Fine Arts Gen Ed Assessment Results 2009-2010

Geneseo Learning Outcomes for Fine Arts

• Students will demonstrate the ability to interpret works of art by analyzing appropriate social, cultural, psychological, and environmental aspects of the works;
• Students will demonstrate the ability to analyze and interpret works of art using the language of art criticism relevant to the art form under study;
• Students in courses that treat the history of an art form will understand the cultural dimensions and contributions of the arts;
• Students in courses that treat the history of an art form will appreciate the personal and cultural forces that shape the arts and how the arts in turn shape the diverse cultures of past and present society;
• Students in studio courses will demonstrate an understanding of the principles and elements used in the art form under study, and demonstrate sensitivity to, and creativity with, the medium.

SUNY Learning Outcome in The Arts

• Understanding of at least one principal form of artistic expression and the creative process inherent therein.

Method of Assessment

Art History:
ARTH 171 (110 students) and 180 (145 students), fall 2009
A short test was administered at beginning and at end of semester for assessment purposes. This value added assessment measures improvement; instructors assigned the numbers 1-4 based on improvement.
    4 (exceeds expectations): 69 students
    3 (meets expectations): 109 students
    2 (approaches expectations): 0
    1 (did not meet expectations): 77 students

Closing the Loop:
Suggestions to Art History area: address the uneven spread and put F core rubrics with criteria on syllabi; this should make the core requirements more meaningful for students. SOTA faculty are all aware that in large classes it is hard to monitor students who are not self-motivated, accounting for a larger-than-normal number who do not meet expectations in these huge sections.

Art Studio:
For ARTS 210 Drawing (26 students), four skills were tested at the beginning and at the end. Assessment measures value added. ARTS 200 Computer Art  (18 students) and 3 sections of ARTS 235, Digital Photography 1 (23, 14, and 18 students in the sections), were assessed by using 3 class assignments.  Assessment numbers indicate the cumulative mastery of concepts across the 3 assignments.
    4 (exceeds expectations): 37 students
    3 (meets expectations):  47
    2 (approaches expectations):  11
    1 (did not meet expectations):  12

Closing the Loop:
Assessment coordinators (Blood and Stanley) didn’t realize that so few sections of Art Studio conducted assessment. We will divide up departments to more effectively monitor submissions.
Suggestions to Art Studio area: More instructors need to conduct assessment. Only two of the six conducted assessment. Those two who conduct assessment could explain to the whole area faculty how they use assignments for core assessment. Additionally, put F core rubric with criteria on syllabi of classes that qualify for F core; this should make the core requirements more meaningful for students.

Dance:
Academic courses: Danc 100 (51 students) and Dance 221 (29 students): fall 2009
    4 (exceeds expectations):  31
    3 (meets expectations):  28
    2 (approaches expectations):  17
    1 (did not meet expectations):  4

Dance Ensemble DANC 265: (33 students)
Faculty and student choreographers assessed dancers at auditions and then during performance week of the Dance Ensemble Concert. The assessment below represents the final scores given by choreographers. This is the first year that Dance Ensemble is eligible for F core credit, and the first attempt to conduct assessment. There was full participation by student choreographers, but only one faculty choreographer, in the fall semester. Since the one not participating is not returning, we are confident of full participation next time.
    4 exceeds: 22
    3 meets: 9
    2 approaches: 1
    1 did not meet: 0

Closing the Loop:
Suggestions to Dance Program: All students in Danc 265, Dance Ensemble, demonstrated improvement, most of over 1.0 across all criteria in the rubric. With this evidence we can demonstrate substantial value added, even though students entered the course with a high level of technique. Based on Dance Ensemble assessment scores, some instructors grade more stringently, others are easier; instructors should develop a consistent use of numbers. Additionally, put F core rubric with criteria on syllabi of classes that qualify for F core; this should make the core requirements more meaningful for students.

