PERFORMING ARTS MAJOR

Submitted January 15, 2010

ANNUAL ASSESSMENT REPORT

PERFORMING ARTS MAJOR

I. EXECUTIVE SUMMARY

Theatre faculty have made significant progress in evaluating and re-designing rubrics for class

projects. Dance faculty have made less progress in this area but have embedded assessment

language in all current course syllabi. In theatre and dance courses overall the emphasis has been

on developing self-assessment tools to further engage students in the evaluation process.

Revised guidelines for the Senior Capstone Experience have, we believe, resulted in far more

coherent and successful performance projects for the four seniors in the theatre and dance

concentration that produced thesis work in the fall 2009 semester. The theatre and dance faculty

are now engaged in a complete overhaul of the one-credit senior seminar (scheduled for Spring

2010), with a strong focus on career planning, conceptual writing and vocabulary.

New assessment tools in the theatre and dance concentration include a rubric for the broad

assessment of student skills across all areas of the major, as well as a rubric for "post-mortem"

evaluations of our production process, to increase the effectiveness of those discussions and to

provide an archive.

The music faculty are evaluating the effectiveness of the current configuration of three vocal

ensembles. They have also addressed technical problems with recording equipment, which have

hindered the assessment process in the music program, and have made plans to purchase new

equipment as soon as possible.

This year the department plans to revise the catalogue statement for the performing arts major to

bring that paragraph in line with the current mission statement in the assessment plan. Some

individual course descriptions also need to be rewritten to reflect current practice and changes

that have resulted from the assessment process. The process of incorporating new courses in

theatrical design into the students’ four-year plan is partially completed. Major requirements in

the theatre and dance and music concentrations and the music minor, as well as the content of

courses in music theory and history and literature, will be carefully reviewed this year.

II. SUMMARY OF ANNUAL MEETING

Performing Arts Meeting:

Meeting Time:

Tuesday, December 4, 2009 12:30pm and Thursday, December 10, 2009 at 12noon

Present:

Department Chair: Siouxsie Grady

Music Faculty: Crawford Thoburn, Russell Posegate (12/04 only), Laura Campbell

(12/10 only)

Dance Faculty: Jeanne Goddard

Theatre Faculty: Roberta Kolpakas (12/04 only)

Topics Discussed:

o Professor Grady presented overview of assessment process and procedure.

o Audience development

o Cultural activities for students

o List serve

o Questionnaire for assessment

o Sense of community

o Tying in goals of individual syllabi

o Rubrics linked to learning goals and that function practically in the classroom vs. the theoretical construct

o Mission statement

o Etiquette and learning

o Professional behavior

o Grading of Ensembles

o Catalogue

o Descriptions of courses

o Number and type of courses

Meeting ended: 1:30pm on December 4^th, 12:45pm on December 10^th

Theatre and Dance Meeting:

Meeting Time: Tuesday, December 1, 12:30pm

Present:

Acting/Directing Faculty: Siouxsie Grady

Dance/Choreography Faculty: Jeanne Goddard

Production/Design Faculty: Roberta Kolpakas

Technical Director: Joe DeForest

Topics Discussed:

o Reviewed assessment guidelines for clarity

o Looked at last year’s goals and detailed plan of action

o “Post mortem” techniques and criteria

o Discussion of student contracts

o Usefulness?

o Majors only?

o Attachment to syllabus?

o Consequences?

o Suggestion to table mandatory contracts, but add contracts to course materials in relevant courses

o Success criteria

o Need to add rubrics

o Add project breakdowns

o Multiple methods of evaluation

Plan of Action:

o Individual Student Assessments

o Continue to collect data

o Develop an action plan based on data

o Guide for post mortem

o Look at concentration/major requirements

o Continue to develop individual rubrics

o Restructure Senior Seminar to be project/portfolio/career oriented

o Structure Junior and Senior book requirements

o Include more writing assignments in syllabi

Meeting Ended: 1:30 pm

Music Meeting:

Meeting Time: Thursday, December 10, 2009 at 10:30am

Present: Laura Campbell, Crawford Thoburn

Participating via email: Russell Posegate. Victor Penniman

Topics Discussed:

- In general, the music faculty is pleased with the assessment procedures currently in use

- Reviewed Assessment Guidelines

- Reviewed last year’s goals and plan of action

- Evaluated performance this year relative to the above

- Student self-assessment was accomplished orally rather than in written form, both individually, and in ensembles

Plan of action:

- Continue to collect data from Individual Student Evaluations

- Analyze student performance based on grades from Fall Semester

- Discuss requirements for the music concentration – especially courses in theory and history & literature

- Discuss content of courses in music history & literature

- Discuss requirements for the music minor

- Schedule meetings of the music faculty in February to discuss and implement ideas in the light of the above items.

Meeting ended: 11:15am

III. Group Plan

Detailed Plan of Action

v Audience Development / Community Integration

Ø Create a list serve to better inform interested students and faculty about performance events and opportunities

Ø Develop and implement an event questionnaire for students to gauge effectiveness of various communication methods such as posters, facebook, list serve

Ø Explore technical and financial requirements to create and maintain an effective website

v Mission Statement

Ø Collect Performing Arts and Theatre and Dance mission statements from different publications and evaluate based on department goals and the Wells College Mission Statement

Ø Create and distribute to appropriate departments and publications the new mission statement

v Concentration and Individual Courses

Ø Re-evaluate major structure as listed in the Course Catalogue 2009-10 for continuity

Ø Analyze data from individual student assessment to judge goals that are not being adequately met through overall major course work

Ø Evaluate individual courses to address results of individual student assessment data and align with department goals

Ø Continue to develop projects to introduce and reinforce professional attitude, standards, and etiquette

Ø Continue to develop individual project guidelines that include clear expectations and evaluation rubrics

v 4 Year Arc

Ø Continue to develop model of 4-year arc in Theatre and Dance and Music Concentrations based on individual student evaluation data and authentic assessment data

Ø Continue to refine Senior Capstone document for inclusiveness, coherency, and continuity

IV. Updated Assessment Plan

The following is the 2009 Assessment Plan, section III, “annotated, indicating the work (they) accomplished in the previous year.” (As per Assessment Guidelines).

