LA HARBOR COLLEGE
Student Learning Outcomes (SLOs) Assessment Report
Course Assessment
Division: Humanities__________________________
Discipline/Program:
Art__________________________
Course Number and Name: ART 103 Art Appreciation
Program Contact Person: _Lynda Greenberg___________________________________ Phone: ___562-433-1359
Reviewed by:
Elena Reigadas, SLO Assessment Coordinator
Date:
12-31-2013
Attach additional pages as necessary.
Institutional Learning
Outcomes
1
Course Intended Outcomes
1. Use specific aesthetic vocabulary;
naturalistic, realistic, stylized,
abstract, symbolic; introduced in
modules and text to describe and
analyze works of art.
Means of Assessment and Criteria
for Success
Means: Students created two
compositions; one symmetrical, and
one asymmetrical, using black and
white paper. We then had a
classroom critique with each student
critiquing another’s composition.
Students were required to employ
“art terminology” in their
discussion. Students were graded
on the succesfulness of their
composition.
Summary of Data
Collected
F’2013
Two Sections
63 students
48 assignments
76% in A- C range
Use of Results
Having the students create and present a
visual, non-representational work not only
gave them insight into the creative process,
but helped to create verbal links in
understanding, and remembering specific
terminology.
Less students completed this assignment this
semester. Next semester, I will show more
examples, not only of student work, but also
work of Matisse, Kandinsky, and some of the
Russian Constructivists, for inspiration.
Criteria: 70% of students will
demonstrate individual success
1
2. Identify the Elements of art and
principles of design, as they relate
to specific works of art, in time, and
across cultures.
Means: Students have read, and
discussed two specific chapters in
their text book relating specifically
to the “elements and principles of
art and design.
F’13
Two Sections
63 students
54 assignments
86% in A-C range
I am working toward having these terms more
naturally integrated into their writing
assignmens. At this point, they are doing
well.
This discusion was then followed by
two multiple choice quizzes with
ten questions each.
3. Identify formal elements in an
artwork: line, space, light, color,
and value, texture, pattern, time and
motion and be able to ascertain how
Means: Students are first asked to
list the basic elements or art, and
principles of design on their midterm exam. Twenty-five multiple
This semester, the students were introduced to
the terms from the very first day of class, and
are continually exposed to these terms through
reading, lecture, writing and discussion.
F’13
Two Sections
63 students
63 assignments
The students performed better on listing the
elements and principles than on the multiple
choice. and essay questions.
these elements create meaning in
the chosen art work.
choice questions are included on the
mid-term, which surround the
demonstration of understanding the
elements of art, and principles of
design.
75% in A-C range
Following the multiple choice
questions on the mid-term exam, the
students select one
essayquestion(from a list of seven),
from which to write a short essay
response, to include the appropriate
use of the elements of art and
principles of design, relevant to the
description of art work being
discussed.
Students took turns reading aloud an “A”
paper from a previous student. I think this
was helpful in getting the students to begin to
integrate the terms more naturally into their
writing. We also read aloud from some
passages in the book. I was surprised that the
multiple choice questions were seemingly
difficult for them. It might be a good idea to
tie images directly to these questions, lwith a
special review. It would also be ideal if the
students would either have a book, and do a
bit of reading. Next semester, I am going to
design questions for each of the students to
answer in class, and hope for not only greater
involvement, but more fun as well.
Criteria: 70% of students
will demonstrate individual
improvement as determined by the
Mid-term exam.
1
1
2
4. Identify themes of art within a
chosen art work: religious, historic,
political, social; across a broad
range of cultures and time periods.
5. Relate formal elements to
principles of design in analyzing
and evaluating content and meaning
in a given art work.
6. Compare and contrast images
using visual elements and design
principles examined in class.
Means: Students were given a ten
question quiz.
Criteria: 70% of students
will demonstrate individual
improvement as determined by
department rubric
F’2013
Two Sections
63 students
63 assignments
73% in A-C range
Write a one page analysis relating
the formal elements and design
principles to a specific art work of
their own choosing.
F’2013
One Section
62 students
29 assignments
Criteria: 70% of students
will demonstrate individual
improvement.
Students were not
assigned a letter
grade, only written
comments.
Means: Student will write a 3-5
page paper comparing and
contrasting two images seen in a
museum context and relating visual
F’2013
Two Sections
63 students
25 assignments
More discussion/activity linking these themes
to contemporary ideas, with a homework
attachment followed by in class discussion.
This topic may need more time. More
examples, and from the students, may help to
establish better understanding of the meaning
of “Themes in Art”.
