Assessing Student Learning Achieved in Theatre and Dance Performance Experiences How do we know what or if students are learning by their participation in department produced dance concerts or theatre productions????????

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences ASSESSMENT!!!!!

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences What questions do we need to ask in order to yield useful information about student learning?

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences Align assessment with accreditation standards (implicitly and explicitly) Align assessment with university, department, and program goals Align assessment with student learning outcomes in the performance courses. This is “vertical” alignment.

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences University Level Competencies – Competency 1: Winthrop graduates think critically and solve problems. – Competency 2: Winthrop graduates are personally and socially responsible. – Competency 3: Winthrop graduates understand the interconnected nature of the world and the time in which they live. – Competency 4: Winthrop graduates communicate effectively.

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences Theatre and Dance Mission Statement The mission of Winthrop University’s Department of Theatre and Dance is to foster individual students' aesthetic, intellectual, and creative development within the context of a liberal arts education as they pursue a Bachelor of Arts in Theatre or in Dance. Through class instruction, private coaching, mentoring, and performance, the department advocates both theoretical and creative explorations to achieve an understanding of the social, political, historical, and technological aspects of theatre and dance. We strive to afford opportunities for students to develop a significant level of competency in one emphasis in theatre (performance, design/technical, K-12 teacher certification) or in dance (performance, K-12 teacher certification).

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences Dance Program Goals To provide opportunities for students to develop a significant level of competency in one of two aspects of the dance field—performance or K-12 teacher certification. To provide appropriate preparation in history, theory, pedagogy, and technique as a foundation for professional careers or advanced study in dance. To educate students about the value and creative power of collaboration in all artistic endeavors. To nurture artistic leadership in students through opportunities to choreograph, design, stage manage, and participate in internships and professional organizations. To enable students to develop a variety of skills as performers and technicians that will allow them to participate in the creation of quality performances in a variety of venues. To prepare students for successful careers as educational leaders in public and private K-12 education.

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences Dance Student Learning Outcomes Students should attain competency of at least intermediate level in the respective required technique series in the B.A. Dance degree curriculum. Students should integrate dance technique in ways that facilitate performance in a variety of dance styles. Students should demonstrate openness to new ideas, new ways of working and new ways of moving and respond to these opportunities in accordance with this value. Students should demonstrate the ability both to understand the craft of choreography and to experience the choreographic process as the creator of a dance work. Students should view dance from a cultural-historical perspective that recognizes the multiple forces that impact the art form. Students should demonstrate knowledge of the science of dance movement and apply that knowledge to foster longevity of the dancer Students should demonstrate effective strategies for entry-level dance teaching in selected dance forms/styles. Students should demonstrate performance skills commensurate with personal technical ability and appropriate to a particular choreographic work.

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences Theatre Program Goals To provide a developmentally sequenced curriculum of studio and theory courses that exposes students to a breadth of skills, knowledge, and critical thinking about the creative processes of theatre and the nature of the theatrical event. To develop basic knowledge of the major authors, periods, movements, ideas, and trends in drama and theatre. To nurture artistic leadership and understanding of production processes through opportunities to perform, direct, teach, design, and stage manage. To promote collaborative experiences that develop students’ communication skills, appreciation of diversity, and flexibility in all artistic and interdisciplinary endeavors. To develop advanced competence in one or more theatre specializations (performance, design/technical, musical theatre, K-12 certification).

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences Theatre Student Learning Outcomes Students should demonstrate a fundamental understanding of and appreciation for the creative processes of theatre, the socio-historical contexts and the nature of the theatrical event. Students will achieve basic skills in performance and production. Students should demonstrate a sense of commitment and a positive attitude that will foster the creative process. (Certification Emphasis): The student will be an effective decision maker in directing the education of students.

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences After students complete a performance in a production, they fill out a reflective self- evaluation (indirect assessment). – Completion is required to earn credit for the performance – The prompts were designed to generate data about the level of achievement students are attaining towards the above goals and student learning outcomes. – See handout #1

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences Prompts on the student self-reflection essay 1.How did you meet any challenges you encountered in this practicum? What lessons did you learn from this process? 2.What three insights did you gain about artistic leadership by completing this role, task or job? 3.What three things did you learn about collaboration in the performing arts by completing this role, task or job?

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences Prompts on the student self-reflection essay 4.How do you feel that you improved your knowledge of dance and/or theatre by completing this practicum? 5.If you were to complete a second practicum in this role, task or job, what would you do differently? 6.Was there anything that you now feel you should have known about this role, task or job before you attempted to complete a practicum in it?

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences Prompts on the student self-reflection essay 4.7.Describe at least three things you learned about yourself as you worked on this practicum? 8.How has your work on this practicum affected your career goals? See handout #2 for selection of student comments on the self-evaluation.

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences Indirect Assessment--The department invites graduating seniors to complete an online exit survey – The survey collects data about students’ perception of their achievement towards program goals and student learning outcomes. – See handout #3

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences Selected prompts from the exit survey – Do you feel you had adequate opportunities to work in the following situations? Performer choreographer/director Designer stage manager running crew – (where collaboration, leadership, problem-solving, gaining competency in skills all occur)

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences The exit survey also prompts students about careers – They discuss their career ambitions when they entered and when they exited the program. – They discuss the guidance they received from faculty members about careers. – They discuss the learning experiences that gave them preparation for their chosen careers.

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences The exit survey prompts students to discuss their growth in specific areas included in the mission statement: – Individual growth – Achieving competency in one area of dance or theatre – Attaining breadth of learning

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences Starting in 2012, the exit survey prompts students to discuss their achievement towards the four ULCs – “Please describe briefly one experience you had in your major that helped you...” – See handout #4 for selection of student responses

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences Other indirect assessments – Post-show discussions Faculty members, student performers, designers, stage managers, etc., facilitated by a faculty member. Serves as a forum for students to articulate their thoughts about the learning experience Minutes are recorded. – Artistic staff post-mortem Faculty members and students on artistic team only Forum for reflection on the production process to solve problems and improve student learning Minutes are recorded.

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences Direct Assessments – Course syllabi show course goals and student learning outcomes (SLOs) that align with program, department and university goals. – Assignments, requirements, responsibilities call for students to demonstrate achievement towards above goals – Examples follow…..

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences THRA 470: Advanced Practicum—students who are directing full-length dramas enroll in this course THRT 395: Special Topics—students who are stage managers and designers for the above productions enroll in this course Color-coding shows how specific requirements and assignments in the courses align with course goals and student learning outcomes See handouts #5 and #6

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences DANA 444: Dance Performance Practicum— students who perform in faculty- choreographed works enroll in this course. DANA 201: Choreography I—dance majors enroll in this course See handouts #7 and #8

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences Personnel in the Department use this data: – In the Winthrop OARS system (for SACS) – In self-studies for NAST – In self-studies for NASD – In recertifying Winthrop courses for general education status – In recruiting materials – In Winthrop annual reports

Assessing Student Learning Achieved in Theatre and Dance Performance Experiences We can share this PPT presentation and all handouts digitally. Contact: – Meg Schriffen – Andrew Vorder Bruegge We’ll be glad to share.