Assessment Details
Academic Year: 2020-2021 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:
Faculty in the various core areas are in the process of developing a quiz or questionnaire that tests fundamental knowledge in each area. These quizzes and questionnaires are usually given during the first class and again during the last class of the semester. The answers from the beginning to the end can be compared to see what background knowledge is brought to the class and how much information is acquired and retained during the semester. That said, the quizzes on some level only reflect a student’s ability to articulate certain drawing concepts, their command of terminology and their ability to recall important figures from art history, not their actual ability to draw, generate ideas or reflect on their experiences as creative makers. For this reason, perhaps the greatest evidence of whether positive learning outcomes have been achieved is the public display of artworks in the hallways during the semester. Many faculty mount class exhibitions of projects where the work of all of the students in a given core class is displayed and publicly critiqued.
Review Process:
All Full-time faculty as well as some part-time faculty teach core classes, and each is responsible for end of the semester evaluations of the classes they teach and oversee. In addition, each faculty member teaching core assigns the same written project, a visual analysis of a work of art, which they are responsible for evaluating. At the end of the academic year, full-time drawing and painting faculty discuss learning outcomes and make recommendations for curriculum adjustments if needed. In fall 2019, we had our first studio art retreat in Cornish, NH during which we discussed our recommendations for best achieving our stated learning goals as well as adjustments to course subjects and schedule. A second studio art retreat is under consideration for fall 2021. Evidence of outcomes and overall development of the program is also discussed with the faculty of other areas (Art History and Film) during full department meetings that occur frequently during the semester. Specific questions or issues are discussed between the area directors and the chair.
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. 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 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 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 and environmental justice in introductory and advanced courses and highlight art from Asia and Native/Indigenous artists and crafts person.
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. 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 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 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 and environmental justice in introductory and advanced courses and highlight art from Asia and Native/Indigenous artists and crafts person.
Attachments (if available)