This is a good assignment, giving students
credit for participating, and direct verbal
feedback in areas that are good, and areas that
need improvement, in terms of understanding,
and writing. Many of the students opted out
of this assignment. I grouped this assignment
in their “project grade” and they may have
thought that it was not worth doing. I may
need to make this an “in-class” assignment,
and maybe have them read in class, with
discussion.
I was very disapointed that so many students
did not turn in an essay. Many of the students
who did turn them in did really good work.
This paper was based on a field trip to the Los
elements and design principles to
each work. Also, relate the work to
the cultural, historic and social time,
in which these works were created
Criteria: 70% of students
will demonstrate individual
improvement
as determined by department rubric
38% in A-C range
Angeles County Museum of Art. When I
asked students why they did not write the
paper, many said that they had “other papers”
to write at the same time. I am going to
discuss this outcome with my chair, and other
teachers, to find a better way to have them
complete this obligation.
Date:
12/13/2012
Attach additional pages as necessary.
Institutional Learning
Outcomes
1
Course Intended Outcomes
1. Use specific aesthetic vocabulary;
naturalistic, realistic, stylized,
abstract, symbolic; introduced in
modules and text to describe and
analyze works of art.
Means of Assessment and Criteria
for Success
Means: Write a two paragraph
analysis of one work of art using the
correct aesthetic vocabulary to
describe it.
Criteria: 70% of students will
demonstrate individual
improvementas determined by
department rubric
1
2. Identify formal elements in an
artwork: line, space, light, color,
and value, texture, pattern, time and
motion and be able to ascertain how
these elements create meaning in
the chosen art work.
Means: Write a two paragraph
analysis identifying formal elements
and relating them to
content/meanings within the chosen
art work.
Criteria: 70% of students
will demonstrate individual
improvementas determined by
department rubric
1
3. Identify themes of art within a
chosen art work: religious, historic,
political, social; across a broad
range of cultures and time periods.
Means: Write two paragraphs
discussing the theme or themes
within a chosen art work.
Criteria: 70% of students
will demonstrate individual
improvementas determined by
department rubric
1
4. Distinguish the relationship of
design principles: balance, focal
point, unity and variety, emphasis
and subordination, scale and
proportion, repetition and rhythm
and be able to relate these principles
to a content/meaning of the work.
Means: Multiple choice test on
design principles.
Criteria: 70% of students
will demonstrate individual
improvement
as determined by department rubric
Criteria: 70% of students
will demonstrate individual
improvementas determined by
department rubric
Summary of Data
Collected
F’12
3 Sections
150 students
12 assignments
12 discussions
6 tests
90% in A- C range
F’12
3 Sections
150 students
12 assignments
12 discussions
6 tests
85% in A- C range
F’12
3 Sections
200 students
12 assignments
12 discussions
6 tests
85% in A- C range
F’12
3 Sections
200 students
12 assignments
12 discussions
6 tests
95% in A- C range
Use of Results
Including a pre-quiz of aesthetic vocabulary
works well; however, next semester I will
include more images in the practice quiz, so
that students get used to ‘seeing’ the link
between formal vocabulary and image before
they write a formal analysis
A ‘fill in the blank’ pre-test was given in
conjunction with this assignment,
emphasizing the linkage between form and
content. Understanding of this linkage
improved this semester.
Internet links discussing ‘theme’ were
provided in the modules. Scores improved.
Students were allowed to take the test twice
this semester. This, of course, helped scores,
however, I think that it also increased
confidence with using vocabulary on design
principles. Extensive use of images were
used in conjunction with design principles for
this test, so students got a lot of practice, since
they took the test twice.
1
5. Relate formal elements to
principles of design in analyzing
and evaluating content and meaning
in a given art work.
Write a two paragraph analysis
relating two formal elements and
one design principle to a specific art
work of their own choosing.
Criteria: 70% of students
will demonstrate individual
improvement
as determined by department rubric
2
6. Compare and contrast images
using visual elements and design
principles examined in class.
Means: Student will write a 3-5
page paper comparing and
contrasting two images seen in a
museum context and relating two
visual elements and one design
principle to each work.
F’12
3 Sections
200 students
12 assignments
12 discussions
6 tests
85% in A- C range
F’12
3 Sections
200 students
12 assignments
12 discussions
6 tests
90% in A- C range
This semester, in addition to embedding a
sample essay in the modules and home page, I
also gave students a ‘checklist’ of important
information/concepts that they needed to
include.
F’12
3 Sections
200 students
12 assignments
12 discussions
6 tests
85% in A- C range
Embedding youtube videos of contemporary
artists that are being currently shown in Los
Angeles, really helped get students excited
about ‘understanding’ and identifying
different disciplines and mediums.