Detailed Plan of Action- 2009

1. Expectations and assessment for 4-year arc – Planned Implementation: Fall 2009

a. Revise Theatre and Dance Senior Capstone Project to reflect department goals- The theatre and dance faculty are continuing to work on the Capstone Project guidelines with a goal of February for completion.

b. Develop realistic expectations for Freshmen, Sophomore, and Junior Majors based on Senior Capstone Expectations- The theatre and dance faculty are continuing to work on the Capstone Project guidelines with a goal of February for completion.

c. Develop means for faculty assessment, student/faculty evaluations, and student self-assessment based on the 4-year arc- The theatre and dance faculty are now using a rubric to evaluate students in a 4-year arc. This fall we had every junior and senior fill out the rubric on their own. The faculty then sat down with each student individually and went over their rubric, discussing strengths and weaknesses. This spring, we will administer the rubric to declared sophomores, and again to juniors and seniors at the end of the semester to evaluate their progress.

2. Business of the Performing Arts – Improvements Ongoing

a. Evaluate individual syllabi for opportunities to bridge the gap between undergraduate studies and career- In the PART 100 and PART 201 courses, we have included career options and research in our syllabi.

b. Develop means, with student input, for students to learn to self-assess progress in both small and large projects, private instruction and ensemble- We have developed a rubric for “post-mortem” discussion sessions following performances. Dance faculty developed and administered self-assessment rubric for modern dance technique.

c. Develop, with student input, assessment criteria and method to determine impact of visiting artists and guest lecturers on students’ career expectations to focus departmental resources- A survey will be administered this spring that will help assess visiting artists and lecturers. Dance faculty developed and administered a rubric for response to assessment of guest artist workshops.

d. Revise Theatre and Dance Senior Capstone Project to reflect realistic career work and expectations- The theatre and dance faculty are continuing to work on the Capstone Project guidelines with a goal of February for completion.

3. Re-evaluate individual courses – Planned Implementation: Fall 2009

a. Align syllabi and course assessment with department goals- In progress.

b. Re-evaluate Theatre and Dance concentration requirements to align with department goals and to include production/design- In progress.

c. Re-evaluate syllabi to focus assessment on process and communication and create inclusive atmosphere for artistic growth and development- In progress.

d. Develop student self-evaluation method for each course that include substantial goals such as leadership and collaboration- Rubrics attached.

e. Develop student/faculty contract for each course to reinforce career etiquette and provide clear expectations and consequences. Modeled on performing arts employment contracts and Wells Honor Code “contract.- The faculty are still in discussion about the reality of such contracts. This goal has been tabled until further discussion.

The following is from section IV of the 2009 plan, with annotations.

Acting Technique Courses- These include THEA 128, 200, 278, 280, 330, 331, 332, 333, 349 and 350

Goal	Objective	Outcome	Assessment Method	Assessment Tool	Success Criteria	Data Location
1/2	Students will learn warm-up exercises	Students will demonstrate use of effective warm-ups at the beginning of classes and rehearsals	Presentations of research on warm-up methods	Observed practice In-class discussions	Students warm up: 75% every time 25% most times	Faculty Files
1/2	Students will learn fundamental character movement	Students will demonstrate a wide range of physicalities on stage	Scene work Character Movement Exercise	In-class critique Locally Developed Rubrics	Students average scenes and exercise: 100% C or above 75% B or above 25% A or above	Faculty Files
1/2	Students will develop vocal range	Students will demonstrate a wide range of vocal choices on stage	Scene work Vocal Technique Exercise	In-class discussion Locally Developed Rubrics	Students average scenes and exercise: 100% C or above 75% B or above 25% A or above	Faculty Files
1,2 3,4	Students will understand a wide range of acting styles	Students will be able to perform in at least three different styles of acting	Scene work Style Research	In-class discussion Locally developed rubrics	Students average scenes and exercise: 100% C or above 75% B or above 25% A or above	Faculty Files
2/3/4/7	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 Scene Work	Analysis Locally Developed Rubric	Students average projects: 100% C or above 75% B or above 50% A or above	Faculty Files

Arts Management Courses- These include PART 201 and THEA 355

Goal	Objective	Outcome	Assessment Method	Assessment Tool	Success Criteria	Data Location
2/6	Students will learn the various management positions in professional theatre and dance companies	Students will be able to identify at least 6 major positions in arts organizations and hold at least 2 positions during the semester for the TD Dept.	Job Research Paper Participation in TD Season	Locally Developed Rubrics	Students average projects: 100% C or above 75% B or above 50% A or above	Faculty Files
2,4 5,6	Students will learn marketing and PR strategies	Students will conduct an effective marketing campaign	Marketing for department productions	In-class discussions Locally Developed Rubrics	Students average projects: 100% C or above 75% B or above 50% A or above	Faculty Files
2,4,5	Students will learn front of house positions	Students will demonstrate organized front of house staffing	Department Productions	Faculty Adjudication	100% participation	Faculty Files

History Courses- THEA 315

Goal	Objective	Outcome	Assessment Method	Assessment Tool	Success Criteria	Data Location
2/3	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	Exams In class presentations	Written exams and essays Locally developed improvement rubrics	Students average exams and presentations: 100% C or above 75% B or above 25% A or above	Faculty Files
2/3	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	Written exams and essays	Students average exams and presentations: 100% C or above 75% B or above 25% A or above	Faculty Files

