Performing Arts Major
Music Concentration – Theatre and Dance Concentration
I. Mission Statement of the Performing Arts Major
“The mission of the performing arts major is to offer a liberal arts curriculum in music, theatre, and dance that will provide for each student the opportunity to fully develop his or her talents and abilities in the arts. This curriculum preserves tradition, welcomes innovation, and allows a flexible personalized course of study grounded in experiential learning. It is also designed to foster an understanding of the interdisciplinary connections among the three component disciplines of the major, and will prepare majors for further study in graduate school, or for entry level positions in the performing arts. The major provides study and practice in the areas of performance, history and literature, theory and criticism, and arts management. In addition, opportunities are provided to gain experience in marketing, pedagogy, and technology and design.”
The performing arts foster skills in communication; discipline and self-motivation; confidence and leadership ability; critical judgment, decision-making and problem-solving; independent thinking and collaborative work; the comprehension of symbols and abstraction; a larger world view and multicultural awareness; well-being and the healthy release of stress and emotion.
“To think critically, reason wisely” |
Critical judgment, decision-making and problem solving Comprehension of symbols and abstraction Independent thinking |
“ To act humanely” |
Larger worldview and multicultural awareness Communication Confidence and leadership ability |
“To cultivate meaningful lives” |
Discipline and self-motivation Confidence and leadership ability Well-being and the healthy release of stress and emotion |
“To appreciate complexity and difference” |
Larger worldview and multicultural awareness |
“To embrace new ways of knowing” |
Experiential learning Interdisciplinary connections Comprehension of symbols and abstraction Independent thinking |
“To be creative” |
Fully develop his or her talents and abilities in the arts Critical judgment, decision-making and problem solving |
“Sharing the privileges of education” |
Collaborative work |
PART Assessment 9/07 -- page 2
II. Music Concentration Assessment Plan
(Under separate cover)
PART Assessment 9/07 -- page 3
III. Theatre and Dance Concentration Assessment Plan
The mission of the theatre and dance concentration of the performing arts major is to support and provide resources for students as they engage with the entertainment industry—as performers, visionary creator-producers, designers and technicians, historians and critics, teachers, and audience members. The focus of the theatre and dance concentration is on the fullest possible individual growth within a collaborative artistic community. Theatre and dance students must be able to develop concepts, goals, and action plans for live performance events, understand the origins and significance of the works they see on stage or in which they perform, maintain high aesthetic standards and a strong work ethic, and function effectively in teams.
“Support students as unique individuals” |
Individual growth Strong work ethic Engage with the entertainment industry |
“Maintain an excellent faculty/intellectual development” |
|
“Develop students’ intellectual curiosity, analytical/critical, aesthetic awareness, creativity” |
Understand the origins and significance of the works they see on stage or in which they perform Performers, visionary creator-producers, designers and technicians, historians and critics Maintain high aesthetic standards |
“Rich community environment” |
Collaborative artistic community |
“Self-confident individuals/sound judgment/thoughtful decision-making” |
Develop concepts, goals, and action plans for live performance events Function effectively in teams |
Examine enduring and contemporary questions |
|
Locate/evaluate information |
|
Communicate reasoned points of view |
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Incorporate understanding of diversity |
|
Appreciate languages and cultures in global context |
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Scholarship and research about women |
|
Collaborative practices in classroom and community |
|
Principles, methods, and issues in a field |
|
PART Assessment 9/07 -- page 4
PROGRAM GOALS– THEATRE
PROGRAM GOAL: Critical Analysis
Learning
Objective |
Learning
Outcome |
Means
of Assessment |
Students will learn to critically analyze theatre
productions |
Students will demonstrate the ability to support their
opinion through careful observation |