Criteria: 70% of students
will demonstrate individual
improvement
as determined by department rubric
5
7. Identify and discuss the concerns
of specific mediums and media in
constructing meaning: painting,
sculpture, architecture,
photography, film, video,
installation art
Means: Write two paragraphs
analyzing the medium used in a
chosen art work and how the
medium contributes to the
content/meaning within the work.
Criteria: 70% of students
will demonstrate individual
improvement
as determined by department rubric
To help students success rate with this
assignment, a pre-test, that they can take twice
will help them review key concepts. Using
images in the test help students “practice”
how to “see and identify” the formal elements
and design principles.
An internet link to writing a strong compare
and contrast paper was also included.
Scores improved.
For this assignment giving students an
“outside” of the box model that can be
actually seen in LA, was very helpful.
Ai Wei Wei’s work was featured in
conjunction with his Zodiac installation at
LACMA.
They found this assignment interesting as well
as fun.
5
8. Analyze the relationship of the
viewer’s subjective responses to the
viewer’s cultural, historic, and
social background.
Means: Write one paragraph
analyzing how your subjective
response to a given art works is
influenced by your cultural, social
F’12
3 Sections
200 students
12 assignments
.
This assignment is given at the beginning of
the class and for the most part works well.
Using Voice thread in the discussion section
where students can introduce themselves in a
and historic background.
Criteria: 70% of students
will demonstrate individual
improvement
as determined by department rubric
12 discussions
6 tests
90% in A- C range
‘skype’ like situation creates a good
atmosphere for openly sharing ideas about
subjective response and cultural background
when viewing art.
Sponsoring tolerance, an open mind and an
ability to listen carefully and empathize with
‘others’.
Fall 2010
Institutional Learning
Outcomes
1
1
1
1
1
Course Intended Outcomes
Means of Assessment and Criteria for Success
1. Use specific aesthetic
vocabulary; naturalistic, realistic,
stylized, abstract, symbolic;
introduced in modules and text to
describe and analyze works of art.
Means: Write a two paragraph analysis of one work
of art using the correct aesthetic vocabulary to
describe it.
2. Identify formal elements in an
artwork: line, space, light, color,
and value, texture, pattern, time
and motion and be able to
ascertain how these elements
create meaning in the chosen art
work.
Means: Write a two paragraph analysis identifying
formal elements and relating them to
content/meanings within the chosen art work.
3. Identify themes of art within a
chosen art work: religious,
historic, political, social; across a
broad range of cultures and time
periods.
Means: Write two paragraphs discussing the theme
or themes within a chosen art work.
4. Distinguish the relationship of
design principles: balance, focal
point, unity and variety, emphasis
and subordination, scale and
proportion, repetition and rhythm
and be able to relate these
principles to a content/meaning of
the work.
Means: Write two paragraphs analyzing one or two
design principles that relate to the chosen art work.
5. Relate formal elements to
principles of design in analyzing
and evaluating content and
meaning in a given art work.
Write a two paragraph analysis relating two formal
elements and one design principle that relates to the
specific art work chosen.
Criteria: 70% of students will demonstrate individual
improvement
as determined by department rubric
Criteria: 70% of students
will demonstrate individual improvement
as determined by department rubric
Criteria: 70% of students
will demonstrate individual improvement
as determined by department rubric
Criteria: 70% of students
will demonstrate individual improvement
as determined by department rubric
Criteria: 70% of students
will demonstrate individual improvement
as determined by department rubric
Criteria: 70% of students
will demonstrate individual improvement
as determined by department rubric
Summary of Data
Collected
F’12
2 Sections
48 students
12 assignments
12 discussions
6 tests
80% in A- C range
F’12
2 Sections
48 students
12 assignments
12 discussions
6 tests
80% in A- C range
Use of Results
Student met
expectations and no
course changes are
required.
Student met
expectations and no
course changes are
required.
2
6. Compare and contrast images
using visual elements and design
principles examined in class.
Means: Student will write a 3-5 page paper
comparing and contrasting two images seen in a
museum context and relating two visual elements
and one design principle to each work.
Criteria: 70% of students
will demonstrate individual improvement
as determined by department rubric
5
5
7. Identify and discuss the
concerns of specific mediums and
media in constructing meaning:
painting, sculpture, architecture,
photography, film, video,
installation art
Means: Write two paragraphs analyzing the medium
used in a chosen art work and how the medium
contributes to the content/meaning within the work.
8. Analyze the relationship of the
viewer’s subjective responses to
the viewer’s cultural, historic, and
social background.
Means: Write one paragraph analyzing how your
subjective response to a given art works is influenced
by your cultural, social and historic background.
