Office of the Provost and Vice President for Academic Affairs
School of Theatre & Dance
Academic Year 2014-15 Assessment Report
MISSION STATEMENT
The School of Theatre & Dance holds as its broad purpose, the responsibility to serve the people of Montana and our larger society by assisting students
to grow in their knowledge, skills, and understanding and appreciation of theatre and dance as art forms that can enrich and inform the quality and
meaning of life.
DEPARTMENT OBJECTIVES and ALIGNMENT WITH STRATEGIC ISSUES
1. To provide a very high quality education to our students within the context of a liberal arts university setting where a graduating
student will possess the requisite knowledge and understanding of the art form. This is demonstrated by:
a) A solid and well-rounded education which will enable the student to understand the significance of their art form in the world. (Education for
the Global Century)
b) A working knowledge of the technical and artistic components of theatre and/or dance. (Discovery and Creativity to Serve Montana and the
World)
c) An understanding of the competencies of fundamental skills in theatre and/or dance. (Partnering for Student Success)
d) The ability to clearly and accurately demonstrate an effective working process. (Dynamic Learning Environment)
e) An understanding of and an ability to successfully work within an ensemble. (Dynamic Learning Environment)
f) An ability to use creative and critical thinking skills and methods to solve problems and challenges. (Education for the Global Century)
g) An ability to express one’s imagination and spirit and to learn to communicate in multiple ways. (Discovery and Creativity to Serve Montana
and the World)
h) A sense of responsibility, craftsmanship, quality and discipline. (Partnering for Student Success)
i) A passion to contribute to one’s art form and by extension, to society. (Discovery and Creativity to Serve Montana and the World)
j) An ability to market and promote oneself positively and effectively in a job market and society. (Partnering for Student Success)
2. To create the finest quality theatre and dance productions for the campus, community, region and beyond. (Discovery and Creativity to
Serve Montana and the World, Dynamic Learning Environment)
3. To provide a meaningful and inspirational educational experience to the general education students, introducing them to and allowing
for them to benefit from their interactions in the arts. (Education for the Global Century)
1
4. To serve as an inspiration, resource and professional standard to artists and individuals in our community, public schools and regional
colleges by providing outreach, counsel, workshops, performances and collaboration. (Discovery and Creativity to Serve Montana and the
World)
5. To serve as an effective and high quality program which prepares our students to work as teachers and professionals in theatre, dance
and related fields at all levels. (Partnering for Student Success)
STUDENT LEARNING GOALS AND MEASUREMENT TOOLS
Measurement
Tool
Measurement
Tool
Measurement
Tool
Measurement
Tool
Measurement
Tool
Development of
dance skills
through class
and production
Critiques with
faculty and
outside evaluator
Presentation of
work publicly
Performance
feedback/critique
Annual faculty
assessment
Presentation of
work publicly
Performance
feedback/critique
Junior and senior
project
development and
implementation
Rehearsal with
faculty and peers
3. Increase physical technique and movement
vocabulary
Standardized
discipline-specific
exams
Performance
feedback/critique
Exit exam and
interview
Annual faculty
assessment
4. Develop problem-solving, critical thinking,
analytical synthesis and decision making
Critiques with
faculty and
outside evaluator
Successful
completion of
growth based
curriculum
Presentation of
work publicly
Rehearsal with
faculty and peers
Annual faculty
assessment
5. Increase sense of physical and emotional
presence
Presentation of
work publicly
Junior and
Senior project
development and
implementation
Junior and
Senior project
development and
implementation
Development of
dance skills
through class
and production
Annual faculty
assessment
Rehearsal with
faculty and peers
Measurement
Tool
Measurement
Tool
Measurement
Tool
Measurement
Tool
Measurement
Tool
Discipline
specific
evaluations and
exams.
Presentation of
work publicly
Junior, Senior
and research
projects
Production
critiques, season
critiques and
faculty evaluation
Auditions,
rehearsals, and
production
process
Bachelor of Arts-Dance
1. Develop Initiative and self-discipline
2. Develop performance skills
Annual faculty
assessment
STUDENT LEARNING GOALS AND MEASUREMENT TOOLS
Bachelor of Arts-Theatre
1. Develop critical and creative thinking skills and
methods of problem solving.
2
2. Develop an understanding of theatre as a skill set
to explore, understand and communicate human
experience and an understanding and appreciation of
its significance in a culture.
3. Develop competencies in the fundamental skills of
theatrical production and performance.
Discipline
Student portfolios
specific
and auditions.
evaluations and
exams.
