops are designed for elementary and secondary teachers interested in developing artistic skills and curricula that integrate art into daily classroom activities. Although art, music, and theatre specialists are welcome, the workshops are designed for the renewal of professional classroom teachers, regardless of subject matter or grade level taught. May be repeated for credit if content differs.

Advanced Catalytic Drawing (3)
Prerequisite: COMM 5140 or permission of the instructor.

Advanced Ceramics (1-3)
This is a continuation of COMM 5250 Ceramics. Further development in throwing techniques, glaze development, firing, and general kiln handling are emphasized.

Advanced Drawing (3)
Prerequisite: COMM 5090 or permission of the instructor.

Advanced Painting (3)
Style and theme development are the focus of the course. The individual develops a major work that illustrates point of view and demonstrates competency in a particular area.

Advanced Printmaking (3)
In this class students develop skills and techniques of printmaking, serigraphy, and silkscreen printing and explore alternative possibilities within each process.

Art for Elementary School Teachers (2-3)
Focus of this course is the young child's relationship to the world, creative power in children, early education in the visual arts, effective presentation of art materials, and the roles of parents and teacher in encouraging art expression.

Art History and Aesthetics (2-3)
This course focuses on art history and aesthetics and how they interrelate to produce sequential learning experiences in and out of the classroom. Teachers are asked to look at ways art and the humanities can relate to other arts, other subject areas, and the history of ideas.

Criticism and Studio Production (2)
Students are encouraged to develop a personal idiom in art and work on individual projects that emphasize personal attitudes, interests, and viewpoints. A wide range of materials are explored and explained. The creative process is reviewed, with emphasis on making art projects and creative expression accessible to all students in all grade levels.

Making Music in the Classroom (3)
This course is designed for teachers who want to integrate music into general classroom curriculum but feel they lack time and, perhaps, talent. Class members discuss using music to teach and reinforce other subjects; the course introduces teachers to a myriad of contemporary resources for children's music. Previous music background is not a prerequisite.

Papermaking (3)
This workshop in creative papermaking features sheet making, paper casting, and model techniques.

Sculpture (1-3)
The focus of this course is to teach simple but meaningful hands-on art experiences to the teacher, with emphasis on integrating the art experiences with regular academic studies in language arts, science, history, mathematics, and social studies.

COMM 5630 The Humanities Connection (1-3)
This course is designed for elementary and secondary teachers and assists them in selecting appropriate humanities materials for their grade level. Course content emphasizes fine arts--their study in the historical setting; aesthetics and the aesthetic valuing process; and the nature of creativity. Participants discuss all concepts regarding fine arts' applicability to the existing subject matter curricula.

COMM 5640 Communication through Art Forms (2-3)
This course brings students in contact with many of the leading themes, styles, and media of artistic communication. Students explore the roles of visual arts, music, creative drama, and movement in fostering the physical, emotional, social, and cognitive well-being of individuals in school communities.

COMM 5670 Teaching in a Diverse Society (3)
Students explore issues in teaching in a multicultural setting, examining the implications of diverse student populations and emphasizing values and beliefs about learning and teaching. The course explores the historical and philosophical foundations of education, focusing on the implications for current diverse classrooms. Students will examine traditional and contemporary philosophies in their historical context and discuss the impact of these on student and teacher roles, curriculum, assessment and instruction, and classroom organization and management.

COMM 5750 Special Institute (2-3)
Webster offers various institutes to provide a wide range of workshop experiences and contemporary topics within the communications arts program. Detailed current information appears in the specific semester course offerings. May be repeated for credit if content differs.

COMM 5790 Photography (3)
This course includes a study of photographic art and introduces principles of still photography and darkroom work. The student completes an assignment in photojournalism using the 35-mm format.

COMM 5800 Applied Research (3)
This course enables students, through action research projects, to develop strategies for problem solving within their classrooms and procedures for conducting self-study as it relates to, but is not limited to, teacher behaviors, learning outcomes, curriculum, policy development, and behavior management. Prerequisites: advancement to candidacy and permission of the instructor. This course may be substituted for COMM 5460 Curriculum Design.

COMM 5810 Experiments in Learning (3)
Each participant becomes involved in a variety of learning modes and, through experiencing these modes, better understands his or her own learning style and becomes sensitive to the learning styles of others.