Written critiques Faculty meetings about student progress |
Students will understand correct theatre criticism
language |
Students will use advanced theatre terminology in
critiques and discussion |
Written and oral critiques |
Students will understand appropriate audience/critic
behavior |
Students will balance observation with careful and
discreet note-taking during performances |
Observed attendance at productions |
PROGRAM GOAL: Acting Techniques
Learning
Objective |
Learning
Outcome |
Means
of Assessment |
Students will learn fundamental character movement |
Students will demonstrate a wide range of physicalities on
stage |
Faculty adjudication Rubric |
Students will develop vocal range |
Students will demonstrate a wide range of vocal choices on
stage |
Faculty adjudication Rubric |
Students will understand a wide range of acting styles |
Students will be able to perform in at least three
different styles of acting |
Faculty adjudication Rubric |
PART Assessment 9/07 -- page 5
PROGRAM GOAL: Script
Interpretation
Learning
Objective |
Learning
Outcome |
Means
of Assessment |
Students will be able to read plays in depth |
Students will glean important character and plot
information from reading a script |
Written character analysis |
Students will recognize historical context of plays |
Students will make appropriate directing and acting
choices that are historically relevant |
Written play analysis Faculty adjudication of scenes |
Students will be able to read plays for character
interpretation |
Students will make character choices based on information
given by the playwright |
Written character analysis Faculty adjudication of scenes |
PROGRAM GOAL: Production
Participation
Learning
Objective |
Learning
Outcome |
Means
of Assessment |
Students will experience live theatre as actors, directors
and crew members |
Students will be involved in every production |
Faculty adjudication Professional adjudication Midterm reports |
Students will gain knowledge of proper rehearsal behavior |
Students will attend and be prepared for every rehearsal
to which they are called |
Faculty/student progress meetings Sign-in sheets |
Students will understand the support elements and planning
necessary to produce a live theatre production |
Students will be involved with the planning and execution
of the production including pre-production meetings, rehearsals, technical
and dress rehearsals, performance and strike |
Faculty adjudication Professional adjudication Cast and crew formal feedback session Production book |
PART Assessment 9/07 -- page 6
PROGRAM GOAL: Historical Context
Learning
Objective |
Learning
Outcome |
Means
of Assessment |
Students will understand the major developments in the
history of western theatre |
Students will demonstrate knowledge of developments in
staging, acting, playwriting, and theatrical spaces, will identify them by
date, and will understand their similarities and differences |
Written exams and essays Rubrics |
Students will recognize the major plays of each period |
Students will be able to identify and differentiate
between plays of many eras |
Written essays In class presentations |
Examine enduring and contemporary questions |
|
Locate/evaluate information |
|
Communicate reasoned points of view |
|
Incorporate understanding of diversity |
|
Appreciate languages and cultures in global context |
|
Scholarship and research about women |
|
Collaborative practices in classroom and community |
|
Principles, methods, and issues in an academic field |
|
PART Assessment 9/07 -- page 7
SAMPLE RUBRICS -- THEATRE
Arts
Management |
1 |
2 |
3 |
Understanding
of the personnel of the theatre |
Identifies
and defines 0-3 positions |
Identifies
and defines 4-5 positions |
Identifies
and defines 6-8 positions |
|
|
|
|
Advertising
and Public Relations |
Writes
ineffective press release |
Writes
ineffective press release |
Writes
effective press release |
|
with
errors and poorly designs poster |
with
no errors and poorly designs |
and
carefully designs poster that |
|
that
does not relate to director's |
poster
that does not relate to |
relates
to part of director's statement |
|
statement |
director's
statement |
|
|
|
|
|
Team
Work |
Does
not attend team meetings or |
Sporadically
attends team meetings |
Regularly
attends team meetings |
|
turn
in their assigned section |
and
turns in some of their |
and
turns in all of their assigned |
|
|
assigned
section |
section |
|
|
|
|
Understanding
of contemporary economic |
Does
not turn in or discuss article |
Turns
in article with no discussion |
Turns
in article and leads discussion |
and
personnel issues of the theatre |
research |
|
|