Student portfolios
Presentation of
and auditions.
work publicly
Junior, Senior
and research
projects
4. Develop an understanding of and an ability to
function effectively and cooperatively as a member of
an ensemble and team.
Student portfolios
and auditions.
Presentation of
work publicly
Junior, Senior
and research
projects
Discipline
specific
evaluations and
exams.
Student portfolios
and auditions.
Junior, Senior
and research
projects
5. Develop an understanding of and an ability to
assess and critique one's own creative process and
the creative work of others.
Junior, Senior
and research
projects
Production
critiques, season
critiques and
faculty evaluation
Production
critiques, season
critiques and
faculty evaluation
Production
critiques, season
critiques and
faculty evaluation
Production
critiques, season
critiques and
faculty evaluation
Auditions,
rehearsals, and
production
process
Auditions,
rehearsals, and
production
process
Auditions,
rehearsals, and
production
process
Auditions,
rehearsals, and
production
process
STUDENT LEARNING GOALS AND MEASUREMENT TOOLS
Bachelor of Fine Arts-Acting
Measurement
Tool
Measurement
Tool
Measurement
Tool
Measurement
Tool
Measurement
Tool
1. Advanced development of fundamental principles
of acting as well as strong development of acting
skills across a range of contemporary and historical
styles.
Auditions,
rehearsals,
performances
and annual
assessment
Auditions,
rehearsals,
performances
and annual
assessment
Auditions,
rehearsals,
performances
and annual
assessment
Auditions,
rehearsals,
performances
and annual
assessment
Evaluation from
faculty through
production and
classes
Presentation of
works publicly
Feedback from
visiting
professionals and
evaluators
Discipline
specific research
and exams
Evaluation from
faculty through
production and
class
Solo and
personal
performance and
mid program
audition
Presentation of
works publicly
Evaluation from
faculty through
production and
classes
Presentation of
works publicly
Feedback from
visiting
professionals and
evaluators
Evaluation from
faculty through
production and
classes
Presentation of
works publicly
Solo and
personal
performance and
mid program
audition
School talkback
and student
response for
each production
2. Development an understanding and application of
the fundamentals of vocal production and speech on
the stage.
3. Develop an understanding and application of
character through physical structures and
communication.
4. Develop the ability to function professionally,
effectively and cooperatively as a member of a
performance ensemble.
3
Feedback from
visiting
professionals and
evaluators
Exit exam and
interview
5. Develop an understanding of and an ability to
assess and critique one's own creative process and
the creative work of others.
6. Develop an understanding and appreciation for
the history, tradition and literature of theatre.
7. Develop an ability to think and communicate
creatively and apply that skill within a wide range of
conditions and applications.
Auditions,
rehearsals,
performances
and annual
assessment
Discipline
specific research
and exams
Evaluation from
faculty through
production and
classes
Solo and
personal
performance and
mid program
audition
Exit exam and
interview
School talkback
and student
response for
each production
Auditions,
rehearsals,
performances
and annual
assessment
Evaluation from
faculty through
production and
classes
School talkback
and student
response for
each production
Exit exam and
interview
Junior, Senior
and research
projects
Exit exam and
interview
STUDENT LEARNING GOALS AND MEASUREMENT TOOLS
Bachelor of Fine Arts-Design/Technology
Measurement
Tool
Measurement
Tool
Measurement
Tool
Measurement
Tool
Measurement
Tool
1. Develop the expertise to build and/or implement
the technical aspects (scenery, costumes, lights,
properties, audio) from the conceptual stage through
successful completion.
Discipline
specific exams,
assignments and
class projects
Portfolio review
and production
critiques
Junior, Senior
and research
projects
Presentation of
works publicly
2. Develop the expertise to ensure the success of the
technical needs of a theatrical production efficiently,
safely and knowledgably.
Discipline
specific exams,
assignments and
class projects
Portfolio review
and production
critiques
Junior, Senior
and research
projects
Presentation of
works publicly
3. Develop the skills and expertise to serve in one or
more specific roles (carpenter, wardrobe, electrician,
audio engineer, etc.) in a theatre, music, or dance
production.
Discipline
specific exams,
assignments and
class projects
Portfolio review
and production
critiques
Junior, Senior
and research
projects
Presentation of
works publicly
4. Develop the ability to work with independence,
efficiency, flexibility, as well as being a creative
problem solver.
Discipline
specific exams,
assignments and
class projects
Portfolio review
and production
critiques
Junior, Senior
and research
projects
Presentation of
works publicly
Evaluation from
faculty and staff
through
production
process
Evaluation from
faculty and staff
through
production
process
Evaluation from
faculty and staff
through
production
process
Evaluation from
faculty and staff
through
production
process
4
5. Develop an understanding and appreciation for the
history, tradition and literature of theatre.
