Visual Arts Program Review
Upcoming SlideShare
Loading in...5

Visual Arts Program Review



Meeting presentation for Visual ARts Program Review

Meeting presentation for Visual ARts Program Review



Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

Visual Arts Program Review Visual Arts Program Review Presentation Transcript

  • Westchester Community College Visual Arts Program
  • What is Assessment?  Assessment involves the use of empirical data on student learning to refine programs and improve student learning. (Assessing Academic Programs in Higher Education by Allen 2004)
  • Step 1Identify Learning Goals 1. To provide students with the foundation level knowledge and skills necessary to pursue an avocation or career in the visual arts 2. To prepare students for successful transfer to a four-year BFA or Liberal Arts program View slide
  • Step 1Identify Learning Outcomes Work backwards from standard portfolio requirements View slide
  • Step 1Drawing Demonstrate skill in the use of drawing media and ability to translate observation to image “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
  • 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 of Visual Arts
  • Step 1Design Apply basic elements and principles of design, with an emphasis on two-and three-dimensional design
  • Step 1Color 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
  • Step 1Voice Create self- directed/concept- driven works that communicate meaning/personal voice
  • Step 1Voice Works that go beyond assignment parameters
  • Step 1Voice Work that is finished/fully resolved
  • Step 1Digital Use digital tools to create, manipulate, edi t, and archive art work
  • 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
  • Step 1Articulate Speak and write critically about personal and peer artworks using art vocabulary
  • Step 1Art History Demonstrate knowledge of art historical and contemporary periods, movements, a nd styles, and familiarity with art historical terminology
  • Step 1Portfolio Assemble a portfolio of work suitable for academic transfer in digital and hard copy formats
  • Step 1Learning Opportuni ties Next step: create a curriculum designed to meet learning goals and outcomes
  • Step 1Learning Opportuni ties Curriculum sequences works backward from 3rd semester VA Seminar
  • Step 1Assess Student Learning Now we must evaluate our success
  • Step 1Assess Student Learning Assessment isn’t about evaluating teachers
  • Step 1Assess Student Learning Its about measuring student learning
  • Step 1Assess Student Learning It’s also about bringing faculty together to establish common standards and goals
  • Sample Portfolios
  • Step 1Reflect What did we learn?
  • Step 1Improve Teaching and Learning
  • Reflect on Results Improve Teaching and Learning  Self-selected and incomplete portfolios  Mandatory course portfolio  Emphasis on portfolio pieces embedded in all classes
  • Reflect on Results Improve Teaching and Learning  Transfer students  Make transfer contingent on portfolio review
  • Reflect on Results Improve Teaching and Learning  Following curriculum in reverse  Improve academic advisement  Enlist the help of adjuncts
  • Reflect on Results Improve Teaching and Learning  Academically under- prepared students  Freshman Seminar  Establish benchmarks
  • Reflect on Results Improve Teaching and Learning  Personal Voice/Mastery of skills  Establish level 2 proficiencies  Create an advanced projects course
  • Step 1 Changes New college core that aligns with SUNY
  • Step 1 Changes New A.S. degree will have 60 credits Fewer elective choices  Visual Arts A.S. Degree
  • Step 1 Changes SUNY Seamless transfer means that 4 year schools will be setting the agenda  SUNY Seamless Transfer
  • Step 1 Changes Possible increase in contact hours  Contact Hours
  • Step 1 Changes Possible classes for majors and non- majors  Courses for Non-Majors
  • Step 1 Changes More faculty development workshops  Faculty Developement
  • Step 1 Changes More standardized process of assessment  Standardized Assessment