STUDENT LEARNING ASSESSMENT PROGRAM
SUMMARY FORM AY 2002-2003
Degree and
Program Name:
Submitted By:
Art Minor
Please complete a separate worksheet for each academic program (major,
minor) at each level (undergraduate, graduate) in your department.
Worksheets are due to CASA annually by July 1. Worksheets should be
sent electronically to cskjs@eiu.edu. For departments undergoing the
IBHE program review, this worksheet should be submitted in fulfillment
of the requirements for the learning assessment portion of the statewide
review. For information about assessment, visit the Assessment webpage
at http://www.eiu.edu/~assess/.
Glenn Hild
PART ONE:
What are the learning
objectives?
1. Students will become
familiar with and develop
competence in art and design
media and techniques.
How, where, and when are they
assessed? Committee/person
responsible?
Curriculum inventory, critiques
of projects in studio classes.
COMMITTEE/PERSON
RESPONSIBLE: Studio
Faculty; Department chair.
What are the expectations?
What are the results?
Students with minor in Art
(studio emphasis) will
demonstrate competence in
media and techniques
appropriate to level of
coursework.
A review of students
enrolled SP03 with declared
minors in Art indicate
approximately 66% (23 of
35) have taken less than 6
hours of foundations
coursework – insufficient
data to demonstrate
competence. 11% (4 of 35)
have completed foundations
coursework only –
competence exceeds
expectations for 4. 11% (4 of
35) have completed
foundations coursework and
some additional studio
coursework – – competence
exceeds expectation for 2
and meets expectation for 2.
11% (4 of 35) have
completed the minor –
competence exceeds
expectation for 2 and meets
How will/have the results
be used? Committee/
person responsible?
Faculty have not yet
considered assessment of
minor.
COMMITTEE/PERSON
RESPONSIBLE: Studio
Faculty
2. Students will understand
the major achievements in the
history of art and design.
Curriculum inventory, critiques
of projects in studio classes.
COMMITTEE/PERSON
RESPONSIBLE: Instructors of
art history courses; Department
chair.
Students with minor in Art (art
history emphasis) will
demostrate a knowledge of art
history.
expectation for 2.
No data collected. A review
of students enrolled SP03
with declared minors in Art
indicate none with an Art
History emphasis.
Art history curriculum
reviewed to insure the
necessary information is
presented..
COMMITTEE/PERSON
RESPONSIBLE: Art
History Area Committee
(Continue objectives as needed.)
PART TWO: Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment
program. While this section should focus on the current academic year, some departments may find it useful to discuss trends in longitudinal data.
Department expectations for performance of art minors is the same as for art majors in all courses instructed. Changes and improvements for studio and art
history courses an art minor takes to complete requirements are the same as listed for the BA in Art program.
Art faculty were asked to identify how course curriculum has been (or will be) revised based on student outcomes for AY2003-2003.
The following is a summary of the responses.
2D STUDIO
For introductory level drawing and painting courses: devote more time at beginning of each assignment to demonstrate drawing or
painting techniques, increase homework assignments to further explore material covered in class; increase number of slide lectures
about contemporary drawing or painting, assign periodic reading on drawing or painting and have students write one page analysis.
For intermediate level painting courses: similar to above (devote more time to demonstrations, increase homework, increase slide
lecture, assign periodic readings) and have class(es) develop and exhibit artwork based on a common theme.
For advanced level painting courses: Instructor found necessary sometimes to intervene during the course of the semester to help
student(s) maintain focus and avoid frustration; have periodic out-of-class meeting with students to monitor progress. In future
semesters, students will need to complete a short research paper on a specific artist or painting movement.
ART 2000, Life Drawing – based on final grades and overall achievement of students the instructor plans additional out-of-class
assignments (students need to draw from life more than the 2 class meeting per week); instructor plans to continue to update
assignments and handouts.
ART HISTORY
Faculty making greater use of digital technology that allows students to compare/contrast images on their own for study purposes and
have students learn to effectively compile and maintain a personal database for each course.
In some courses students unable to take good notes, thus affecting test results. Instructor built powerpoint lectures with digital images
incorporated and bulleted text points; for more demanding lectures were copied and handed out to the class.
3D STUDIO
Weaving: For all levels, based on student outcomes from SP03 changes will be made to the final project requirement; more specific
criteria for the completion of the project will be given to the students.
Ceramics: Any changes in curriculum for upper level courses would come from tailoring assignments to a particular group of students
(eg. Strong group of students may be given more challenging assignments, more assignments, special duties related to kiln building,
learning mould making, slip coating, glaze chemistry, tile making, etc.).
Jewelry and Metalsmithing: The intro class (2700) has clearly defined set of techniques and outcomes that are required for a student to
continue through the upper level courses. Assignments may differ in concept direction, length of time, and order of technique
introduction, but the expected results are always going to be the same: does the student exhibit a gained knowledge of the tools,
techniques, concepts, and methods.
Upper level metalsmithing curriculum – As groups of classes of students progress throughout the program the direct approach to
instruction varies. Strengths and weakness of the students are identified; then assignments and technical information is introduced in
terms of the identified strengths and weaknesses. Level of project complexity and length of time to complete assignment(s) are
appropriately adjusted to maintain program integrity.
Sculpture: Ongoing assessment process for sculpture/3D design:
 Individual student evaluation
 Assessment of group performance
 Formulation of opinion, success/failure, strengths/weaknesses
 Consultation with program peers
 Consideration of initial changes
 Consultation with peers outside of program/institution
 Attendance/participation at conferences, professional meetings
 Reading current literature on topic or related areas
 Modification of course content
 Implementation
 Repeat
Courses seldom taught the same way twice. Basic facts (learning objectives) remain constant, however vary/experiment with
assignments and sequencing of assignments to seek better or more consistent approaches to instruction.