PART 220 – Costume Design

Goal	Objective	Outcome	Assessment Method	Assessment Tool	Success Criteria	Data Location
1	Students will learn to use sewing tools	Students will demonstrate use of tools through garment construction projects	Apron Project Shirt Pattern Project Draping Project Alteration Project Plaza Suite Project Final Project	Locally Developed Rubrics	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
2/4	Students will learn to conduct, organized and present research based on project outline	Students will present cohesive visual research, supplemented by dramaturgical research	Flower design project Plaza Suite Project Final Project	In-class discussions Locally Developed Rubrics	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
3/4	Students will learn to conduct dramaturgical research based on script	Students will demonstrate ability to conduct, organize, and review research in Production Book	Plaza Suite Project Final Project	In-class discussion Locally Developed Rubrics	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
2	Students will learn to analyze script for research topics and specific costume needs	Students will demonstrate ability to create written script analysis and conclude logical research topics	Plaza Suite Project Final Project	In-class discussion Locally developed rubrics	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
3/4	Students will learn the historical and cultural context for fashion and costume	Students will demonstrate knowledge of historical and cultural context	Fashion History Test Plaza Suite Project Final Project	Comprehensive test Locally developed rubrics	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
5/8	Students will learn the procedure and etiquette for theatrical productions	Students will demonstrate ability to use design methods, collaborate, and continually assess design to completion	Final Project	Locally developed rubrics	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files

PART 285 – Principles of Design

Goal	Objective	Outcome	Assessment Method	Assessment Tool	Success Criteria	Data Location
1	Students will learn to drawing, painting, collage, and models to communicate design ideas	Students will demonstrate continued improvement and awareness of artistic voice	Still-life project Visual Imagination/reality project Figure drawing project Color basics project Watercolor project	In-class discussion and feedback Locally developed improvement rubrics	100% of students show improvement over through the course	Roberta Kolpakas Files
2	Students will learn to analyze script for research topics and thematic trends	Students will demonstrate ability to create written script analysis and conclude logical research topics and thematic trends	Agnes of God Project Midsummer Nights Dream Project	In-class discussions Locally Developed Rubrics	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
3/4	Students will learn to conduct dramaturgical research based on script	Students will demonstrate ability to conduct, organize, and review research in Production Book	Agnes of God Project Midsummer Nights Dream Project	In-class discussion Locally Developed Rubrics	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
3	Students will learn to conduct, visually organize, present visual research	Students will demonstrate ability to find thematically relevant images, create and present research board	Agnes of God Project Midsummer Nights Dream Project	In-class discussion Locally developed rubrics	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
3/4	Students will learn the historical and cultural context as it can emphasis thematic elements within a play	Students will demonstrate ability to explore different cultural and historical periods for play	Agnes of God Project Midsummer Nights Dream Project	In-class discussion Locally developed rubrics	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
6/8	Students will learn to develop cohesive and specific resumes, cover letters, and sample pages	Students will demonstrate ability to create succinct and interesting business paperwork	Business of Theatre project	In-class discussion Locally developed rubrics	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files

PART 225/325 Production Practical

Goal	Objective	Outcome	Assessment Method	Assessment Tool	Success Criteria	Data Location
1	Students will learn to use area specific tools and equipment in lighting, costumes, and shop	Students will demonstrate use of tools show construction	Experimental 1 Mainstage 1 Second Stage	Faculty/student evaluation meeting Locally developed rubric	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
4/5/8	Students will learn collaborative script analysis methods and etiquette	Students will develop collaborative skills	Experimental 1 Mainstage 1 Second Stage	Faculty/student evaluation meeting Locally developed rubric	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
2/3/ 5/8	Students will learn research and research presentation in collaborative setting	Students will demonstrate ability to conduct, organize, and review research in production meetings and production book	Experimental 1 Mainstage 1 Second Stage	Faculty/student evaluation meeting Locally developed rubric	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
5/8	Students will learn the procedure and etiquette for theatrical productions	Students will demonstrate ability to use design methods, collaborate, and continually assess design to completion	Experimental 1 Mainstage 1 Second Stage	Faculty/student evaluation meeting Locally developed rubric	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
6/8	Students will develop collaborative and leadership skills	Students will demonstrate ability to work independently, to develop reasonable action plans and implement plans	Experimental 1 Mainstage 1 Second Stage	Faculty/student evaluation meeting Locally developed rubric	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
6	Students will develop collegiate theatrical credits and portfolio materials	Students will work towards professional career through Wells productions	Experimental 1 Mainstage 1 Second Stage	Faculty/student evaluation meeting Locally developed rubric	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files

UPDATED ASSESSMENT PLAN- 2010

Updated Goals:

1. Techniques and Skills

2. Research / Presentation

3. Historical / Multicultural / Multidisciplinary Context

4. Critical Analysis

5. Production Participation

6. Post-Graduation Planning and Professional Development

7. Aesthetic Judgment

8. Discipline and Personal Values

THEA320- Minority Women Playwrights

Goal	Objective	Outcome	Assessment Method	Assessment Tool	Success Criteria	Data Location
2, 7, 8	Students will read plays from a variety of women playwrights of diverse ethnic, social and class backgrounds	Students will knowledgeably participate in discussion about the plays and the techniques of playwriting	Written questions for discussion	In class discussion	Students’ participation in discussion: 100%- Turn in questions each week 75%- speak in every class 50%- speak in at least every other class	Faculty Files
2,3,4, 7	Students will learn how to critically analyze a play and playwright	Students will use multiple sources and classroom discussion to write an in-depth paper about one playwright and her body of work	Mid-term paper	Locally developed rubric covering first draft and final product.	Students’ grade on paper: 100% C or above 75% B or above 50% A or above	Faculty Files
2,3,4, 7	Students will address issues of diversity in the context of plays and playwrights	Students will have increased knowledge of diversity challenges in the theatre world	Comprehensive paper	In class discussion Locally developed rubric addressing final paper	Students’ grade on paper: 100% C or above 75% B or above 50% A or above	Faculty Files

The following are for all design courses- Scenic Design, Lighting Design and Costume Design, as well as the Stagecraft and Production Practical courses.

