Creative Arts, B.A.
Spring 2008 Program Assessment Report
PROGRAM INFORMATION
Degree Program(s):
Creative Arts
Department:
Department Chair:
Chris Jochim
Phone:
924-4463
Report Prepared by:
Johanna Movassat
Phone:
924-4481
Next Self-study due:
Spring 2011
E-mail:
movassat@email.sjsu.edu
Humanities
Note: Schedule is posted at: http://www.sjsu.edu/ugs/programplanning/
ARCHIVAL INFORMATION
Location:
Person to Contact:
Clark Hall 419
Johanna Movassat
924-4481
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
F06
S07
1
2
3
4
5
C
I
D
D
D
C
C
C
Semester before next Program Review↓
F07
S08
C
D
D
D
D
I
I
I
F08
S09
F09
S10
C
I
D
I
C
D
D
D
D
I
I
I
C
C
C
F10
S11
C
I
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.
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Creative Arts, B.A.
Spring 2008 Program Assessment Report
SLO 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.
Evidence for Need:
What evidence was used to identify this SLO as a candidate for improvement (e.g., describe the prior
assessment activities and data that led to this decision)?
[Fall 06] – 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.
[Spring 07, Data Discussion ] – 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.
The next set of data will be collected in fall 08.
Actions Taken:
What actions were taken to improve student learning related to this outcome (e.g., program changes,
changes in pedagogy, process changes, resources requests, etc)?
[Fall 08] Starting in fall 08, there will be a new professor for the class.
Evidence for Impact:
What is the evidence that the actions taken above impacted student learning for this outcome?
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Creative Arts, B.A.
Spring 2008 Program Assessment Report
SLO #2. Be able to create class projects that demonstrate innovative thinking.
Evidence for Need:
What evidence was used to identify this SLO as a candidate for improvement (e.g., describe the prior
assessment activities and data that led to this decision)?
[Fall 07, Data Collection] – 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.
[Spring 08, Data Discussion] - 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.
Actions Taken:
What actions were taken to improve student learning related to this outcome (e.g., program changes,
changes in pedagogy, process changes, resources requests, etc)?
[Fall 08, Implementation] – 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.
Evidence for Impact:
What is the evidence that the actions taken above impacted student learning for this outcome?
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Creative Arts, B.A.
Spring 2008 Program Assessment Report
SLO #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.
Evidence for Need:
What evidence was used to identify this SLO as a candidate for improvement (e.g., describe the prior
assessment activities and data that led to this decision)?
[Spring 07, Data Collection] – 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).
[Fall 07, Data Discussion] –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.
Actions Taken:
What actions were taken to improve student learning related to this outcome (e.g., program changes,
changes in pedagogy, process changes, resources requests, etc)?
[Spring 08] – 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.
Evidence for Impact:
What is the evidence that the actions taken above impacted student learning for this outcome?
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Creative Arts, B.A.
Spring 2008 Program Assessment Report
SLO 4. Demonstrate the ability to collaborate effectively with other students in
the completion of teach projects assigned in Creative Arts courses.
Evidence for Need:
What evidence was used to identify this SLO as a candidate for improvement (e.g., describe the prior
assessment activities and data that led to this decision)?
[Spring 07, Data Collection] –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, 16 th
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.
[Fall 07, Data Discussion] –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.
Actions Taken:
What actions were taken to improve student learning related to this outcome (e.g., program changes,
changes in pedagogy, process changes, resources requests, etc)?
[Spring 08] –At this time, no changes will be made until it is apparent who will be teaching the class in
spring 09.
Evidence for Impact:
What is the evidence that the actions taken above impacted student learning for this outcome?
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Creative Arts, B.A.
Spring 2008 Program Assessment Report
#5. Unique to Teacher Preparation Majors. Be able to identify the connections
between the arts and other core subjects taught in California classrooms.
Evidence for Need:
What evidence was used to identify this SLO as a candidate for improvement (e.g., describe the prior
assessment activities and data that led to this decision)?
[Spring 07, Data Collection] – 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.
[Fall 07, Data Discussion] – No changes to be made to this particular format.
Actions Taken:
What actions were taken to improve student learning related to this outcome (e.g., program changes,
changes in pedagogy, process changes, resources requests, etc)?
[Spring 08] – 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.
Evidence for Impact:
What is the evidence that the actions taken above impacted student learning for this outcome?
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