Assessment
Plan and Progress Report: Studio Fine Art
Revised
1. Student Outcomes: Learning objectives of Studio Fine Art
·
Students will
demonstrate the ability to create an aesthetic order that expresses their
unique vision.
·
Students will
demonstrate their ability to safely use tools and materials, and to understand
the potential of specific media to make works of art.
·
Students will
demonstrate their ability to express themselves inventively through the use of
traditional and experimental media.
·
Students will
be prepared for admission into colleges and universities which offer advanced
degrees in Fine Art.
·
Students will
be prepared to function as professionals in the broader art community.
·
Students’ lives
will be enriched by increasing their awareness of the world by developing
skills of visual perception and communication.
Department of Art Mission:
The Department of Art of The University of Toledo,
housed in the Center for the Visual Arts, represents the educational alliance
of a large, multifaceted and dynamic university with the internationally
recognized Toledo Museum of Art. The essential mission of the department is to
provide students of the
Studio Fine Art Mission:
The mission of the studio art program is to teach
and guide
Studio Art Educational Objectives:
·
To develop in
the students the ability to create an aesthetic order that expresses their
unique vision.
·
To teach
students to safely use tools and materials, and to understand the potential of
specific media to make works of art.
·
To encourage
students to express themselves inventively through the use of traditional and
experimental media.
·
To prepare
students for admission into colleges and universities which offer advanced
degrees in Fine Art.
·
To enhance the
student’s ability to function as professionals in the broader art community.
·
To enrich the
student’s life by increasing his/her awareness of the world by developing
skills of visual perception and communication.
2. Types of Assessment:
The Studio area currently employs several assessment
tools in three categories: Foundations level assessment, general portfolio
assessment (BA and BFA), and BFA assessment. The following is a summary of our
status in each area, and the criteria for judging portfolios.
Foundations Assessment
Since
2001, assessment of student learning has been implemented at the Foundations
level. Currently, Barbara Miner, Foundations Coordinator, meets with
Foundations faculty to review class projects by Foundations students. The instructors are given immediate feedback
in order to assure students are acquiring the skills and knowledge desired by
the department. The specific skills and knowledge are outlined in the
“Assessment of Learning Objectives Evaluation Form- Sophomore Level” (attached)
and are directly tied to the department’s learning objectives. The Foundations
coordinator also meets with all Foundations faculty (about 10 instructors per
semester) each semester to discuss goals, achievements, problems and solutions.
Peer observations are also conducted to help facilitate the process.
General Portfolio Assessment
The annual April assessment portfolio
review (implemented in Spring 1998) is
linked to the department's scholarship review process. BA and BFA students
compete for studio scholarships by submitting a small portfolio of their
artwork along with transcripts, a statement about their work, and an
application form. All Studio Faculty review the scholarship applications/
portfolios and rank each student within their class level (Sophomore, Junior,
Senior) according to a scale on an assessment form (see “Assessment of Student
Learning Evaluation Form” for Sophomore, Junior, and Senior levels attached).
Faculty are asked to assess students’ work in terms of the following criteria:
• Formal ability (aesthetic concerns)
• Technical skills
• Understanding of their medium’s
potential
• Conceptual ability
• Presentation
• Portfolio development
• Ability to write about their work.
These criteria are directly linked to
Studio Art's objectives for student learning (above) and are outlined in detail
on the assessment forms.
The
portfolios are grouped by class (sophomore, junior, senior)
as different expectations are held for each class level. Individual portfolios
are looked at as representative samples of a given class. Later, summaries are
compiled by the department’s administrative assistants and results are
distributed to studio faculty for discussion. Faculty then meet before the end
of the semester to discuss the results and decide what, if any, action needs to
be taken. All data is filed in the department office for future reference and
an assessment report is written by Studio’s Assessment Coordinator.
BFA Assessment
Studio faculty participate in all aspects
of BFA assessment. The following criteria are utilized in each step of a
three-fold review process:
• Formal ability (aesthetic concerns)
• Technical skills
• Understanding of their medium’s
potential
• Conceptual ability
• Presentation
• Portfolio development
• Ability to write about their work.
The
three-fold review process includes:
1. Initial portfolio review for
acceptance into the BFA program
2. Biannual group reviews of BFA
candidates
3.
BFA Exhibition reviews
All
BFA students are required to have a BFA exhibition prior to graduation. All of these shows are reviewed for
assessment purposes. All studio faculty are asked to review BFA exhibitions and
assess students’ work in terms of the criteria above using the “Assessment of
Student Learning Evaluation Form” for BFA candidates (attached). In addition,
faculty meet after biannual BFA reviews to discuss students’ work and progress.
