Visual and Performing Arts
Merryl Goldberg, Department Chair
SLOs for: Visual Arts, Theater, Dance, Arts and Technology, Music
Visual Arts SLO (Judit Hersko, PD)
Visual Art SLO:
Students understand basic vocabulary of visual arts such as the visual elements (line, shape, mass, texture, color, light and dark, time and motion, space) and design principles (unity and variety, balance, scale and proportion, repetition and rhythm, directional forces, contrast, emphasis and subordination) and they are able to use this vocabulary in the discussion of artworks and in execution of projects.
Activities to measure student achievement:
I will conduct an assessment during the spring of 2011 in VSAR 130 – Visual Arts Fundamentals. I will develop a questionnaire for the beginning, middle and end of the semester to measure the understanding of the above vocabulary. I will also observe student critiques as well as student work to see if students are utilizing these concepts in their discussion of work and execution of pieces. The class utilizes the syllabus I developed but since I will not be teaching this class in the spring I am able to come in as an independent observer to the class.
Students will be evaluated 3 times throughout the semester through 3 surveys and twice a semester through observation (at their first critique and at their last critique).
Support:
Funds for this project will be used for developing surveys –spending time in classroom observing as well as reviewing data and summarizing outcome. I am requesting a stipend of $250.00 for compensation. In addition I would be grateful if a small stipend ($100) would be considered for the adjunct professor whose class I plan to observe.
Theatre SLO (Judy Bauerlein, PD)
SLO:
Students understand and correctly utilize practical theatre terminology.
Activities to measure student achievement:
1. Judy will conduct an assessment in the Spring of 2011 in TA 310: Acting Process 1, an advanced acting class that many of our majors enroll in. This class requires students to employ popular acting methods and rehearsal techniques. She will utilize a “demonstrated” and “expressive” assessment tool when assessing students. “Demonstrated” (or behavioral) assessment tools are those tools that show what the student knows through verbal and written communication (discussions, speeches, journal entries and personal evaluations). “Expressive” assessment is shown by their application of formal ideas (using specific techniques, acquiring skill at certain games, exploring styles) in the practical assignments and in the performance itself.
2. Students will be evaluated 3 times throughout the semester through 3 projects: a Shakespearean monologue, a self-assessment, and a final culminating scene.
Support:
Funds for this project will be used for reviewing data and summarizing outcome. Judy is requesting a stipend of $250.00 for compensation.
Dance SLO (Karen Schaffman, PD)
Planning for Assessment in 2010-2011
Dance SLOs to be assessed:
a. Students develop the ability to discuss dance intelligently, using an analytic language of choreography and performance.
b. Students expand ability to offer constructive and critical feedback to peers.
Activities to measure student achievement:
Karen will conduct the assessment in Spring 2011 through DNCE 390: Choreography Workshop, which is a required course for the Dance Minor and that minors generally take at least 2 times. Off-Centre, the CSUSM annual Spring Dance Concert is the culminating public event that emerges from this course and is analogous to a capstone experience for the Dance Minor.
This assessment offers the opportunity to see how students develop over time and enables us to investigate two SLOs with intersecting goals. Students will be required to hand in written feedback as it is scribed during feedback sessions in class. A rubric will be developed that will look at students' ability to provide constructive and critical feedback to their peers, using the language of dance. Karen will evaluate the students three times during the semester over the course of three choreographic projects: (1) ethnographic solo; Project A-Z (elements); (3) final piece performed for the public. She will look at changes in the quality of feedback over the course of the semester. She will also compare the quality of feedback from students who have taken the course before to students who are new to the class. Once the rubric has been developed and pilot tested using the Choreography class, it can then be used in any dance class that utilizes peer feedback.
Support
Self: $250
Karen is requesting a small amount of funding as compensation for the time spent on this project.
Arts and Technology SLO (Kristine Diekman and Deborah Small, PDs)
Student Learning Objective: Fluency in the theory and practice of new digital technologies in VSAR 303 Introduction to Video Art and VSAR 302 Computers and the Arts. We have chosen these two courses as they epitomize two of the basic skills and conceptual processes needed to continue successfully in the major.
Assessment tool:
Questionnaire implemented in VSAR 302 (assessing digital photography production and post-production, and knowledge of the field)
Questionnaire implemented VSAR 303 (assessing basic video production and post-production skills)
Methodology
We have administered the questionnaires at the start of our Fall 2010 courses to assess the skills and knowledge with which the beginning level students are entering the course. The questionnaires will be administered at the end of the semester to assess what they have learned and how they have learned it.
Support
One lecturer faculty in VSAR 303 and one tenure track faculty in VSAR 302 will be administering the assessment in each of their classes. Two tenure track faculty will be organizing and summarizing the final assessment. We are requesting funding to compensate faculty for the creation and implementation of the tools. This will amount to $100 for the lecturer faculty (implementation only), $150 for tenure track faculty for implementation and writing the final assessment, and $100 for tenure track faculty for writing the final assessment.
MUSIC SLO (Bill Bradbury PD)
Goal:
Students understand and correctly utilize basic music vocabulary and concepts including elements of Western classical music and world music (gamelan, Indian raga, West African drumming)
Activity to measure student achievement:
Randy Griswold will conduct an assessment in the Spring of 2011 in MUSC 120: Introduction to Music. A survey of terms and ideas will be given at the beginning of the semester and again at the end to chart student progress and retention of materials. Professor Griswold has successfully taught this course for a number of years.
Support:
We request a stipend of $250 for compensation for Professor Griswold (who is an adjunct faculty member).
Total Support requested:
Visual Art: $350
Theater: $250
Dance: $250
Arts and Tech: $350
Music: $250
Total: $1450