Assessment Details
Academic Year: 2021-2022 Level: Undergraduate
Campus Department: Morrissey College of Arts & Sciences [UG and Grad]
Program Type: Core [UG]
Program Name: Studio Art Core (Link)
Description of Data Collection:
In addition to individual painting core faculty conducting their individual reviews, the painting area coordinator provides to his colleagues a questionnaire that they use to assess their courses and report back. The form, which is shared through Drive, contains 4 sections with 2-4 questions each. The sections cover final review, written analysis, studio work and process, as well as, general comments about class and the Core (a summary for spring 2022 is attached as a separate document). Answers from that
questionnaire are rated from 1-5 with “5” being the highest rate. That said, this questionnaire is somewhat anecdotal in our judgment and provides only a very limited insight into the actual learning success of a student. In our opinion, the greatest evidence of whether positive learning outcomes have been achieved is the public display of artworks in the hallways during the semester and discussions between colleagues and students that arise in response to the displays. We regularly see students from other departments stopping by to check out the art on the walls. We encourage our faculty colleagues to mount class exhibitions of projects where the work of all of the students in a given core class.
Review Process:
At the end of the academic year, the full-time faculty responsible for their correspondent area (painting, drawing, photography, etc.) collect and review the evidence from their full and part-time colleagues in their discipline. They make adjustments within their areas and if needed they discuss particular issues during studio area faculty meetings. Evidence of outcomes and overall development of the program is frequently discussed with the faculty of other areas (Art History and Film Studies) during full department meetings that occur frequently during the semester. Specific questions or issues are discussed between the area directors and the chair who at times also participates in area meetings.
Resulting Program Changes:
Over the past few years it has become apparent that most students bring a familiarity of very few artists or art movements to the core studio classes, and many students have not had a formal drawing or painting class since middle school. Also, the majority of our students display advanced verbal and written skills while at the same time their art related visual literacy and practical confidence often appears underdeveloped. Consequently, many core studio classes are happening at what is essentially a remedial level to compensate for deficiencies in the US secondary school education. This is complicated by the increasing number of international students especially from Asian countries who often display better foundational level technical drawing skills and confidence than their American counterparts. While most students are able to name one or two Impressionists such as Vincent van Gogh and Claude Monet, and one or two 20th. c. American artists such as Andy Warhol and Georgia O’Keeffe, basic familiarity with
periods and styles of art history and especially contemporary issues and approaches is very limited. To increase student knowledge of artists and periods we have increased the emphasis given to modern and contemporary art in introductory slide lectures. As part of a broader reexamination of an often male and Western art-centric history, colleagues also have begun to learn and discuss how to better address issues of racial, gender, and environmental justice in introductory and advanced courses and highlight art from Asia and Native/Indigenous artists and craft-persons. For specific assessments from three colleagues teaching four sections of the Core Painting 1 Foundations in Spring 2022, please see the attached survey document mentioned in question 3.
Date of Most Recent Program Review:
Over the past few years it has become apparent that most students bring a familiarity of very few artists or art movements to the core studio classes, and many students have not had a formal drawing or painting class since middle school. Also, the majority of our students display advanced verbal and written skills while at the same time their art related visual literacy and practical confidence often appears underdeveloped. Consequently, many core studio classes are happening at what is essentially a remedial level to compensate for deficiencies in the US secondary school education. This is complicated by the increasing number of international students especially from Asian countries who often display better foundational level technical drawing skills and confidence than their American counterparts. While most students are able to name one or two Impressionists such as Vincent van Gogh and Claude Monet, and one or two 20th. c. American artists such as Andy Warhol and Georgia O’Keeffe, basic familiarity with
periods and styles of art history and especially contemporary issues and approaches is very limited. To increase student knowledge of artists and periods we have increased the emphasis given to modern and contemporary art in introductory slide lectures. As part of a broader reexamination of an often male and Western art-centric history, colleagues also have begun to learn and discuss how to better address issues of racial, gender, and environmental justice in introductory and advanced courses and highlight art from Asia and Native/Indigenous artists and craft-persons. For specific assessments from three colleagues teaching four sections of the Core Painting 1 Foundations in Spring 2022, please see the attached survey document mentioned in question 3.
Attachments (if available)