These discussions, along with the annual portfolio review meeting, inform
curricular changes driven by collected assessment data.
Future Assessment Plans
We will continue to use the above
assessment tools in the next year. We will also continue our discussion of ways
to improve student learning including curricular changes that should be made as
a result of our findings. In addition, we are discussing the development and
implementation of 2 new assessment tools: 1) an alumni questionnaire (which is
being developed for future use) and 2) a biannual review of BA and BFA work
which would coincide with the biannual student exhibition in the CVA Gallery.
3.
Timeline for Assessment:
Assessment takes place throughout the
year. The foundations coordinator assesses projects periodically during the
Fall and Spring. The annual scholarship and Assessment portfolio review takes
place in April and a follow up meeting takes place 1 week after the review. BFA
assessment occurs throughout the year in initial reviews for acceptance into
the BFA program, at biannual reviews of BFA candidates’ portfolios in November
and February, and during BFA exhibitions in March and April.
4. Specific Program/
Curricular Changes:
After collecting data for over five years, the faculty
decided that improvements to the BFA program were necessary. As a result, we
have been discussing and implementing curricular changes in order to improve
student learning. One of the changes made to the BFA program has been the
implementation of a bi-annual (Fall and Spring) portfolio review for all BFA
candidates. We have been conducting these
critiques every semester since Fall 2001. All BFA candidates are now required
to show new work at these reviews so that the faculty can give them feedback on
their progress and can assess student learning within the BFA program. The students and faculty have found this
process beneficial.
5.
Specific changes to planning and reallocation:
At this time, assessment data has not
influenced resource allocation or planning.
6.
Assessment Liaisons:
All studio faculty participate in assessment.
The Studio Assessment Coordinator (currently Deborah Orloff)
writes all assessment materials and reports with feedback from studio faculty
and oversees assessment activities.
Please rate the student’s
work according to the learning objectives below using the following scale:
(0) unacceptable (1) needs improvement (2) acceptable (3) above average (4) outstanding
1. Formal Abilities
Students
will demonstrate the ability to create an aesthetic order that expresses their
unique vision.
Student demonstrates, through works of art, their
understanding of 2D and 3D formal elements and design
principles. (effectively uses formal elements such as line,
texture, color, negative space, balance, etc.) _____
Student synthesizes ideas and/or concepts into unified
compositions utilizing various
media, techniques, and processes in original and/ or
creative ways. _____
Student demonstrates the ability to design and propose
solutions to visual arts problems that demonstrate
competence in making effective choices in regard to
relationships between structure and artistic function. _____
2.
Technical Skills and Understanding Medium’s Potential
Students
will demonstrate their ability to safely use tools and materials, and to
understand the
potential
of specific media to make works of art.
Student demonstrates the ability to make value judgements based on clearly defined criteria to indicate
a successful use of media, techniques and processes. _____
Student demonstrates an advanced level of proficiency in
craftsmanship in at least one art medium
_____
Student knows and fluently applies various techniques and
processes for creating art. _____
Student has not been seriously injured in the production of
the artwork (see incident/ accident
reports) _____
Student visually communicates effectively an idea or
emotion through at least one art medium _____
Please rate the student’s
work according to the learning objectives below using the following scale:
(0) unacceptable (1) needs improvement (2) acceptable (3) above average (4) outstanding
1. Formal Abilities
Students
will demonstrate the ability to create an aesthetic order that expresses their
unique vision.
Student demonstrates, through works of art, their
understanding of 2D and 3D formal elements and design
principles. (effectively uses formal elements such as line,
texture, color, negative space, balance, etc.) _____
Student synthesizes ideas and/or concepts into unified
compositions utilizing various
media, techniques, and processes in original and/ or
creative ways. _____
Student demonstrates the ability to design and propose
solutions to visual arts problems that demonstrate
competence in making effective choices in regard to
relationships between structure and artistic function. _____
2.
Technical Skills and Understanding Medium’s Potential
Students
will demonstrate their ability to safely use tools and materials, and to
understand the
potential
of specific media to make works of art.
Student demonstrates the ability to make value judgements based on clearly defined criteria to indicate
a successful use of media, techniques and processes. _____
Student demonstrates an advanced level of proficiency in
craftsmanship in at least one art medium
_____
Student knows and fluently applies various techniques and
processes for creating art. _____
Student has not been seriously injured in the production of
the artwork (see incident/ accident
reports) _____
Student visually communicates effectively an idea or
emotion through at least one art medium _____
3.