Criteria: 70% of students
will demonstrate individual improvement
as determined by department rubric
Criteria: 70% of students
will demonstrate individual improvement
as determined by department rubric
LA HARBOR COLLEGE
Student Learning Outcomes (SLOs) Assessment Report
Course Assessment
Division: Humanities__________________________
Discipline/Program:
Art__________________________
Course Number and Name: ART 103 Art Appreciation
Program Contact Person: _Jay McCafferty___________________________________ Phone: ___310/233/4517
Reviewed by: Lora Lane, SLO Assessment Coordinator
Date:
6/13/2012
Attach additional pages as necessary.
Institutional Learning
Outcomes
1
Course Intended Outcomes
1. Use specific aesthetic vocabulary;
naturalistic, realistic, stylized,
abstract, symbolic; introduced in
modules and text to describe and
analyze works of art.
Means of Assessment and Criteria
for Success
Means: Write a two paragraph
analysis of one work of art using the
correct aesthetic vocabulary to
describe it.
Summary of Data
Collected
SP ’12
Five Sections
200 students
190 assignments
90% in A- C range
Criteria: 70% of students will
demonstrate individual
improvement as determined by
department rubric
1
2. Identify formal elements in an
artwork: line, space, light, color,
and value, texture, pattern, time and
motion and be able to ascertain how
these elements create meaning in
the chosen art work.
Means: Write a two paragraph
analysis identifying formal elements
and relating them to
content/meanings within the chosen
art work.
SP ’12
Five Section
200 students
190 assignments
Use of Results
This semester, I added a test into the site
before students wrote this assignment, The
test really helped students get more
comfortable with using the terms and concepts
for formal elements bfore they wrote the
analysis. A big improvement was seen over
last semester. Next semester, I plan to use
more tests in conjunction with written
assignments.
A sample analysis was given on the home
page to demonstrate to students how to link
formal elements with content. Students
showed improvement this semester.
95% in A-C range
Criteria: 70% of students
will demonstrate individual
improvement as determined by
department rubric
1
3. Identify themes of art within a
chosen art work: religious, historic,
political, social; across a broad
range of cultures and time periods.
Means: Write two paragraphs
discussing the theme or themes
within a chosen art work.
Criteria: 70% of students
will demonstrate individual
improvement as determined by
department rubric
SP ’12
Five Section
200 students
190 assignments
90% in A-C range
Last semester, I decided it would be good to
place a link inside of the assignment to
‘model’ the concept of theme and this did
improve the scores on this assignment. I also
think that a quiz in conjunction with this
assignment would be helpful to ‘practice’
1
1
2
4. Distinguish the relationship of
design principles: balance, focal
point, unity and variety, emphasis
and subordination, scale and
proportion, repetition and rhythm
and be able to relate these principles
to a content/meaning of the work.
Means: Multiple choice test on
design principles.
5. Relate formal elements to
principles of design in analyzing
and evaluating content and meaning
in a given art work.
Write a two paragraph analysis
relating two formal elements and
one design principle to a specific art
work of their own choosing.
SP ’12
Five Section
200 students
26 assignments
Criteria: 70% of students
will demonstrate individual
improvement
as determined by department rubric
85% in A-C range
Means: Student will write a 3-5
page paper comparing and
contrasting two images seen in a
museum context and relating two
visual elements and one design
principle to each work.
SP ’12
Five Sections
200 students
190 assignments
6. Compare and contrast images
using visual elements and design
principles examined in class.
Criteria: 70% of students
will demonstrate individual
improvement
as determined by department rubric
Criteria: 70% of students
will demonstrate individual
improvement as determined by
department rubric
SP ’12
Five Section
200 students
190 assignments
85% in A-C range
85% in A-C range
Criteria: 70% of students
will demonstrate individual
improvement
as determined by department rubric
5
7. Identify and discuss the concerns
of specific mediums and media in
constructing meaning: painting,
sculpture, architecture,
photography, film, video,
installation art
Means: Write two paragraphs
analyzing the medium used in a
chosen art work and how the
medium contributes to the
content/meaning within the work.
To help students success rate with this
assignment, a pre-test, that they can take twice
will help them review key concepts. Using
images in the test help students “practice”
how to “see and identify” the formal elements
and design principles.
Again, embedding a sample essay can help
bring up scores.
This paper also allows them to apply
everything they have learned in an “actual”
real life art viewing situation.
For greater success on this paper next
semester a link will be provided to a site that
goes over the ‘correct’ way to write a compare
an contrast paper.
SP ’12
Five Sections
200 students
190 assignments
85% in A-C range
Criteria: 70% of students
will demonstrate individual
improvement
identifying ‘themes’.
