ASSESSMENT PLAN

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.

 

Relationship to Wells College Mission Statement

 

“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

 

Mission Statement of the Theatre and Dance Concentration

 

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.

 

Relationship to the Five Institutional Goals of Wells College

 

“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

 

 

Relationship to Wells College Academic Program Goals

 

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 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

 

 

 

Relationship to Wells College Academic Program Goals

 

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

 

 

PROGRAM GOAL: Production Participation

 

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

 

 

 

 

 

PROGRAM GOAL: Historical Context

 

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

 

Relationship to Wells College Academic Program Goals

 

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

 

Dance Technique

 

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

 

Dance Performance

 

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

 

Utilization/Application of Assessment Data

 

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.