Music
Academic classes: MUSC 100 (77 students) , MUSC 110 (61 students, 2 sections) MUSC 1S20 (40 students), MUSC 123 (31 students), MUSC 226 (16 students), MUSC 232 (28 students) Fall 2009. MUSC 222 (33 students), MUSC 227 (25 students); spring 2010. Most instructors gave a test at the beginning and end of the semester and measured value added. Some instructors assessed a specific project, like Dr. Reynolds with Musc 222. This latter approach is only possible with smaller classes, not a MUSC 100.
    4 (exceeds expectations):  137
    3 (meets expectations): 106
    2 (approaches expectations):  56
    1 (did not meet expectations):  26

Musical Ensembles: MUSC 160 and MUSC 165 are choral and instrumental ensembles. Ensemble directors, faculty section leaders or student section leaders recorded scores for criteria established for each ensemble, first early in the semester (at auditions or an early sectional) and second near a performance. Scores below are based on the latter assessment data. This is the first year in which ensembles have been eligible for F core credit, and the first attempt to collect assessment data. The following represents full participation by all faculty and all ensembles.
    4 (exceeds expectations):  67
    3 (meets expectations):  85
    2 (approaches expectations):  36
    1 (did not meet expectations):  4

Closing the Loop:
Suggestions for Music area: Music had the best rate of participation in assessment of all arts areas, in spite of having to assess ensembles for the first time.  Put F core rubric with criteria on syllabi of classes that qualify for F core; this should make the core requirements more meaningful for students.

Theatre
Academic classes: THEA 100 (143 students, 1 section of 2), THEA 130 (33 students), THEA 140 (22 students, 33 students; 2 sections), THEA 204 (24 students), THEA 234 (33 students). One new adjunct teaching THEA 100 could not make an assessment meeting and the coordinators decided not  to require data from his section, due to his newness and schedule.
    4 exceeds: 47
    3 meets: 69
    2 approaches: 90
    1 did not meet: 80

Theatre ensembles: Thea 260, practicum for theatrical ensembles, were given for students who worked on three fall shows: Mrs. Warren’s Profession, Pirates of Penzance, and GENseng. Criteria varied based on whether students were actors, construction crew members, or running crew members. 2 different assessment criteria were developed for actors and crew members, which faculty members administered once at auditions and once in performance week for actors, and once at the end of the course for crew members. Assessment numbers reflect improvement for actors and achievement for crew members. This was the first year in which THEA 260 was eligible for F core, and the different productions and different work for which practicum is given made assessment complicated. However, faculty made good faith efforts to assess relevant criteria, and we expect it will be more smooth in the future.
    4 exceeds: 32
    3 meets: 16
    2 approaches: 0
    1 did not meet: 0

Closing the Loop:
Suggestions for Theatre area: Put F core rubric with criteria on syllabi of classes that qualify for F core; this should make the core requirements more meaningful for students. Thea 260 did not have as strong a participation in assessment, which is understandable because of the complexity of putting it in place for the first time. Assessment coordinators can encourage greater participation among instructors by emphasizing benefits of assessment.

Numbers were very low for the one section of Theatre 100 tested, but this is probably due to a difficult test. Since the instructor will not be returning, this will be addressed only with future instructors as we prepare to assess F core next time. Additionally, SOTA faculty are all aware that in large classes it is hard to monitor students who are not self-motivated, accounting for a larger-than-normal number who do not meet expectations in these huge sections (275 students in each section of THEA 100).

Results (total of all areas above)

Reflection

Closing the Loop for all F Core:
The total number of students assessed across all F core, mostly in fall semester, was 1325. While we certainly missed some students, we were able to obtain data on the majority of students enrolled in F core classes across all areas except Art Studio. We skipped a large section of THEA 100, and a few students in each class missed assessment days or assignments, but we are pleased overall with the amount of data we collected and think that it gives us an overall view of the  breadth and strength of Fine Arts Core education at Geneseo.

In the next year, we would like the F core committee to rewrite the F Core rubrics and develop criteria pertinent to each field of study. These criteria would then be published on all syllabi of F core classes so that students understand the criteria on which they are being assessed.