Outcomes Assessment for Performing Arts
Outcomes
Performing Arts graduates will understand and demonstrate:
- Knowledge of theatrical cultural heritage and history
- Appreciation of the great variety within the field and its practitioners.
- Knowledge of organization and structure of dramatic literature and its relationship to production
- Performance skills in one area of the performing arts (acting, directing, design, dance)
- Skills needed to appreciate and assess the wide range of performance styles in Theatre, Music and Dance
- Necessary abilities to communicate and collaborate with other performing artists
- Awareness of the diversity of ideas within European and non European theatrical cultures.
Assessment Measures
- Auditions for productions
- Portfolio Reviews
- Regular assessment of performance in rehearsals and productions
- Internships
- Graduating senior survey
- Exit Interview with the professor-in-charge of theatre
Assessment Metrics
Outcome #1: Knowledge of theatrical cultural heritage and history
Relevant Course: History of Theatre I and II
(Theatre 465 and 466) required for majors
Assessment: Student course evaluations; exit
interviews; passing grades in the class
Results: Student course evaluations show that
these courses are ranked as 4.25 and 4.11in a five-point scale on "Amount
learned in class." Students speak highly of the course in exit interviews
calling it "difficult, but I learned a lot."
Program change based on results: Revision of
courses over the last two years. Dr. Stone in his teaching of this class
over the last two years has greatly raised the evaluations of what once
was ranked by students as their least liked required theatre course.
Outcome #2: Appreciation of the great variety within
the field and its practitioners.
Relevant Course: All required design and performance
classes; independent study credits; work on productions (which can also
be used for credit). African-American Theatre Production (Theatre 252)
and World Theatre Workshop (Theatre 393)
Assessment: Passing grades; public performances;
exit interviews
Results: Almost all classes are full every semester;
students have often said they learn
best through a combination of classroom and independent study, both in
terms of research and production work.
Program change based on results: Attempt to
give students more responsibilities earlier in their college career. Encouragement
of independent study projects with appropriate faculty member.
Outcome #3: Knowledge of organization and structure of
dramatic literature and its relationship to production
Relevant Course: Script analysis (Theatre 263).
Required of all majors.
Assessment: Course evaluations; passing grades;
level of knowledge shown in other class and production work.
Results: This course has consistently received
a ranking of over 4.00 on a five point scale. In other classes and production
work, students appear to have a good groundwork after taking this class.
Program change based on results: Attempt in
the class to cover a broader range of genres and how these relate to direction,
design, and performance.
Outcome #4: Performance skills in one area of the performing
arts (acting, directing, design, dance)
Relevant Course: All courses required by each
emphasis listed above.
Assessment: Course evaluations; exit interviews;
conversations with students about each emphasis.
Results: The design emphasis needs more courses
in each design area (scenic, costume, lighting); dance needs more courses
at a higher level (especially 300 level and above).
Program change based on results: This change
is being implemented as much as possible considering the position lost
due to budget cuts. Dance is working at a disadvantage with only two faculty
members. It would be helpful if someday an additional dance position could
be obtained for theatre.
Outcome #5: Skills needed to appreciate and assess the
wide range of performance styles in Theatre, Music and Dance
Relevant Course: All courses in each emphasis,
especially the acting sequence (Theatre 251, 351, 451), the directing
sequence (Theatre 455 and 456), the design sequence (Theatre 365, 366,
and 461) and dance courses in any of the genres (ballet, modern, tap,
ballroom, etc.)
Assessment: Course evaluations, exit interviews,
passing grades in classes, public performance
Results: Course evaluations are very high in
these areas, often above 4.50 on a 5.00 scale. Many positive comments
are written on the forms. Public performance and independent study reflects
well on the variety of performance styles achieved by students. Awards
have been won in the Regional American College Theatre Festival and the
American College Dance Festival (an eight-state region) in each of the
areas listed above.
Program change based on results: The program
is better preparing students for participation in these festivals and
programs. An effort will be made to continue the emphasis on knowledge
of a range of performance styles.
Outcome #6: Necessary abilities to communicate and collaborate
with other performing artists
Relevant Course: Required performance and design
classes. Independent studies.
Assessment: Production work (both performance
and design) Guest artists brought in to individually work with students.
Students work on productions with guest artists, faculty members, and
their peers. Talk-backs after each production to determine strengths and
weaknesses; faculty and student participation in scene and design work.
Results: Some productions are stronger than
others. The goal is to have all productions strong. Individual faculty/student
mentoring is implemented to help strengthen design and performance.
Program change based on results: Since faculty/student
mentoring appears to be helpful, more of this will be implemented with
the intent of improving performances for patrons.
Outcome #7: Awareness of the diversity of ideas within
European and non-European theatrical cultures.
Relevant Course: African-American Theatre Production
(Theatre 252); World Theatre Workshop (Theatre 393); Script Analysis (Theatre
263)
Assessment: Course evaluations; passing grades;
exit interviews.
Results: These courses were seen as valuable
and important by the students.
Program change based on results: The program
had to cut this position to 1/3 time and it will be difficult to offer
the first two classes listed above on a regular basis. The program will
work to again fund a full time position in this area.
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