Junior, Senior
and research
projects
Exit exam and
interview
Portfolio review
and production
critiques
Junior, Senior
and research
projects
Portfolio review
and production
critiques
Junior, Senior
and research
projects
Measurement
Tool
Measurement
Tool
Measurement
Tool
Measurement
Tool
Measurement
Tool
Development of
dance skills
through class
and production
Critiques with
faculty and
outside evaluator
Presentation of
work publicly
Performance
feedback/critique
Annual faculty
assessment
Presentation of
work publicly
Performance
feedback/critique
Junior and senior
project
development and
implementation
Rehearsal with
faculty and peers
3. Increase physical technique and movement
vocabulary
Standardized
discipline-specific
exams
Performance
feedback/critique
Exit exam and
interview
Annual faculty
assessment
4. Develop problem-solving, critical thinking,
analytical synthesis and decision making
Critiques with
faculty and
outside evaluator
Successful
completion of
growth based
curriculum
Presentation of
work publicly
Rehearsal with
faculty and peers
Annual faculty
assessment
5. Increase sense of physical and emotional
presence
Presentation of
work publicly
Junior and
Senior project
development and
implementation
Development of
dance skills
through class
and production
Annual faculty
assessment
Rehearsal with
faculty and peers
6. Develop the expertise to communicate through
visual images including drawings, draftings,
renderings, light plots, models, sketches and
research.
7. Develop an understanding, appreciation and basic
principles of scenic, lighting, and costume design and
their related industries.
Discipline
specific exams,
assignments and
class projects
Discipline
specific exams,
assignments and
class projects
Discipline
specific exams,
assignments and
class projects
Evaluation from
faculty and staff
through
production
process
Presentation of
works publicly
Evaluation from
faculty and staff
through
production
process
STUDENT LEARNING GOALS AND MEASUREMENT TOOLS
Bachelor of Fine Arts-Dance
1. Develop Initiative and self-discipline
2. Develop advanced performance skills
Junior and
Senior project
development and
implementation
5
Annual faculty
assessment
6. Discover and develop choreographic skills and
process.
7. Develop skills and abilities to teach dance and to
incorporate and use dance as a teaching tool in
multiple environments.
Discipline
specific
assignments and
class projects
Presentation of
work publicly
Presentation of
work publicly
Rehearsal with
faculty and peers
Performance
feedback/critique
Discipline
specific exams,
assignments and
class projects
Junior and
Senior project
development and
implementation
Annual faculty
assessment
Rehearsal with
faculty and peers
Rehearsal and
production
process with
faculty and peers
STUDENT LEARNING GOALS AND MEASUREMENT TOOLS
Master of Arts-Theatre
Measurement
Tool
Measurement
Tool
Measurement
Tool
Measurement
Tool
Measurement
Tool
1. Develop in depth critical and creative thinking skills
and methods of problem solving
Discipline
specific exams,
assignments,
research and
class projects
Discipline
specific exams,
assignments,
research and
class projects
Presentation of
work publicly
Presentation of
work publicly
Auditions,
rehearsals,
performances
and annual
assessment
Auditions,
rehearsals,
performances
and annual
assessment
School talkback
and student
response for
each production
Evaluation from
faculty through
production and
classes
Thesis,
professional
paper, projects
and interview
Evaluation from
faculty through
production and
classes
Thesis,
professional
paper, projects
and interview
Evaluation from
faculty through
production and
classes
Thesis,
professional
paper, projects
and interview
School talkback
and student
response for
each production
Evaluation from
faculty through
production and
classes
Thesis,
professional
paper, projects
and interview
Auditions,
rehearsals,
performances
and annual
assessment
School talkback
and student
response for
each production
Thesis,
professional
paper, projects
and interview
2. Further the development of an understanding of
theatre as a skill set to explore, understand, and
communicate the human experience and
appreciation of its significance on culture and society.
3. Develop more fully and deeply the competencies
in the skills of theatrical performance and production.
4. Develop a further understanding and ability to
function effectively and cooperatively as a member of
an ensemble and team.
Presentation of
work publicly
5. Develop a deeper understanding of the ability to
assess, critique and evaluate the entire production
process.