COMM 5820 Foundations in Reading Instruction (2-3)
This course will focus on reading methods and specific techniques appropriate for emergent readers and developmental readers in elementary grades. A review of best practices in reading instruction, based on both current research and practice, informs graduate students so they can provide instruction for diverse learners at all levels. This course offers a solid background in reading instruction for students who have not had prior coursework in reading. Counts for reading certification. Prerequisite: enrolled in initial certification program or permission of reading coordinator.

COMM 5830 Emergent Literacy (2-3)
Students explore theories and practices of literacy learning. Graduate stu dents engage with community, school, and family resources to identify current teaching strategies and instructional methods. Topics for study include: Contexts of Literacy, Parents and Preschoolers as Emerging Readers, Whole Language and Constructivism as a guiding philosophy, Family Education, and Special Programs. Students learn to provide a supportive environment with direct and indirect approaches for promoting phonemic awareness with a focus on meaning and understanding structures of language in the printed text. An emphasis on stages of development and methods of assessment will provide a background for teaching in early childhood and elementary settings. This course has been approved for certification in early childhood. May be counted toward an emphasis in reading. (Not counted as a meth ods course for Elementary Education or Reading Certificate.)

COMM 5840 Reading and Writing as Cognitive Processes (2-3)
This course is designed for teachers to experience the reading-writing connection and develop methods for teaching. Teachers are provided with the opportunity to study, experience, and develop effective strategies for their classrooms. Emphasis is given to early reading instruction, but an integrated focus includes the literacy needs of students of all ages and abilities. This course counts for initial elementary or early childhood certification.

COMM 5850 Reading and Literature Study Groups (2-3)
Classroom teachers grades K-6 are provided the rationale and information for developing a literature-based reading curriculum. Various techniques for establishing literature study groups at different grade levels, identifying literature found successful in promoting student-directed discussions, and for evaluating student growth will be considered. Students will select and implement appropriate strategies for classroom activities, maintain reader-response journals, and participate with other graduate students in literature study groups. Special emphasis will be on literature across cultures and ways to facilitate the understanding and appreciation of diversity. This course counts for initial elementary certification.

COMM 5880 Survey Reading Course for Secondary Teachers (3)
This course includes reading techniques and study strategies for teachers of students in grades 6-12. A major emphasis is communication of concepts in content areas.

COMM 5900 Reading Seminars (1-3)
The content of various topics is focused on methods and technologies necessary for promoting reading development, increasing knowledge of fiction and nonfiction, and establishing positive attitudes toward literacy grades K-12. Topics offered include the study of genres, adolescent literature, children's literature, and strategic approaches for constructing meaning in reading and composing. May be repeated for credit if content differs.

COMM 5920 Teaching Reading in Content Fields (2-3)
A broad spectrum of reading strategies necessary for understanding text (e.g., predicting, confirming, questioning, and comprehending) are addressed. Participants study the different kinds of reading required for varied situations and materials and consider problems such as adjusting assignments to different rates, providing assistance in content assignments, and dealing with nonproficient readers. A content area unit is part of the course evaluation and includes vocabulary as well as prereading, during reading and post reading strategies in addition to formative and summative assessments. This course is used for middle school and secondary certification.

COMM 5930 Investigations in Reading, Intermediate (2-3)
Emphasizes reviewing research and methods related to the teaching of reading in grades 4-6. Participants are assisted in pursuing topics of personal interest in individual investigative projects. Counts for initial elementary certification and reading specialist certification.

COMM 5960 Differentiated Reading Instruction (3)
Students learn about research and best practices in developmental reading and learn how to assess abilities and needs of individual students within the classroom. Various materials and activities are developed for whole group, small group and individual instruction, based on informal and formal assessments. Course counts for initial teaching certification.

COMM 5990 Independent Scholar (1-3)
An M.A.T. graduate with special interests or needs not met by existing curricula may request that a member of the faculty supervise an independent study. Together the student and faculty member decide the content of the study and the criteria for evaluation. In no case can an independent study be set up when an existing course already covers the subject. Prerequisite: student must be an M.A.T. graduate. May be repeated for credit if content differs.

COMM 6000 Advanced Graduate Certificate Project (3)
The advanced graduate certificate (A.G.C.) project is the culminating experience in the A.G.C. program. The student chooses a faculty member to supervise this final project. Examples include a presentation or demonstration for an M.A.T. class, a school district, a local board of education, or a community group; a paper or research project that might be published or distributed within an appropriate school, a community group, or a large audience; or an action project designed and implemented within the student's place of employment. Prerequisite: permission of the A.G.C. coordinator.