PART Assessment 9/07 -- page 8
Acting |
1 |
2 |
3 |
4 |
Vocal
Work |
Does
not articulate or speak |
Speaks
at a proper volume |
Speaks
at a proper volume |
Speaks
at a proper volume |
|
at
an audible level |
but
has little to no articulation |
with
good articulation |
with
good articulation, |
|
|
|
|
levels,
and vocal variety |
|
|
|
|
|
Physical
Action |
Does
not learn blocking or |
Begins
to use correct |
Blocking
is accurate and |
Blocking
is accurate. |
|
attempt
physical |
blocking,
but uses little to |
character
is being realized |
Character
is being realized |
|
characterization |
no
physical characterization |
physically |
physically
with good variety |
|
|
|
|
|
Ensemble
Work |
Prefers
to work alone. Does |
Communicates
at a |
Regular
communication |
Frequently
communicates |
|
not
communicate with other |
necessary
level with others |
with
production members |
with
production members. |
|
actors
or crew members |
|
Connects
with actors |
Strong
stage connection |
|
|
|
on
stage |
|
|
|
|
|
|
Interpretation |
Little
or no attempt to |
Some
attempt to interpret |
Interprets
script. Often has |
Interprets
script. Strong, |
|
interpret
script |
script,
but still unsupported |
well
supported character |
well
supported character |
|
|
|
choices |
choices |
|
|
|
|
|
|
|
|
|
|
PART Assessment 9/07 -- page 9
Acting |
1 |
2 |
3 |
4 |
Vocal
Work |
Does
not articulate or speak |
Speaks
at a proper volume |
Speaks
at a proper volume |
Speaks
at a proper volume |
|
at
an audible level |
but
has little to no articulation |
with
good articulation |
with
good articulation, |
|
|
|
|
levels,
and vocal variety |
|
|
|
|
|
Physical
Action |
Does
not learn blocking or |
Begins
to use correct |
Blocking
is accurate and |
Blocking
is accurate. |
|
attempt
physical |
blocking,
but uses little to |
character
is being realized |
Character
is being realized |
|
characterization |
no
physical characterization |
physically |
physically
with good variety |
|
|
|
|
|
Ensemble
Work |
Prefers
to work alone. Does |
Communicates
at a |
Regular
communication |
Frequently
communicates |
|
not
communicate with other |
necessary
level with others |
with
production members |
with
production members. |
|
actors
or crew members |
|
Connects
with actors |
Strong
stage connection |
|
|
|
on
stage |
|
|
|
|
|
|
Interpretation |
Little
or no attempt to |
Some
attempt to interpret |
Interprets
script. Often has |
Interprets
script. Strong, |
|
interpret
script |
script,
but still unsupported |
well
supported character |
well
supported character |
|
|
|
choices |
choices |
|
|
|
|
|
PART Assessment 9/07 -- page 10
Theatre
History |
1 |
2 |
3 |
4 |
Identifies
Major Periods |
Can
identify 3 or less major |
Can
identify 4 major "-isms" |
Can
identify 5 major "-isms" |
Can identify 5 or
more major |
|
"-isms" |
|
|
"-isms"
and their influences |
|
|
|
|
|
Historical
Acting |
Can
identify 3 or less styles |
Can
identify 4 styles of |
Can
identify 5 styles of acting |
Can identify 5 or
more styles |
|
of
acting |
acting |
|
of acting and trace
the |
|
|
|
|
development of
style |
|
|
|
|
|
Theatrical
Spaces |
Can
identify 3 or less types of |
Can
identify 4 types of |
Can
identify 5 types of |
Can identify 5 or
more types |
|
theatrical
spaces |
theatrical
spaces |
theatrical
spaces |
of theatrical
spaces and |
|
|
|
|
trace the
development of |
|
|
|
|
space |
|
|
|
|
|
Plays
and Playwrights |
Can
match 3 or less plays and |
Can
match 4 plays and |
Can
match 5 plays and |
Can match 6 or more
plays |
|
playwrights
with the correct |
playwrights
with the correct |
playwrights
with the correct |
and playwrights
with the |
|
time
period |
time
period |
time
period |
correct time period |
|
|
|
|
|
PART Assessment 9/07 -- page 11
PROGRAM GOALS– DANCE
PROGRAM GOAL: Students
will appreciate and participate in the physical discipline of dance (technique)
Learning objective Learning outcome Means of assessment
Students will hone their technical skills in a variety of
dance techniques or styles |
Students will demonstrate increased strength, flexibility,
agility, spatial awareness, expressive range |
Movement evaluation (exam) |
Students will appreciate both virtuosity and diversity in
dancing |
Students will discern and articulate specific differences
in dancers’ styles and capabilities |
Attend performances Reflective discussion or paper In-class observation of other student dancers |
Learning Objective Learning Outcome Means of Assessment
Students will experience live dance as performers, choreographers, and crew members |
Students will participate in faculty, guest artist, and senior thesis productions |