Discipline
specific exams,
assignments,
research and
class projects
Presentation of
work publicly
Auditions,
rehearsals,
performances
and annual
assessment
Auditions,
rehearsals,
performances
and annual
assessment
Presentation of
work publicly
STUDENT LEARNING GOALS AND MEASUREMENT TOOLS
6
Master of Fine Arts-Acting/Directing
Measurement
Tool
Measurement
Tool
Measurement
Tool
Measurement
Tool
Measurement
Tool
1. Develop a deepened understanding and mastery
of principles of acting and /or directing skills across a
broad range of contemporary and historical theatrical
styles.
Evaluation by
faculty and peers
through
production and
class
Discipline
specific exams,
assignments,
research and
class projects
Discipline
specific exams,
assignments,
research and
class projects
Evaluation by
faculty and peers
through
production and
class
Discipline
specific exams,
assignments,
research and
class projects
Discipline
specific exams,
assignments,
research and
class projects
Discipline
specific exams,
assignments,
research and
class projects
Presentation of
work publicly
Auditions,
rehearsals,
performances
and annual
assessment
Auditions,
rehearsals,
performances
and annual
assessment
Auditions,
rehearsals,
performances
and annual
assessment
School talkback
and student
response for
each production
Solo and
personal
performance and
MFA audition
Feedback from
visiting
professionals and
evaluators
Solo and
personal
performance and
MFA audition
Feedback from
visiting
professionals and
evaluators
Solo and
personal
performance and
MFA audition
Feedback from
visiting
professionals and
evaluators
School talkback
and student
response for
each production
Solo and
personal
performance and
MFA audition
School talkback
and student
response for
each production
Thesis,
professional
paper, projects
and interview
School talkback
and student
response for
each production
Thesis,
professional
paper, projects
and interview
2. Develop a deepened understanding and mastery
of stage speech and vocal production.
3. Develop a deepened understanding and mastery
of physical communication and structure of
character.
4. Further develop the ability to function successfully,
professionally, effectively and cooperatively as a
member of a performance ensemble and production
team.
5. Develop an understanding of and an ability to
assess and critique one’s own creative process and
the creative work of others.
6. Develop a mastery and consistent application of
dramatic action and storytelling.
7. Develop a deep and broad understanding of the
essential theories utilized in the analyzing,
interpreting and staging theatrical scripts.
Presentation of
work publicly
Presentation of
work publicly
Auditions,
rehearsals,
performances
and annual
assessment
Auditions,
rehearsals,
performances
and annual
assessment
Evaluation by
faculty and peers
through
production and
class
Evaluation by
faculty and peers
through
production and
class
7
Thesis,
professional
paper, projects
and interview
8. Develop a proficiency in managing the production
process in time management, rehearsal process, and
communication and interaction with the production
team.
Discipline
specific exams,
assignments,
research and
class projects
Evaluation by
faculty and peers
through
production and
class
School talkback
and student
response for
each production
Thesis,
professional
paper, projects
and interview
STUDENT LEARNING GOALS AND MEASUREMENT TOOLS
Master of Fine Arts-Design/Technology
Measurement
Tool
Measurement
Tool
Measurement
Tool
Measurement
Tool
Measurement
Tool
1. Develop the expertise to build or implement the
scenery, costumes, lights and/or sound requirements
for theatrical productions.
Discipline
specific exams,
assignments and
class projects
Portfolio review
and production
critiques
Thesis,
professional
paper, projects
and interview
2. Develop the expertise necessary to ensure
technical success of a theatrical production.
Discipline
specific exams,
assignments and
class projects
Portfolio review
and production
critiques
Feedback from
visiting
professionals,
evaluators, and
employers
Thesis,
professional
paper, projects
and interview
3. Develop the expertise to successfully design
scenery, costumes, lights and/or sound for a
theatrical event and to serve in the role of a
professional scenic, lighting, costume and/or sound
designer.
4. Develop the ability to demonstrate strong
leadership through design, technical and
communication skills.
Discipline
specific exams,
assignments and
class projects
Portfolio review
and production
critiques
Portfolio review
and production
critiques
5. Develop the expertise to communicate effectively
and accurately through the use of visual images such
as drawings, draftings, renderings, models, sketches,
light plots and research.
Discipline
specific exams,
assignments and
class projects
Evaluation from
faculty and staff
through
production
process
Portfolio review
and production
critiques
Evaluation from
faculty and staff
through
production
process
Evaluation from
faculty and staff
through
production
process
Evaluation from
faculty and staff
through
production
process
Thesis,
professional
paper, projects
and interview
6. Develop a deep and broad understanding of the
essential theories utilized in the analyzing,
interpreting and designing scripts.
