Weber State University   

Performing Arts

Dance

Results of Assessment

2000–2001

YEARLY LEARNING OUTCOME ASSESSMENT PROCEDURES

The following Learning Outcomes were assessed during the school year 2000–2001 in the Department of Performing Arts (assessment procedures in bold). It should be noted that all six Learning Outcomes in the Dance Area are assessed each year in their various forms. Not all assessment procedures are used with each of the outcome measurements.

1. Have a practical, working knowledge of how to put together a dance on stage, including all related technical considerations.  

   Simulated and actual activities of putting on a concert and doing or assisting with these activities. Capstone project of individual or group -- project completion, evaluation‚ discussion, written analysis.
   

2. Have the ability to critically evaluate what they and others have created. 

   Papers and journals that present and substantiate criticism‚ of concerts. Group discussions in classes and seminars. Capstone project -- refinement and editing process, evaluation‚ discussion, self assessment.
   

3. Have a kinesiological understanding of the body. 

   Papers and journals that present and substantiate criticism‚ of concerts. Group discussions in classes and seminars. Capstone project -- refinement and editing process, evaluation‚ discussion, self assessment.  Written exams. Case studies of peer dancers. Internship experiences with instructor and peer observation feedback.
   

4. Be proficient in the technical principles of dance, with an ability to identify, analyze and resolve specific physical problems. 

   Simulated / actual activities in daily technique class, includes constant feedback. Video tapes of students skills are self, peer, and faculty assessed -- discussion, written analysis.
   

5. Have an historical context in dance, including how it relates to the rest of our society, culture and history. 

   Written exams, oral exams / presentations, papers / outlines, quizzes. Specific attention is paid to the student being able to put together various facts and identify trends, significance and parallels. Research, creation and presentation of lecture/demonstration.
   

6. Have explored creative processes and structures (their own, their peers, those of faculty or guest choreographers and of major historic choreographers). Written exams and oral exams, especially with regard to major historic choreographers. 

   Papers, journals, simulated and actual activities with self, peer, and faculty discussion. Video tapes.

FACULTY DISCUSSION is ongoing. Assessment results have led to the addition of a new area of focus: Dance for the Camera; two new elective courses; and a change in the sequence of course offerings. It has become clear through the assessment process that in order to cover the knowledge base and skills a student needs in order to receive a degree preparing her / him for the contemporary field, an additional dance faculty is imminent.

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