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Visual Arts Program Review

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Meeting presentation for Visual Arts Program Review Meeting May 15, 2014

Meeting presentation for Visual Arts Program Review Meeting May 15, 2014

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  • 1. Westchester Community College Visual Arts Program
  • 2. What is Assessment?
  • 3. What is Assessment? Assessment involves the use of empirical data to refine programs and improve student learning. (Assessing Academic Programs in Higher Education by Allen 2004)
  • 4. I was brilliant today!
  • 5. Step 1Learning Goals • foundation level knowledge and skills • prepare students for transfer to university BFA or BA program
  • 6. Step 1Learning Outcomes work backwards from standard portfolio requirements
  • 7. Step 1 Learning Outcomes observational drawing design principles color theory digital media personal voice in work articulate about work art historical context for work portfolio
  • 8. Step 1drawing Demonstrate skill in the use of drawing media “Accomplished drawings are above all else, the heart of a successful portfolio . . . .You might be a wizard in digital media, but none of that will matter if you have poor drawings.” Clara Lieu, RISD Beola Daly, AAS 2014
  • 9. Step 1drawing At least half of the portfolio should consist of drawing from direct observation “Do not copy your work from photographs or other sources” Clara Lieu, RISD “Design projects and computer- generated images are not recommended for inclusion in Computer Art portfolios . . . School ofVisual Arts
  • 10. Step 1design Apply basic elements and principles of design, with an emphasis on two-and three- dimensional design “The work should demonstrate your abilities in the areas of drawing, composition, color and design.” Delaware College of Art and Design
  • 11. Step 1color theory Apply color theory in the creation of successful color compositions “The work should demonstrate your abilities in the areas of drawing, composition, color and design.” Delaware College of Art and Design
  • 12. Step 1personal voice Create self- directed/concept-driven works that communicate meaning
  • 13. Step 1personal voice Works that push beyond assignment parameters Brian Germain, The Angry Art Teacher http://www.bgstudios.com/angry.html
  • 14. Step 1personal voice Work that is fully finished/resolved Brian Germain, The Angry Art Teacher http://www.bgstudios.com/angry.html
  • 15. Step 1digital media Use digital tools to create, manipulate, edit, and archive art work
  • 16. Step 1variety subject matter, media, scale “[Show] that you have more than one skill set, and can move fluidly from one media into the next. Include drawings, paintings, sculptures, mixed media, digital media, printmaking, or anything else that you’ve had experience with.” Clara Lieu, RISD
  • 17. Step 1articulate Speak and write critically about personal and peer artworks Proficient use of art & design-specific vocabulary
  • 18. Step 1art historical context Demonstrate knowledge of art historical and contemporary periods, movements, and styles, and familiarity with art historical terminology
  • 19. Step 1portfolio Assemble a portfolio of work suitable for academic transfer in digital and hard copy formats.
  • 20. Step 1learning opportunities create a curriculum designed to meet learning goals and outcomes ! "#$%&"#$"' (%) * * + , -$. (%) //"0"(1-#+ 2/(2' $#(3' ) 0' 2* ( ( (( (((((((456784569( ! ! ! Visual Arts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
  • 21. Step 1assess student learning Are students achieving departmental goals?
  • 22. Sample Portfolios http://wccvaprogramreview.wordpress.com/visual-art-seminar-outcomes/sample-student-portfolios/
  • 23. Step 1Reflect Upon Results Identify patterns amongst low achieving portfolios
  • 24. Reflect on results ImproveTeaching and Learning  Incomplete portfolios
  • 25. Reflect on results ImproveTeaching and Learning  Incomplete portfolios  Mandatory course portfolio  Emphasis on portfolio pieces embedded in all classes
  • 26. Reflect on results ImproveTeaching and Learning  Transfer students
  • 27. Reflect on results ImproveTeaching and Learning  Transfer students  Make transfer contingent on portfolio review  Include only work completed while enrolled at Westchester Community College in assessment portfolio
  • 28. Reflect on results ImproveTeaching and Learning  Students follow curriculum “in reverse”
  • 29. Reflect on results ImproveTeaching and Learning  Students follow curriculum “in reverse”  Improve academic advisement  Enlist the help of adjuncts
  • 30. Reflect on results ImproveTeaching and Learning  Academically under- prepared students
  • 31. Reflect on results ImproveTeaching and Learning  Academically under- prepared students  Freshman Seminar  Establish benchmarks
  • 32. Reflect on results ImproveTeaching and Learning  Personal voice  Skills development
  • 33. Reflect on results ImproveTeaching and Learning  Personal voice  Skills development  Establish level 2 proficiencies  Create an advanced projects course
  • 34. Step 1Changes New college-wide “academic core” that aligns with SUNY
  • 35. Step 1 Changes New A.S. degree will have 60 credits Fewer elective choices  Visual Arts A.S. Degree 1st Semester (16 cr) 2nd Semester (15 cr) Writing + Research Writing + Literature Art History 1 Art History 2 Drawing 1 Drawing 2 2D Design 3D Design Digital Fundamentals Visual Arts Elective Freshman Seminar 3rd Semester (15 cr) 4th Semester (13 cr) Math Science + Lab Beh/Soc Science History Art History 3, Language, or Other World Culture Visual Arts Elective Visual Arts Elective Visual Arts Elective Visual Arts Junior Seminar Mandatory Portfolio Review
  • 36. Step 1Changes SUNY Seamless transfer •Drawing 1 + 2 •2D Design •3D Design •Art History
  • 37. Step 1Changes Possible increase in faculty contact hours
  • 38. Step 1Changes More standardized process of assessment
  • 39. Step 1Faculty Developm ent More faculty development workshops
  • 40. Step 1Faculty Developm ent •Structuring/assessing the class critique •How to write an airtight syllabus
  • 41. Step 1Faculty Developm ent •Please follow the curriculum blog! http://wccartscurriculum.wordpress.com/