Weber State University   

Performing Arts

Theatre Arts

Results of Assessment

2001-2002 (submitted 09/30/02)

It should be noted that all fifteen Learning Outcomes in the Theatre Area are assessed each year in their various forms. Not all assessment procedures are used with each of the outcome measurements.

1. Have writing skills and ability to use research tools (library, internet, etc.)

Research projects, character analyses, written examinations, journals, reviews and critiques of productions.

2. Be able to research, prepare, and perform roles in musical theatre with depth in each of the three disciplines: acting, singing, and dancing.

Simulated and actual production activities, internal opportunities, script analysis, critical evaluation and faculty feedback of students’ technical progress.

3. Be able to learn choreographic sequences and demonstrate them with security, character, and stage presence.

Examination and faculty feedback, public performance.

4. Be able to read music and demonstrate sight-singing skills.

Public presentation, presentation of portfolio materials.

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.

6. 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.

7. 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.

8, Develop necessary skills to be proficient in at least one area of theatre (performance, teaching, technical/costume, technical/scene design, directing, theatre management, or play writing), 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.

9. 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.

10. Have experience with individual and collaborative processes needed to produce and understand theatre.

Written and oral examinations, portfolio review, critique of public performance.

11. Be able to articulate a philosophy of theatre education on the secondary level.

Successful completion of theatre education courses on the secondary level.

12. 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.

13. 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.

14. 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.

15. Be able to demonstrate effective classroom management skills and teaching techniques.

Demonstration of peer teaching and student teaching techniques.

Additionally the Theatre Area outcomes assessment results for 2001-2002 showed the following:

1. The Theatre Student Handbook was a successful venture. Now it needs to be examined each year for updates as necessary.

2. Practicum credit requirements need to be reassessed. This reassessment will take place during the 2002-2003 school year.

3. Students remain satisfied with the opportunities for performance.

4. The faculty are considering the restructuring of several courses during the next school year.

5. There is substantial concern about the role of the College of Education in preparing students to be successful theatre teachers. Students feel that their needs are not addressed specifically in this preparation. There is a feeling that some specific courses could better be taught through the Director of Theatre Education. The flaw in this currently is the lack of sufficient faculty to increase the number of courses available in theatre education.

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