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Theatre Arts
Assessment
Plan For Theatre Arts Major
June 19, 2000
| Student Learning Outcome |
Assessment Procedure |
When Assessed |
| 1. Have writing skills and ability to use
research tools (library, internet, etc.) |
Research projects, design
projects, written examinations, creative writing, journals, reviews and
critiques of productions, preparation of portfolio materials. |
Ongoing through the
semester. At the completion of a program. Informal assessment
on a daily basis, formal assessment at midterm and end of semesters. |
| 2. Have a practical, working knowledge of how
to produce a play on stage, including all related performance, script,
design, and technical considerations. |
Simulated and actual production
activities, internship opportunities, script analysis, critical
evaluations and faculty feedback of students' technical progress. |
Ongoing through the
semester. In the rehearsal and production of plays. In
auditions. |
| 3. Have the ability to critically evaluate
what they and others have created. |
Reviews and critiques of
productions, both oral and written. Written and oral evaluation from
instructor and peers, plus self evaluation. |
During post production
periods. In auditions. |
| 4. Develop necessary skills to be proficient
in at least one area of theatre (performance, teaching, technical/costume,
technical/scene design, directing, theatre management, or playwriting),
with the ability to identify, analyze and resolve specific problems
pertaining to that area. |
Critical response by faculty of
applied projects and exercises in the various areas, audience feedback of
public performance, outside adjudication. |
Ongoing through the
semester. Assessment related to production periods. In
auditions. |
| 5. Understand the historical
context of theatre and drama, including how it relates to contemporary
society and culture. |
Written examinations, research
and creative projects, written synopses, self, peer, and faculty
discussions. |
Ongoing through the semester. |
| 6. Have experience with
individual and collaborative processes needed to produce and understand
theatre. |
Written and oral examinations,
portfolio review, critique of public performance. |
Ongoing through the
semester. In auditions. |
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Assessment Plan For Theatre Education
June 19, 2000
| Student Learning Outcome |
Assessment Procedure |
When Assessed |
| 1. Have writing skills and ability to use
research tools (library, internet, etc.) |
Research projects, design
projects, written examinations, creative writing, journals, reviews and
critiques of productions, preparation of
portfolio materials. |
Daily.
Weekly.
Major Assignments due at the end of each semester. |
| 2. Have a practical, working knowledge of how
to produce a play on stage, including all related performance, script,
design, and technical considerations. |
Simulated and actual production
activities, internship opportunities, script analysis, critical
evaluations and faculty feedback of students' technical progress. |
Weekly. |
| 3. Have the ability to critically evaluate
what they and others have created. |
Reviews and critiques of
productions, both oral and written. Written and oral evaluation from
instructor and peers, plus self evaluation. |
Four written and oral reviews.
Major self evaluation at the end of the semester. |
| 4. Understand the historical context of
theatre and drama, including how it relates to contemporary society and
culture. |
Successful completion of the
Theatre History and Literature classes. |
Upon enrollment into the Methods
Course as a prerequisite. |
| 5. Have experience with individual and
collaborative processes needed to produce and understand theatre. |
Written and oral examinations,
portfolio review, critique of public performance. |
Weekly. |
| 6. Be able to articulate a philosophy of
theatre education on the secondary level. |
Successful completion of theatre
education courses on the secondary level. |
Weekly. |
| 7. Be able to create a theatre program on the
secondary level. |
Demonstration of the development
of a 12-week course of study for high school theatre programs. |
Creation of a 12-week course of
study. |
| 8. Have knowledge of how to use successful
teaching strategies on the secondary level. |
Teaching in theatre education
class along with teaching experiences in the student teaching program. |
Actual teaching in three 1-hour
sessions. |
| 9. Be able to create and develop proposed
classes for a secondary school drama program. |
Demonstration of a weekly and
daily lesson plan for a 12-week public school course of study. |
Creation of a 12-week course of
study. |
| 10. Be able to demonstrate effective
classroom management skills and teaching techniques. |
Demonstration of peer teaching
and student teaching techniques. |
Actual teaching of three 1-hour
classes. |
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Assessment Plan For Musical Theatre
June 19, 2000
| Student Learning Outcome |
Assessment Procedure |
When Assessed |
| 1. Have writing skills and ability to use
research tools (library, internet, etc.) |
Research
projects, character analyses, written examinations, journals, reviews and
critiques of production. |
Ongoing
through the semester. At the completion of a program. Informal
assessment on a daily basis, formal assessment at midterm and end of
semesters. |
| 2. Be able to research, prepare, and perform
roles in musical theatre with depth in each of the three disciplines:
acting, singing and dance. |
Simulated
and actual production activities, internal opportunities, script analysis,
critical evaluation and faculty feedback of students' technical progress. |
Ongoing
through the semester. In the rehearsal and production of
plays. In auditions. |
| 3. Be able to learn choreographic sequences
and demonstrate them with security, character, and stage presence. |
Examination
and faculty feedback, public performance. |
Ongoing
through the semester. Assessment related to production
periods. In auditions. |
| 4. Be able to read music and demonstrate
sight-singing skills. |
Public
presentation, presentation of portfolio materials. |
Ongoing
through the semester. Assessment related to production
periods. In auditions. |
| 5. Be able to present critical thinking
through verbal and written presentations regarding the musical
theatre. Specific areas of expertise will include major works, major
figures (librettists, composers, lyricists, performers, directors,
choreographers), theory, and history. |
Research
and creative projects, self, peer, and faculty discussion, capstone
projects, oral and written reports. |
Ongoing
through the semester. |
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Mission
Statement / Student
Learning Outcomes / Curriculum
Grid / Results of
Assessment / Contact Person
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