Discipline
specific exams,
assignments and
class projects
Evaluation from
faculty and staff
through
production
process
8
Evaluation from
faculty and staff
through
production
process
Presentation of
works publicly
Presentation of
works publicly
Presentation of
works publicly
Feedback from
visiting
professionals,
evaluators, and
employers
Presentation of
works publicly
Thesis,
professional
paper, projects
and interview
Thesis,
professional
paper, projects
and interview
Thesis,
professional
paper, projects
and interview
Feedback from
visiting
professionals,
evaluators, and
employers
7. Develop an understanding of and an ability to
assess and critique one’s own creative process and
the creative work of others.
Discipline
specific exams,
assignments and
class projects
Portfolio review
and production
critiques
9
Evaluation from
faculty and staff
through
production
process
Thesis,
professional
paper, projects
and interview
RESULTS AND MODIFICATIONS
Increasing employment rates in summer
theatre jobs for our students.
The School of Theatre & Dance over the past three years has increased our efforts to better prepare our
students for their careers. To this end we have strengthened and increased promotion of our annual
Professional’s weekend. This event invites theatre companies and theatre professionals from the region to
interview and audition our students in January of each year as they find employees for their upcoming
theatre seasons. Through our curriculum, we have developed better audition preparation and training as
well as promoting course electives which will better serve performers as they apply for work. We are
expanding the number of companies we invite so more opportunities will be made available, and aligning
the needs of the industry more with our training.
We have set a starting goal of 50% job placement in summer employment in theatre of the students who
auditioned or interviewed with the intention of finding employment. This past summer saw 33 students
receiving a summer job offer out of 60 students involved in the event. Of those 60, 44 were hoping to find
summer work resulting in a 75% hiring rate.
Increase retention rates by developing
methods to engage freshman and transfer
students in our programs.
Although our retention rates are very strong, both Theatre & Dance have developed strategies to engage
and assist freshman students.
In the Dance program, freshman now take a freshman seminar class that focuses on educating the
students on aspects of the dance program and the university not normally addressed. Topics such as
wellness, production requirements, and methods of success in an arts education are some of the areas
covered.
In the Theatre program, we have created new events that are focused on the freshman. At the beginning of
the fall semester, all freshman and transfer students were invited to a welcoming event which was
moderated by faculty and grad students. The new students performed, ate, and played games focused on
showcasing their skills and that helped introduce them to each other. To bookend that event, we have
developed a freshman showcase event at the end of the fall semester which is providing them the
opportunity to perform for the faculty, staff and students. As freshman often are not cast in productions their
first year, this was providing them the opportunity to perform and be seen.
Next fall, we will have the results of this work towards retention, and it is our goal to always strive for 100%.
APPENDICES
1. None
10
FUTURE PLANS FOR CONTINUED ASSESSMENT
Historically, in theatre and dance, assessment of activities comes in a variety of forms and from a variety of viewpoints. Comment, criticism, and
evaluation occur from within the members of each production, from professionals associated with our department and outside, from reviewers, from the
University community and of course from the audience members. Artists produce work that is viewed by an audience and by its very nature, invites
discourse, comment, and evaluation. If the audience members are not engaged, if they do not come away from a theatrical or dance event with an
opinion or feeling about the subjects presented, then we most certainly failed on several levels. For those reasons and others, we assess our students’
work in a variety of methods, not just as a measuring stick of their progress and our success in that training process, but in preparation for a world that
will offer a great deal of unsolicited opinion towards their work. This is an integral component of any theatre/dance program and for that reason
assessment is constantly incorporated into the entire educational process.
In addition, the nature of theatre and dance is one in which applying for work is often a permanent occurrence as many theatrical positions in the
professional world are seasonal, temporary or on a “per-show” hire basis. For this reason, students need to be well-rehearsed at the process of applying
for work and having their work evaluated. Actors and dancers will be continually auditioning, designers will submit portfolios in order to be considered for
each design assignment in a theatre company’s repertory, and technicians could very well be working for multiple companies, as many regional theatres
don’t build twelve months a year. Actors, Dancers, Designers and Technicians need to get used to the idea that they will often be applying for work even
when they already have a job. When a show closes, and they all do, the job is over.
Future plans for assessment will be based in the development of specific training within the curriculum. We are constantly aiming for the moving target of
teaching the skills necessary for success in a rapidly evolving and fluid environment. As a school we will continue to monitor the needs of the industry
and then quickly incorporate the training and opportunities into our program so our students will remain in demand and well prepared. An example of the
evolution of the art form can be in the steep increase in projection technology in the theatre and dance production environment. To that end, we have
begun discussions with the School of Media Arts to codify a relationship between the programs that will focus on developing this skill set as many of our
students have already begun to major in both areas in order to pursue this field.
11