Design Process

Goals	Objective	Outcome	Assessment Methods	Assessment Tool	Success Criteria	Data Location
4/7	Students will learn to critically analyze theatrical scripts	Students will demonstrate the ability to identify multiple themes justified through the content of the script	· In-class discussions · Written assignments · Individual production books	Locally developed rubrics Individual student evaluations	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
2/3/4/7/8	Students will learn to conduct and organize research	Students will demonstrate the ability to collect broad, multi-disciplinary research from multiple sources and media types, logically organized and cited, and justified to analysis	· Homework assignments · Part of multi-step projects · Individual production books	Locally developed rubrics Individual student evaluations	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
3/5/6/8	Students will learn to present research in academic and collaborative settings	Students will demonstrate the ability to use research and concept to create a visual presentation detailing the broad aesthetic choices and specific details for given production	· In-class presentation · Part of multi-step projects · Individual production books · School-wide presentation	Locally developed rubrics Individual student evaluations Peer-review	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
2/3/4	Students will learn to draw specific conceptual conclusion from research and analysis process	Students will demonstrate ability to write a clear and concise concept statement based on play analysis, research, and personal reaction to script	· Written assignment · Individual production book	Locally developed rubrics Individual student evaluations	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
1/5/6/8	Students will learn to work in a collaborative group environment	Students will demonstrate the ability to work in and out of class with a group toward specific goals while maintaining individual work	· Group projects · Department productions	Locally developed rubrics Individual student evaluations	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
1/4/6	Students will learn to use changes in budget, materials, and labor as a creative challenge rather than a hindrance	Students will demonstrate the ability to adapt design specifics while retaining aesthetic quality and concept due to unexpected occurrences and changes	· In-class discussions · Journal assignments · Multi-step projects with professor changes amid	Locally developed rubrics Individual student evaluations	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files

Design Skills

Goals	Objective	Outcome	Assessment Methods	Assessment Tool	Success Criteria	Data Location
1/3/4/7	Students will learn to objectively analyze aesthetic values within context of production	Students will demonstrate the ability to given written and spoken critiques of their own design work and the designs of others as a complete vision	· In-class discussions · Written assignments · Journal assignments	Locally developed rubrics Individual student evaluations	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
1/2/5	Students will learn to communicate design through manual and CADD drafting	Students will demonstrate the ability to use tools to create aesthetically appropriate and technically correct draftings	· In-class assignments · Part of multi-step design projects · Individual production book	Locally developed rubrics Individual student evaluations	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
1/2/5	Students will learn to use various media to communicate visual aspects of design through renderings	Students will demonstrate ability to use preferred media to create aesthetically appropriate and presentational renderings	· In-class assignments · Part of multi-step design projects · Individual production book	Locally developed rubrics Individual student evaluations	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
1/5/6	Students will learn to use make, keep, and reevaluate a budget	Students will demonstrate the ability to find and use catalogues, the internet, computer programs, and common sense to make and continually reassess a budget	· In-class assignments · Part of multi-step design · Department productions · Individual production book	Locally developed rubrics Individual student evaluations	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
1/2/6/8	Student will learn to create the basic tools necessary for a theatre career	Students will demonstrate the ability to create cover letters, resume, business cards, and portfolio that are cohesive and individualized	· In-class assignments · Senior seminar assignments · Internship preparation	Locally developed rubrics Individual student evaluations	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
1/4/5/8	Students will learn problem solving techniques	Students will demonstrate the ability to use prioritization, creative solutions, and brainstorming to deal with unexpected challenges	· In-class discussions and assignments · Individual student assessment · Journal assignments	Locally developed rubrics Individual student evaluations	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files

Production Skills

Goals	Objective	Outcome	Assessment Methods	Assessment Tool	Success Criteria	Data Location
1/2/4	Students will learn how to safely use all the tools and equipment within Phipps theatre	Students will demonstrate their ability to recognize the vocabulary and safety protocols for using lighting, sound, carpentry, sewing, and rigging tools	· Exams · In-class projects · Department production work	Locally developed rubrics Individual student evaluations	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
1/3/5/6/8	Students will learn the theatrical chain of command and production etiquette	Students will demonstrate their recognition of the hierarchy of production positions and their ability to follow protocol during the pre-, tech- , post- and production periods	· Exams · In-class projects · Department production work · Production Journal	Locally developed rubrics Individual student evaluations	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
1/2/4/5/6/8	Students will learn leadership skills	Students will demonstrate their ability to delegate and motivate other students in peer and subordinate positions	· Group projects · Department production work · Production Journal	Locally developed rubrics Individual student evaluations	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files
1/2/4/5/6	Students will learn to keep accurate records of their work	Students will demonstrate their ability to archive and organize research, rough work, meeting notes, finished work, journals, production photographs, and bibliographic records	· Multi-step projects · Department production work · Individual production book	Locally developed rubrics Individual student evaluations	Students average projects: 100% C or above 75% B or above 50% A or above	Roberta Kolpakas Files

V. SUMMARY OF GROUP DATA

The Performing Arts major currently collects the assessment data listed below. Data for Dance Technique, Choreography, Movement Analysis, Dance History and some PART Topics courses and tutorials is stored in the dance faculty office files. Data for Performance/Production is stored in both the dance faculty office and the theatre faculty office. Data for Acting/Directing, Theatre History/Theory, Management, Intro to PART and Capstone Experience is stored in theatre faculty office. Data for Music is stored in the music faculty offices.

