Program Assessment Report
PROGRAM INFORMATION
Degree Program(s):
Creative Arts
Department:
Department Chair:
Chris Jochim
Phone:
924-4463
Johanna Movassat
Phone:
924-4481
Program Coordinator
E-mail:
movassat@email.sjsu.edu
Report Prepared by:
Next Program
Review?
Humanities
2011-2012
Note: Schedule is posted at:
http://www.sjsu.edu/ugs/programplanning/
ARCHIVAL INFORMATION
Location:
Person to Contact:
Clark Hall 419
Johanna Movassat
(Bldg/Room #)
924-4481
(Name)
(Phone)
Does the information (e.g., Mission, Goals, and/or Learning Outcomes) posted on the web (see,
http://www.sjsu.edu/ugs/assessment/programs/ ) for this program need to be updated? Yes, the Program
Coordinator of Creative Arts will be changing as of July 2008; the new coordinator is Dr. Shannon Riley.
Yes
If yes, please submit changes to jacqueline.snell@sjsu.edu
No
SCHEDULE OF ASSESSMENT ACTIVITIES*
Please complete the schedule of assessment activities below by listing all program Student Learning
Outcomes (SLOs) by number down the left column and indicating when data were/will be collected (C)
and when they were/will be discussed (D) by your faculty. You can also schedule/track program
changes resulting from your assessment activities by indicating an “I” (implemented changes) where
relevant. This schedule is meant to be fluid; providing a proposed schedule for future assessment while
at the same time, providing a record of your efforts as the program planning cycle progresses.
↓Semester after Program Review
SLOs
1
2
3
4
5
F06
C
I
D
D
S07
D
C
C
C
Semester before next Program Review↓
F07
S08
C
D
D
D
D
I
I
I
F08
C
I
S09
D
C
C
C
F09
I
C
D
D
D
S10
D
I
I
I
F10
C
I
S11
D
C
C
C
*Note: This template is based on a five-year program planning cycle. If your program planning follows another cycle
(e.g., based on accreditation), please feel free to add (or subtract) columns as necessary.
Page 1 of 6
Revised: 04/07/2008
Program Assessment Report
Student Learning Outcome #1

Be able to explain clearly and precisely relationships between the various arts, connections and
commonalities as well as differences in written and oral communications.
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
I.
Data Collection:
a. [Fall 06, Data Collection] – For this assessment cycle, how were the data collected and
what were the results?
CA 172 (one section, 40 students): Data collected in fall 06 was discussed in spring 07.
Data included an oral final exam, written assignments and classroom discussions. The final
exam called for contrasting art works from different media. This took an oral format, and
students had to indicate the difference in medium, focus, and structure between arts forms.
Written assignments in relation to field trips to the King Library and to the San Jose Museum
of Art gave the students the opportunity to write about definitions of art and how the
limitations of those definitions are broken in contemporary forms. Classroom discussion
comparing the blues and jazz musicians to Jack Kerouac’s prose style in On the Road also
addressed distinctions and overlaps between various arts.
The next set of data will be collected in fall 08.
II.
What have you learn about this Student Learning Outcome?
[Spring 07, Data Discussion ] – Based on the results in part I., briefly summarize the
discussion surrounding this outcome, i.e., what does the faculty conclude about student
learning for this SLO?
Students were excited to see the connections between the various arts, especially those in
contemporary form. Although most of them were unfamiliar with Jack Kerouac, they began to
appreciate the importance of his writings and the influence his style still has on modern arts.
III.
SAction Item(s) (if necessary):
[Fall 08] Based on the discussion in part II., what actions will the department take to improve
student learning, e.g., program changes, changes in pedagogy, process changes, resources
requests, etc?
Starting in fall 08, there will be a new professor for the class.
Page 2 of 6
Revised: 04/07/2008
Program Assessment Report
Student Learning Outcome #2

Be able to create class projects that demonstrate innovative thinking.
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
I.
Data Collection:
[Fall 07, Data Collection] – For this assessment cycle, how were the data collected and what
were the results?
CA 100W (one section, 25 students): Data collected in fall 07 was discussed in spring 08.
Data was taken from written assignments which included short essays on works of art in local
museums (including San Jose Museum of Art, Cantor Museum, Legion of Honor, De Young
Museum, the Asian Art Museum, and MOMA), interviews with local artists (from gallery
shows in the Art Building to open studios), research projects on artists/works of art, and
essays on various readings in the arts. Quizzes and short in-class essays also added to the
data.
II.
What have you learn about this Student Learning Outcome?
[Spring 08, Data Discussion] – Based on the results in part I., briefly summarize the
discussion surrounding this outcome, i.e., what does the faculty conclude about student
learning for this SLO?
Data analysis shows that many students still have difficulties with basic grammar issues and
the organization of final essays. Faculty discussed ways in which specific exercises or
assignments can address these issues, using a five-step process towards building up final
essays, including various pre-writing exercises. The class was not taught in spring 08 and
will have a new professor in fall 08.
III.
Action Item(s) (if necessary):
[Fall 08, Implementation] – Based on the discussion in part II., what actions will the
department take to improve student learning, e.g., program changes, changes in pedagogy,
process changes, resources requests, etc?
The class will have a new professor in the fall, one who has taught 100W successfully many
times in the past. It is felt that this will enhance the learning of the students.
Page 3 of 6
Revised: 04/07/2008
Program Assessment Report
Student Learning Outcome #3