Faculty adjudication Midterm reports Cast and crew formal feedback session |
Students will gain knowledge of proper rehearsal behavior |
Students will attend promptly and be prepared for every rehearsal to which they are called |
Meetings with faculty Sign-in sheets Midterm reports |
Students will gain experiential knowledge of choreographic process and the development of original work |
Students will perform faculty, guest artist, and student choreography with correct technical elements and understanding of artistic intent |
Faculty adjudication Midterm reports Cast and crew formal feedback session |
Students will understand the support elements and planning necessary to produce a live theatre event |
Students will be involved with the planning and execution of the production, including pre-production meetings, rehearsals, technical and dress rehearsals, performance, and strike |
Faculty adjudication Midterm reports Cast and crew formal feedback session Production book |
PART Assessment 9/07 -- page 12
PROGRAM GOAL: Students
will understand and appreciate the art of making dances (choreography)
Learning objective Learning outcome Means of assessment
Students will study and utilize traditional and
non-traditional compositional forms |
Students will create and perform original dance works that
demonstrate an understanding of craftsmanship |
Adjudicated performance of student choreography |
Students will develop aesthetic judgment and a personal
creative voice |
Students will create and perform original dance works that
demonstrate aesthetic judgment and originality |
Adjudicated performance of student choreography |
Students will understand the support elements and planning
necessary to produce a live dance concert |
Students will develop concept statement, production
calendar, rehearsal plans, marketing campaign and present a public
performance |
Faculty adjudication of live performance Cast and crew formal feedback session Production book |
|
|
|
Learning Objective Learning Outcome Means of Assessment
Students will recognize and articulate the major historical developments in Western theatrical dance |
Students will identify characteristics of dance styles, performance spaces, and role of the choreographer from Renaissance through 21st century |
Analytical essays In-class presentations Written exams Rubrics |
Students will recognize and articulate cross-cultural differences in dance |
Students will identify elements of time, space, energy and the role of dance in non-Western societies |
Analytical essays In-class presentations Written exams Rubrics |
Students will distinguish among choreographic styles and intentions of contemporary choreographers |
Students will analyze elements of time, space, energy and compositional structure in 20th and 21st century dance |
Analytical essays In-class presentations Written exams Rubrics |
PART Assessment 9/07 -- page 13
Examine enduring and contemporary questions |
|
Locate/evaluate information |
|
Communicate reasoned points of view |
|
Incorporate understanding of diversity |
|
Appreciate languages and cultures in global context |
|
Scholarship and research about women |
|
Collaborative practices in classroom and community |
|
Principles, methods, and issues in an academic field |
|
PART Assessment 9/07 -- page 14
SAMPLE RUBRICS -- DANCE
Strength, balance, coordination |
Level 1: Limited integration of the elements of strength, balance, coordination |
Level 2: Adequate integration of the elements of strength, balance, coordination |
Level 3: Good but inconsistent integration of the elements of strength, balance, coordination |
Level 4: Excellent and consistent integration of the elements of strength, balance, coordination |
Line, shape, spatial awareness |
Level 1: Limited awareness of spatial elements and relationship to environment |
Level 2: Adequate awareness of spatial elements and relationship to environment |
Level 1: Good but inconsistent awareness of spatial elements and relationship to environment |
Level 1: Excellent and consistent awareness of spatial elements and relationship to environment |
Rhythmic accuracy and musicality in phrasing |
Level 1: Rhythmic accuracy and musicality are unclear |
Level 2: Adequate rhythmic accuracy and musicality |
Level 3: Rhythmic accuracy and musicality are good but inconsistent |
Level 4: Rhythmic accuracy and musicality are Exceptionally clear and consistent |
Awareness of choreographic style |
Level 1: Student can vaguely identify the style of one choreographer |
Level 2: Student can identify the style of one or two choreographers |
Level 3: Student can identify with some detail the style of two or more choreographers |