Music:

Academic Courses (music history and theory)

Student performance in course, based on written and oral exercises graded by the faculty.- GOALS 1, 2, 3, 4, 6

Performance Courses (solo and ensemble)

Faculty critique of public student musical solo and ensemble performances which have been recorded.- GOALS 1-6

Dance:

Dance Technique

Rubrics assessing postural alignment, strength and flexibility, and basic movement skills (GOAL 1)

Rubrics assessing musicality, dynamics, communication, other performance qualities (GOALS 1, 7)

Rubrics assessing discipline, health, personal responsibility (GOALS 6, 8)

Written reflections on performance attendance, guest workshops, and other aesthetic experiences (GOALS 3, 4, 7)

Written exams addressing knowledge of dance terminology (GOALS 1, 3, 4)

Self-assessment rubrics (GOALS 1, 4, 6, 7, 8)

Choreography

Rubrics assessing compositional skills (GOALS 1, 3, 7)

Written reflections on creative process, personal voice, and aesthetic value (GOALS

1, 3, 4, 6, 7)

Movement Analysis

Rubrics assessing movement skill and accuracy in LMA theory (GOALS 1, 4)

Results of sight-reading dance notation (GOAL 1, 4)

Written dance notation assignments (GOALS 1, 2, 4, 7)

Written analysis of observed movement behavior (GOALS 2, 4, 7)

Oral exam on elements of LMA theory (GOAL 2, 4)

Theatre:

Acting/Directing Technique

Rubrics assessing vocal, movement, interpretation, ensemble and performance quality- GOAL 1, 5, 7

Written reflections on plays read and seen- GOALS 2,3,4,7

Oral and written feedback during rehearsal process- GOALS 1, 5

Analysis of public performance- GOALS 1, 5, 6

Audition preparation and oral feedback- GOALS 6, 8

History/Theory

Rubrics assessing research and presentation- GOAL 2

Written exams on history/theory- GOALS 2, 3

Written research papers- GOALS 2, 3, 4

Management

Rubrics assessing personnel issues, advertising and public relations, economics, and ensemble work- GOAL 2

Written work including final portfolio of created company (mission, goals, budget, season, public relations, fundraising, etc.)- GOALS 1, 2, 3, 4, 6

Faculty assessment of participation in the management of the Theatre/Dance front of house- GOALS 5, 6

PART:

Performance/Production
Transcribed post-performance feedback sessions (post-mortems) involving directors, designers, cast, and support staff- GOALS 4, 5, 6, 7, 8

Outside adjudication for theatre performances by professional adjudicators from the Theatre Association of New York State (TANYS)- GOALS 4, 5, 6, 7

Major

Self assessment in theatre and dance concentration in rubric form- GOALS 4, 6

Individualized assessment sessions with theatre/dance faculty- GOALS 4, 6

Capstone Experience (PART 401 Thesis Project, PART 402 Senior Seminar, Thesis Scholarship Presentation, comprehensive exam)
Post-mortem feedback session as appropriate for thesis project- GOALS 2, 4, 5, 6, 7
Oral thesis defense with theatre and dance faculty and staff, for thesis project and scholarship presentation- GOALS 1, 2, 3, 4, 5, 6, 7, 8
Faculty evaluation of written thesis support materials- GOALS 1, 2, 3, 4, 5, 6, 7, 8
Rubrics assessing oral report and thesis reflection in senior seminar- GOALS 1, 2, 3, 4, 5, 6, 7, 8
Faculty evaluation of written comprehensive essays- GOALS 2, 3, 4, 7

Public presentation of thesis research- GOALS 1, 2, 3, 4, 6, 7, 8

Summary of Data Analysis

Music (Professor Posegate’s courses):

Final Playing Exam Rubric

Beginning Class Guitar MUS 121

Name_____________________

Date ______________________

Each item is graded on a scale of 1-5, with 5 being the most proficient.

	Picked Melody	Chord Song	Pentatonic Scale
Facility of finger motions (LH)
Facility of finger motions (RH)
Accuracy of rhythms
Accuracy of notes
Tone quality

Statistics: (Seven test-takers, raw data)

	Picked Melody	Chord Song	Pentatonic Scale
Facility of finger motions (LH)	2345555	3344455	0345555
Facility of finger motions (RH)	3345555	4455555	0555555
Accuracy of rhythms	1234455	3345555	0555555
Accuracy of notes	2335555	3455555	0555555
Tone quality	3444555	3334455	0355555

Comments: This is the first time I am teaching this course. It appears that the weakest area of performance is rhythmic proficiency.

MUS 141 Beginning Class piano

Final Performance Assessment Rubric

Note Accuracy 0 points = Very low level of preparation, only occasional correct notes. Crippled by restarts. 1 point = Only a basic level of preparation. Many wrong notes and/or high level of restarting. 2 points = Mostly correct notes. Some instances of restarting. 3 points = Good. Only a few instances of restarting and/or incorrect pitches. 4 points = Perfect or nearly perfect.		Scales		Solo 1		Solo 2	Lead-Sheet	Sight-Reading
		C	G
Rhythmic Accuracy 0 points = No discernable rhythm. 1 point = Barely discernable rhythm. Pervasive pausing and restarting. 2 points = Rhythm present but plagued by inaccurate or uneven rhythm and lost beats. 3 points = Good rhythm, with minor flaws. 4 points = Perfect or nearly perfect.
Musicality (articulations, dynamics, tempo) 0 points = Pays no attention to articulations, dynamics, and tempo. 1 point = Barely discernable attention paid to articulations, dynamics, and tempo. 2 points = Noticeable attention to musicality, but some glaring omissions. 3 points = Good musicality. 4 points = Nuanced and detailed attention to all score markings. Originality.
Extramusical Considerations (posture, hand & body position) 0 points = Poor posture, collapsing finger joints, sitting at inappropriate distance from piano. 1 point = Showing attention to only one of the listed attributes. 2 points = Showing good attention to 2 listed attributes or inadequate attention to all of them. 3 points = Basically good posture, hand position, and body position, but some flaws. 4 points = Perfect or nearly perfect.
Comments	0-49 = F 50-57 = C 57-63 = B 64-72 = A				Grade:

Statistics: Mean scores Spring 09/Fall 09

Note Accuracy	Scales		Solo 1	Solo 2	Lead-Sheet	Sight-Reading
	C	G
	SP09: 3.9 F09: 2.7	SP09: 4.0 F09: 2.6	SP09: 3.7 F09: 3.0	SP09: 3.4 F09: 3.0	SP09: 2.8 F09: 2.9	SP09: 3.6 F09: 2.9
Rhythmic Accuracy			SP09: 3.5 F09: 3.0	SP09: 3.3 F09: 3.1	SP09: 3.2 F09: 3.2	SP09: 3.8 F09: 3.5
Musicality (articulations, dynamics, tempo)			SP09: 2.9 F09: 2.8	SP09: 3.1 F09: 2.9	SP09: 3.3 F09: 3.4	SP09: 4.0 F09: 3.6
Extramusical Considerations (posture, hand & body position)			SP09: 3.9 F09: 3.9	SP09: 3.9 F09: 3.5	SP09: 3.6 F09: 3.8	SP09: 4.0 F09: 3.6

Comments: I’ve included Spring and Fall data in this set. In most categories, there is a decline from Spring to Fall which I cannot explain except to say that I noticed the students in the Fall semester seemed to need more attention paid to each topic, more extra help, etc. The curriculum was almost exactly the same. In the Rhythmic accuracy column I believe there is room for improvement and I will be incorporating some chanting exercises and rhythm worksheets into later weeks in the semester.

MUS 141 Beginning Class Piano

Piano Performance Assessment Rubric – Midterm

Note Accuracy 0 points = Very low level of preparation, only occasional correct notes. Crippled by restarts. 1 point = Only a basic level of preparation. Many wrong notes and/or high level of restarting. 2 points = Mostly correct notes. Some instances of restarting. 3 points = Good. Only a few instances of restarting and/or incorrect pitches. 4 points = Perfect or nearly perfect.
Rhythmic Accuracy 0 points = No discernable rhythm. 1 point = Barely discernable rhythm. Pervasive pausing and restarting. 2 points = Rhythm present but plagued by inaccurate or uneven rhythm and lost beats. 3 points = Good rhythm, with minor flaws. 4 points = Perfect or nearly perfect.
Musicality (articulations, dynamics, tempo) 0 points = Pays no attention to articulations, dynamics, and tempo. 1 point = Barely discernable attention paid to articulations, dynamics, and tempo. 2 points = Noticeable attention to musicality, but some glaring omissions. 3 points = Good musicality. 4 points = Nuanced and detailed attention to all score markings. Originality.
Extramusical Considerations (posture, hand position, body position) 0 points = Poor posture, collapsing finger joints, sitting at inappropriate distance from keyboard. 1 point = Showing attention to only one of the listed attributes. 2 points = Showing attention to two of the listed attributes or inadequate attention to all of them. 3 points = Basically good posture, hand position, and body position, but some flaws. 4 points = Perfect or nearly perfect.
Comments	0-4 = F 5-8 = C 9-12 = B 13-16 = A	Grade

Statistics—mean scores for all test takers

Note Accuracy	Fall 09
	3.7
Rhythmic Accuracy	3.4
Musicality (articulations, dynamics, tempo)	3.9
Extramusical Considerations (posture, hand position, body position)	4.0

Comments: These scores are relatively high. I am considering making the midterm more difficult because the scores on the final exam drop off from this. However, this may just be a reflection of the ease of the beginning material presented. As the semester progresses, the difficulty of the tasks the students are assigned grows quickly.

Theatre Tech (Professor Kolpakas’ Courses):

Lighting Design

Project Planning Form

Wells College Professor Roberta Kolpakas

PART 285 Fall 2009

Project Title: Focus and Sketch Angle Project

Project Date: September 3, 2009

Project Length: 3/4

Purpose:

Teaching Objective	Expected Outcome
Students will become comfortable with hanging and focusing instruments and accessories	Students will demonstrate a vocabulary object recognition and proper tool operation
Students will become familiar with the aesthetic differences and personal emotional reaction to specific lighting angles	Students will emerge with documentation of the visual result of the angle and their reaction to it
Students will become familiar with light plot documentation style	Students will document the placement of each light used
Students will become comfortable with the mechanics of drawing	Students will record the visual effects of light wil colored paper on a premade template

Materials and Hand-Outs:

- Access to the cage

- Show and supervise lineset procedure

- Hand out and colored pencils

Lighting Design

Focus Practice and Sketch Angle

Wells College Professor Roberta Kolpakas

PART 285 Fall 2009

Project Points: 1

This project has several purposes:

- To allow you to become familiar with the lighting instruments, hang and focus procedures, rendering techniques, and drafting notation

To these ends, this project has several necessary steps:

- Hang and focus in turn paying attention to the process directed

- Label sheet with proper terminology and ALSO in a way that you can remember

- Sketch what you see and record location of light on hand out

- Write down your visceral reaction to the lighting angle: what does it remind you of? What emotional response to you have to it? Do you like it?

- Look online, in the library or in Bobbie’s books for “standard” uses for the angle

- Compile information for future use and to turn in

Grading Criteria

Process (points)	Troll	Dreadful	Poor	Average	ExEx	Outstanding	Notes	Total
Uses proper procedure for H&F (0.2)
Uses vocabulary (o.2)
Sketches complete (0.2)
Rough drafting complete(0.2)
Reaction and research complete (0.2)
Total	0.03	0.06	0.1	0.14	0.17	0.2

Lighting Design

Focus Practice and Sketch Angle

Wells College Name__________________

PART 285 Fall 2009

Lighting Instrument___________________________________

Angle_____________________________________________

Sketch

Drafting

Personal Reaction____________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard Uses (from research): _________________________________________________

Theatre Technique, Acting, Directing, Management, History (Professor Grady’s Courses):

 THEA331- Acting Shakespeare

Excellent

Above Average

Average

Below Average

Poor

INDIVIDUAL

Articulation/Volume

Meaning/Interpretation

Character Movement

Lines Memorized

Improvement

SCENE

Pacing

Reacting

Blocking

Relationship

Improvement

Articulation/Volume- Can you be heard? Can you be understood?