Be able to demonstrate an understanding of the diversity of the arts of various world cultures.
This would include the ability to explain relationships between the arts within a particular culture
and between the arts of various cultures.
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
I.
Data Collection:
[Spring 07, Data Collection] – For this assessment cycle, how were the data collected and
what were the results?
CA 173 (one section, 40 students): Data collected from spring 07 was discussed. Data
included material from written assignments, class discussions, written responses to the class
discussions, and the final take home exam. The written assignments included
discussions/analyses of the various visiting lectures presenting on such arts as Taiko
drumming, South African Contemporary Music, Silk Road and the Movement of Silk, African
Masks, Islamic Architecture and the Infinite, Modern Film including Central Station (Brazil)
and Children of Heaven (Iran), Chinese painting and Japanese woodblock prints, and the
Loss of Threatened Heritage (UNESCO and the World Heritage Sites), to name a few. One
of the written assignments, for example, asked students to explain the relationships of
apartheid and the present political situation to the development of musical forms in South
Africa over the past century (i.e. Gumboot music and dance), and how it has been affected to
international, specifically American, musical trends (i.e. Rap) and instrument innovation (the
computer and the synthesizer).
II. What have you learn about this Student Learning Outcome?
[Fall 07, Data Discussion] – Based on the results in part I., briefly summarize the discussion
surrounding this outcome, i.e., what does the faculty conclude about student learning for this
SLO?
Because of the fluid nature of this course, and the need for it to include the latest information
regarding such things as UNESCO and World Heritage sites, it is imperative that students be
exposed to a continually updated and extensive list of readings, that guest lecturers from a
wide variety of the arts be included, and that topics on the “cutting edge” of the arts be
included.
III. Action Item(s) (if necessary):
[Spring 08] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes,
resources requests, etc?
At this time, no changes have been made or will be made until it is apparent who will be
teaching the class in spring 09.
Page 4 of 6
Revised: 04/07/2008
Program Assessment Report
Student Learning Outcome #4

Demonstrate the ability to collaborate effectively with other students in the completion of teach
projects assigned in Creative Arts courses.
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
IV. Data Collection:
[Spring 07, Data Collection] – For this assessment cycle, how were the data collected and
what were the results?
CA 173 (one section, 40 students): Data collected from spring 07 was discussed. Data
included evaluations and responses to the various oral presentations made by teams of
students. Each team presented on some aspect of the arts and the affects of globalization.
The topics ranged as broadly as the evolution of Taiko drumming in Japan and its American
development, 16th century woven silk and its affect on the European market as an example of
globalization of the art world in the past, preservation and its affect on local economies of
World Heritage sites by UNESCO, the development of graphic design in Europe and its
development in America, art of puppetry from Thailand, and international “food fusion”, to
name a few.
V. What have you learn about this Student Learning Outcome?
[Fall 07, Data Discussion] – Based on the results in part I., briefly summarize the discussion
surrounding this outcome, i.e., what does the faculty conclude about student learning for this
SLO?
The oral presentations done by teams of students has proven to be an excellent way for
students to demonstrate their understanding of the issues brought up in the various class
discussions and by the guest lecturers. Because students are also required to evaluate their
performance as well as that of other students, it makes them aware of additional issues that
students may or may not have included in the presentations.
VI. Action Item(s) (if necessary):
[Spring 08] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes,
resources requests, etc?
At this time, no changes will be made until it is apparent who will be teaching the class in
spring 09.
Page 5 of 6
Revised: 04/07/2008
Program Assessment Report
Student Learning Outcome #5

Unique to Teacher Preparation Majors. Be able to identify the connections between the arts and
other core subjects taught in California classrooms.
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
VII. Data Collection:
[Spring 07, Data Collection] – For this assessment cycle, how were the data collected and
what were the results?
CA 177 (one section, 40 students): Data collected from spring 07 was discussed. As this
was the first time such data collection was done, materials discussed included written
assignments, quizzes and a midterm, group chapter teaching, class participation, and a
service learning final. The written assignments included the creation of lesson plans based
upon identifying the connections between the arts and core subjects taught in California
classrooms. Field trips to visit classrooms and analyze teaching methods were also
addressed in the group chapter teaching project, in which students demonstrated effective
teaching methods as presented in the visited classroom.
VIII. What have you learn about this Student Learning Outcome?
[Fall 07, Data Discussion] – Based on the results in part I., briefly summarize the discussion
surrounding this outcome, i.e., what does the faculty conclude about student learning for this
SLO?
No changes to be made to this particular format.
IX. Action Item(s) (if necessary):
[Spring 08] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes,
resources requests, etc?
Because of a change in the organization of the class in spring 08, in which another section
was introduced and two lecturers took part in organizing the two sections, sharing the class
time, one focusing on the visual arts, and the other focusing on the performing arts, new data
will not be collected on this format until spring 09. This new format has the advantage of
exposing students to more aspects of the arts; however, it will remain to be seen if this format
will be maintained with current budget restrictions.
Page 6 of 6
Revised: 04/07/2008