Conceptual Ability
Students
will demonstrate their ability to express themselves inventively through the
use of
traditional
and experimental media.
Student justifies the selection of media, processes and
techniques to express ideas, feelings or
experiences in a work of art. _____
Student demonstrates the conceptual ability to visually
communicate effectively an idea or emotion. _____
Please rate the student’s
work according to the learning objectives below using the following scale:
(0) unacceptable (1) needs improvement (2) acceptable (3) above average (4) outstanding
1. Formal Abilities
Students will demonstrate the
ability to create an aesthetic order that expresses their unique vision.
Student demonstrates, through works of art, their
understanding of 2D and 3D formal elements and design
principles. (effectively uses formal elements such as line,
texture, color, negative space, balance, etc.) _____
Student synthesizes ideas and/or concepts into unified
compositions utilizing various
media, techniques, and processes in original and/ or
creative ways. _____
Student demonstrates the ability to design and propose
solutions to visual arts problems that demonstrate
competence in making effective choices in regard to
relationships between structure and artistic function. _____
2.
Technical Skills and Understanding Medium’s Potential
Students
will demonstrate their ability to safely use tools and materials, and to
understand
the potential of specific media to make works of art.
Student demonstrates the ability to make value judgments
based on clearly defined criteria to indicate
a successful use of media, techniques and processes. _____
Student demonstrates an advanced level of proficiency in
craftsmanship in at least one art medium
_____
Student knows and fluently applies various techniques and
processes for creating art. _____
Student has not been seriously injured in the production of
the artwork (see incident/ accident
reports) _____
Student visually communicates effectively an idea or
emotion through at least one art medium _____
3.
Conceptual Ability
Students
will demonstrate their ability to express themselves inventively through
the use
of traditional and experimental media.
Student justifies the selection of media, processes and
techniques to express ideas, feelings or
experiences in a work of art. _____
Student demonstrates the conceptual ability to visually
communicate effectively an idea or emotion. _____
4.
Presentation and Portfolio Development
Students will be prepared for
admission into colleges and universities which offer
advanced degrees in Fine Art.
Student has compiled a coherent portfolio of artwork in at least one art
medium. (BFA) _____
Student demonstrates the ability to appropriately present
(matte, frame, etc.) artwork _____
5.
Ability to Write About Their Work
Students
will be prepared to function as a professional in the broader art community.
Student can effectively discuss their artwork through
writing _____
Please rate the student’s
work according to the learning objectives below using the following scale:
(0) unacceptable (1) needs improvement (2) acceptable (3) above average (4) outstanding
1. Formal Abilities
Students will demonstrate the
ability to create an aesthetic order that expresses their unique vision.
Student demonstrates, through works of art, their
understanding of 2D and 3D formal elements and design
principles. (effectively uses formal elements such as line,
texture, color, negative space, balance, etc.) _____
Student synthesizes ideas and/or concepts into unified
compositions utilizing various
media, techniques, and processes in original and/ or
creative ways. _____
Student demonstrates the ability to design and propose
solutions to visual arts problems that demonstrate
competence in making effective choices in regard to
relationships between structure and artistic function. _____
2.
Technical Skills and Understanding Medium’s Potential
Students
will demonstrate their ability to safely use tools and materials, and to
understand
the
potential of specific media to make works of art.
Student demonstrates the ability to make value judgements based on clearly defined criteria to indicate
a successful use of media, techniques and processes. _____
Student demonstrates an advanced level of proficiency in
craftsmanship in at least one art medium
_____
Student knows and fluently applies various techniques and
processes for creating art. _____
Student has not been seriously injured in the production of
the artwork (see incident/ accident
reports) _____
Student visually communicates effectively an idea or
emotion through at least one art medium _____
3.
Conceptual Ability
Students
will demonstrate their ability to express themselves inventively through the
use of
traditional and experimental media.
Student justifies the selection of media, processes and
techniques to express ideas, feelings or
experiences in a work of art. _____
Student demonstrates the conceptual ability to visually
communicate effectively an idea or emotion. _____
4.
Presentation and Portfolio Development
Students
will be prepared for admission into colleges and universities which offer
advanced
degrees in Fine Art.
Student has compiled a coherent portfolio of artwork in at least one art
medium. _____
Student demonstrates the ability to appropriately present
(matte, frame, etc.) artwork _____
5.
Ability to Write About Their Work
Students
will be prepared to function as a professional in the broader art community.
Student can effectively discuss their artwork through
writing _____
Student
can effectively discuss their artwork orally. _____