Meaning/Interpretation- How did you interpret the character? The meaning?

Character Movement- Do you have a character body? Do you have natural gestures?

Lines Memorized- Do you have command of the lines? Did you stumble? Did you forget/not know your lines?

Improvement- Has the scene progressed from the last showing? Is there noticeable change/improvement?

Pacing- How is the pace of the scene? Too fast? Too slow? Just the right amount? Varied?

Reacting- Are you reacting to your scene partner? Or, are you forcing the scene along with acting?

Blocking- How is your use of the stage? Do we understand where you are and who you are in relation to each other?

Relationship- Is your relationship clear? Is it developed properly?

THEA 331- ACTING SHAKESPEARE

SONNET PERFORMANCE GRADING CRITERIA

Projection/Articulation- /10

Can you be heard? Can you be understood?

Character- /10

Is character clearly defined?

Focus- /10

Is there a clear focus? Do we understand to whom you are speaking?

Movement- /10

Are use of gestures and stage movement consistent with character and situation? Is movement present and well-defined?

Pacing- /10

How is the pacing of the sonnet? Are there levels of inflection?

THEA 331- Acting Shakespeare Scene Writing Exercise

Please type the answers to the following questions.

Be sure to use quotes from your scene and the play to support your answers!

1. What is the atmosphere and setting? (Hint: The answer is in the dialogue, there are no stage directions.)

2. What happened to you in the moment before the scene starts.

3. Identify the following for your character: a. Meaning (what am I saying?), b. Mood (what am I feeling?), c. Motivation (what do I want? why am I saying this?), d. Method (how do I speak?).

4. It is said that each one of Shakespeare’s plays has the following four themes: conflict, appearance and reality, order and disorder, and change (metamorphosis). Briefly identify each one of these four in your play as it pertains to your character.

5. Briefly define any words and phrases from the scene that you did not know.

PART 395 TEACHING RUBRIC- SPRING 2009	5	4	3	2	1
	Excellent		Middling		Needs Work
Professionalism-
Were you neatly dressed?
Did you speak in a professional manner?
Interaction-
Did you interact with the children in a friendly manner?
Did you engage the children?
Partner Work-
Did you split up the work evenly between partners?
Did you share the space with your partners?
Did you act as an ensemble?
Classroom Management-
Did you keep the classroom under control?
Were you able to discipline properly?
Were you speaking in a clear and proper volume?
Lesson Plan-
Did you carry out your lesson plan? Were you prepared?

PART 201 FINAL	DUE AT OR BEFORE 12NOON DECEMBER 16TH
	NO LATE PAPERS WILL BE ACCEPTED
	Please put everything in a hard-cover, one-inch binder,
	neatly labeled on the outside with the name of your
	group and the names of group members.
Name of Organization	Reason
	What does it say about your company?
	Why is it appealing?
Location	Reason
	How does your location support your organization?
Marketing Plan	As presented, with edits and improvements
Mission Statement	As presented, with edits and improvements
Vision Statement	As presented, with edits and improvements
Five Year Plan	As presented, with edits and improvements
Logo	Reason
	What does it say about your company?
	Why is it appealing?
Organization Flow Chart	As presented, with edits and improvements
Job Ad	As presented, with edits and improvements
Budget	Edited and improved
	2-3 sentence explanation for every budget line
Fundraising Letters	Edited and improved
	3 letters- new, current, lapsed
Fundraising Project	As presented, with edits and improvements
Season Selection	As presented, with edits and improvements

Part 100-Design Project Guidelines

Create EITHER a scenic design OR a costume design for BOTH a theatre AND a dance production of one scene from Romeo and Juliet. The dance production can be any genre—it does NOT need to be a ballet.

Your portfolio should include the following, FOR BOTH THE THEATRE AND THE DANCE PRODUCTION:

1-Designer’s concept statement that describes your vision for the production and “justifies” (contextualizes) the artistic choices you have made. Approximately one half to one page, typed.

2-a- For scenic design: ground plan of the stage and front elevation (color rendering), with margin notes explaining details.

2-b- For costume design: Two color renderings for contrasting characters or scenes, with margin notes explaining details.

Be sure to explain any “special effects” fully, detailing materials and the mechanisms to make them work.

Please organize all your materials in a neat and professional presentation. Your presentation should be 3 minutes long. You will be timed, so be sure to REHEARSE.

“Gallery quality” artwork is NOT a criterion for evaluation. Focus on getting your ideas on paper as clearly as possible. Be sure your drawings support your text, and your text supports your drawings.