Level 4: Student can identify with significant detail the style of three or more choreographers |
Discipline and self-motivation |
Level 1: Student has over 4 absences and demonstrates little motivation in class |
Level 2: Student has three absences and demonstrates inconsistent motivation in class |
Level 3: Student has few absences and demonstrates good motivation and discipline |
Level 4: Student has no absences and demonstrates exceptional motivation and discipline |
PART Assessment 9/07 -- page 15
Overall impression |
Level 1: Student gives a limited performance. Stage presence and connection with audience and other performers is limited. |
Level 2: Student gives an adequate performance. Connection with audience and other performers is sometimes evident. |
Level 3: Student gives a good performance. Connection with audience and other performers is mostly evident. |
Level 4: Student gives an exceptionally focused and nuanced performance with excellent stage presence. Connection with audience and other performers is always evident. |
Technical skills |
Level 1: Limited integration of technical skills. Limited awareness of shape, line, and performance space, rhythmic accuracy |
Level 2: Adequate but inconsistent integration of technical skills. Adequate awareness of shape, line, and performance space, rhythmic accuracy |
Level 3: Good and mostly consistent integration of technical skills. Good awareness of shape, line, and performance space, rhythmic accuracy |
Level 4: Exceptional and consistent integration of technical skills. Consistent awareness of shape, line, and performance space, rhythmic accuracy |
Interpretive ability |
Level 1: Student demonstrates limited individual understanding or interpretation of choreographer’s intent |
Level 2: Student demonstrates adequate individual understanding and interpretation of choreographer’s intent |
Level 3: Student demonstrates good individual understanding and interpretation of choreographer’s intent |
Level 4: Student demonstrates exceptional individual understanding and nuanced interpretation of choreographer’s intent |
PART Assessment 9/07 -- page 16
Choreography
Craftsmanship |
Level 1: Student shows limited ability to generate and organize movement material to realize a choreographic intent. Choreography demonstrates little unity or variety. |
Level 2: Student shows adequate ability to generate and organize movement material to realize a choreographic intent. Choreography demonstrates some degree of unity and variety. |
Level 3: Student shows good ability to generate and organize movement material to realize a choreographic intent. Choreography demonstrates both unity and variety. |
Level 4: Student shows exceptional ability to generate and organize movement material to realize a choreographic intent. Choreography is both varied and well unified. |
Originality/invention |
Level 1: Student’s work shows limited compositional thinking, with little intention, or evidence of exploration. |
Level 2: Student’s work shows adequate compositional thinking, with some sense of intent, breadth and depth |
Level 3: Student’s work shows good compositional thinking, with clear intent and breadth and depth of exploration |
Level 4: Student’s work shows sophisticated compositional thinking, with fully realized intention and breadth and depth of exploration |
Verbal Analysis |
Level 1: Student’s verbal statements contain limited analysis and synthesis in relation to choreographic process |
Level 2: Student’s verbal statements contain adequate analysis and synthesis. Some significant points are made. |
Level 3: Student’s verbal statements contain good analysis and synthesis. Several significant points are made. |
Level 4: Student’s verbal statements contain sophisticated and detailed analysis and synthesis in relation to the choreographic process |
Peer criticism |
Level 1: Student participation in peer critiques is limited. Observations are unfocused and show limited awareness of criteria |
Level 2: Student participation in peer critiques is adequate. Observations show some understanding of criteria |
Level 3: Student participation in peer critiques is good. Observations are focused and show good understanding of criteria |
Level 4: Student participation in peer critiques excellent. Observations are focused and articulate and show sophisticated understanding of criteria |
PART Assessment 9/07 -- page 17
Assessment data will be catalogued and discussed at regular meetings of faculty in the music and theatre and dance concentrations, in order to address strengths and weaknesses in student performance , program goals, course materials, and assessment rubrics.