Giving a practice test first will help students
improve their score. Scores were greatly
improved this semester due to the additional
practice test.
Embedding youtube videos of contemporary
artists that
are being currently shown in Los Angeles,
really helped get students excited about
‘understanding’ and identifying different
disciplines and mediums.
The works of Cai Guo Qiang, a Chinese artist,
who uses explosive fireworks to make his
as determined by department rubric
drawings and of course the installation of
Michael Heizer’s “Levitated Mass” at
LACMA were high points.
For this assignment giving students an
“outside” of the box model that can be
actually seen in LA, was very helpful.
They found this assignment interesting as well
as fun.
5
8. Analyze the relationship of the
viewer’s subjective responses to the
viewer’s cultural, historic, and
social background.
Means: Write one paragraph
analyzing how your subjective
response to a given art works is
influenced by your cultural, social
and historic background.
SP ’12
Five Sections
200 students
190 assignments
90% in A-C range
Criteria: 70% of students
will demonstrate individual
improvement
as determined by department rubric
.
This assignment is given at the beginning of
the class and for the most part works well.
For greater success next semester, I have
learned how to do a Voice Thread for the
discussion section. This will allow each
student to embed a video of themselves as an
introduction.
I think this will be a dynamic way to start the
class, as well as a good idea for generating
more excitement and interest in the discussion
section; as it will create more of a virtual
classroom..
An added benefit of this assignment is that
students become more tolerant of the opinion
of others and other points of view.
Fall 2010
Institutional Learning
Outcomes
1
1
1
1
1
Course Intended Outcomes
1. Use specific aesthetic
vocabulary; naturalistic, realistic,
stylized, abstract, symbolic;
introduced in modules and text to
describe and analyze works of art.
Means of Assessment and Criteria for Success
Means: Write a two paragraph analysis of one work
of art using the correct aesthetic vocabulary to
describe it.
Criteria: 70% of students will demonstrate individual
improvement
as determined by department rubric
2. Identify formal elements in an
artwork: line, space, light, color,
and value, texture, pattern, time
and motion and be able to
ascertain how these elements
create meaning in the chosen art
work.
Means: Write a two paragraph analysis identifying
formal elements and relating them to
content/meanings within the chosen art work.
3. Identify themes of art within a
chosen art work: religious,
historic, political, social; across a
broad range of cultures and time
periods.
Means: Write two paragraphs discussing the theme
or themes within a chosen art work.
4. Distinguish the relationship of
design principles: balance, focal
point, unity and variety, emphasis
and subordination, scale and
proportion, repetition and rhythm
and be able to relate these
principles to a content/meaning of
the work.
Means: Write two paragraphs analyzing one or two
design principles that relate to the chosen art work.
5. Relate formal elements to
principles of design in analyzing
and evaluating content and
meaning in a given art work.
Write a two paragraph analysis relating two formal
elements and one design principle that relates to the
specific art work chosen.
Criteria: 70% of students
will demonstrate individual improvement
as determined by department rubric
Criteria: 70% of students
will demonstrate individual improvement
as determined by department rubric
Criteria: 70% of students
will demonstrate individual improvement
as determined by department rubric
Criteria: 70% of students
will demonstrate individual improvement
as determined by department rubric
Criteria: 70% of students
will demonstrate individual improvement
as determined by department rubric
Summary of Data
Collected
70 percent of students
tested scored fair of good
on department rubric on a
standardized question.
Student met
expectations and no
course changes are
required.
60 students participated in
the survey.
70 percent of students
tested scored fair of good
on department rubric on a
standardized question.
Student met
expectations and no
course changes are
required.
60 students participated in
the survey.
Use of Results
2
6. Compare and contrast images
using visual elements and design
principles examined in class.
Means: Student will write a 3-5 page paper
comparing and contrasting two images seen in a
museum context and relating two visual elements
and one design principle to each work.
Criteria: 70% of students
will demonstrate individual improvement
as determined by department rubric
5
5
7. Identify and discuss the
concerns of specific mediums and
media in constructing meaning:
painting, sculpture, architecture,
photography, film, video,
installation art
Means: Write two paragraphs analyzing the medium
used in a chosen art work and how the medium
contributes to the content/meaning within the work.
8. Analyze the relationship of the
viewer’s subjective responses to
the viewer’s cultural, historic, and
social background.
Means: Write one paragraph analyzing how your
subjective response to a given art works is influenced
by your cultural, social and historic background.
Criteria: 70% of students
will demonstrate individual improvement
as determined by department rubric
Criteria: 70% of students
will demonstrate individual improvement
as determined by department rubric