PRESENTER

 PART 100- Introduction to the Performing Arts

FEASIBILITY OF DESIGN

ARTICULATED ARTISTIC CHOICES

CONCEPT/VISION IS CLEAR

ORAL PRESENTATION SKILLS/TIME LIMIT

DESIGN

ACTING TECHNIQUE COURSES		SCENE GRADING SHEET
VOCAL	enunciation
	projection
	style
	breath support
PHYSICAL	consistency
	choice
	style
	movement
STAGING	choice
	style
RELATIONSHIP
CHARACTER
ADDITIONAL COMMENTS

Performing Arts Department (NOTE: unable to format properly unless in Adobe)

Theatre and Dance Concentration

Student Overall Evaluation

Name:_____________________________________________

Physical

Strength…………………………….……….OOOOO

Dexterity……………………………….……OOOOO

Stamina……………………………....……..OOOOO

Talents

Artistic Expression……….………….OOOOO

Creative and aesthetic sensibility and appropriateness

Drafting………………………………………OOOOO

Technically correct and aesthetically appropriate, manual and CADD

Scenic Artistry……………….…………OOOOO

Reproduce correctly color and textural layers with various materials and techniques

Carpentry……………………….………….OOOOO

Reproduce large physical shape from drafting with various tools, materials, and time limits

Crafts……………….……………….………...OOOOO

Reproduce small shapes and uses from picture or drafting with various tools, materials and time limits

Electrical.……………………………..…….OOOOO

Hang and focus, use all accessories, light board, basic wiring, repair instruments

Sewing…………………..…………………….OOOOO

Reproduce cut and shape using pattern, drape and alter from rendering and research with various materials, tools, and techniques

Acting……………………….………………...OOOOO

Researches and executes a character in both

solo and ensemble scenes

Audition……………….…………………….OOOOO

Able to find and memorize several different pieces and able to adapt at cold readings

Directing……………………………….……OOOOO

Researches, organizes, and applies aesthetic concept of a piece while facilitating a group of peers

Dance…………………………………………..OOOOO

Choreography……………………………OOOOO

Administration…….…………………..OOOOO

Appropriately prioritizes and manages tasks in the running of an arts organization

Year:_________________________________

Social

Charisma…………………….…OOOOO

Diplomacy…………………….OOOOO

Appearance…………………..OOOOO

Ability

Organization………………….….OOOOO

Able to coordinate personal and group tasks, research, time and materials, short term and extended

Communication………..……..OOOOO

Gives and receives information through many sources and methods effectively

Professionalism………….….….OOOOO

Shows appropriate behavior for varied situations

Presentation………………………OOOOO

Organizes visual and mental information into coherent and aesthetic appropriate form and verbal information supplements appropriately

Collaboration…………………….OOOOO

Integrates personal ideas with group ideas to create cohesive and aesthetically appropriate final production

Leadership………………………….OOOOO

Appropriately assigns tasks to people, manages several groups and projects concurrently

Critical Reasoning…………...OOOOO

Connects several areas of knowledge to create logical assumptions and theories

Problem Solving……………….OOOOO

Uses linear and nonlinear methods to brainstorm and implement viable solutions

Writing…………………………..…..OOOOO

Able to formulate complex and focused thesis statement and supporting arguments

Theatre Vocabulary…………OOOOO

Able to use appropriate terminology to relate ideas and instructions

Punctual/Prepared…………..OOOOO

Arrives to events early, has needed materials organized, is mentally and physically ready

Date:___________________________________

Knowledge

Based on course grades

Art History………………………..OOOOO

Foreign Language…………….OOOOO

Literature……………………………OOOOO

Mathematics……………………..OOOOO

Natural Science………..………OOOOO

Philosophy…………………………OOOOO

Physical Education….……..OOOOO

Political Science……….………OOOOO

Psychology………………..……….OOOOO

Religion…….………………………..OOOOO

Sociology…………………………….OOOOO

Theatre/Dance History…..OOOOO

World History………………..…OOOOO

Virtues

Self-Discipline…………………..OOOOO

Motivation…………….…………..OOOOO

Courage………………………..…….OOOOO

Community Spirit…………...OOOOO

Professional Tools

Resume……………………………………………..

Correct, aesthetically pleasing, and cohesive with other paperwork

Cover Letter………………………………….…

Grammatically correct, personal, aesthetically pleasing, and cohesive with other paperwork

Headshot/Flashpage……………………..

Professional quality, aesthetically pleasing headshots or sample design page

Physical Portfolio……………………..…..

Professional photographic representation of body of work, aesthetically arranged

Digital Portfolio…………………………....

Professional photographic representation of body of work, aesthetically arranged on a CD or “hand out” jump drive

Website……………………………………………..

Professional, publically accessible website that represents body of work with resume and contact information and is cohesive with other paperwork

Email Address………………………………..

Professional email address

Business Cards………………………………..

Correct, aesthetically correct and cohesive with other paperwork

Vita………………………………………………..……

Complete listing of colligate, volunteer, and professional work with venue, supervisor, position, and performance title

Required Department Reading

Sophomore Book…………………………….

The Dramatic Imagination,

Robert Edmond Jones

Junior Year Book………………………………

The Empty Space,

Peter Brook

Senior Year Book……………………………

Contacts/References

List professional contacts (peers) and professional references (mentors)

Name___________________________________

Company______________________________

Phone___________________________________

Email____________________________________

Evaluation Key

Basic Understanding OOOO

Untrained talent or “picked up” knowledge

Basic Training OOO

100 level class or single intense experience

Moderate Training OO

Some courses, extended experience, complex understanding

Adept O

Intensive study, multiple experiences, able to teach others

Master

Summary of Data Analysis (cont.):

100% of students in Professor Grady’s PART201 Arts Management course earned a B- or above in final grading. In Professor Grady and Goddard’s PART100 Introduction to the Performing Arts course, based on the rubrics, 90% of the students earned a B- or above on their design project. 90% of the students earned a B- or above for their final grade. In Professor Grady’s Acting Technique courses, 90% of the students earned a final grade of B- or above and 85% of the students earned a grade of B- or above on their written work. In THEA385, Arts in Education, 95% of the students earned grades of B or above on written work, teaching, and their final grades.

Interpretation of Results:

Again, in the Performing Arts, we find that oral feedback is an extremely valuable form of assessment. We spend a great deal of time in post-mortem and rehearsal feedback sessions, and find that these critiques help improve comprehension and analysis of students’ performances.

This year, we used a number of new rubrics, which aided during oral feedback sessions and more thoroughly defined grading.