Kent State University
Assessment of Student Academic Achievement Plan
Sample Academic Department Plan
School of Art


Overview: The Mission of the School of Art

The mission of the School of Art is to provide a comprehensive and superior professionally oriented education in the study and practice of the visual arts which will complement university studies in the liberal arts, humanities, and sciences. In support of this mission, the School of Art is committed to liberal education as a necessary ground and complement to the development of perception, intellect, imagination, and skill in the visual arts; to knowledge of the history of the visual arts as a basis of aesthetic sensibility and personal expression; to development of skill in the use of traditional and experimental media; to the practice and communication of the unity of form, meaning, and value in art, craft, and design; and to excellence in curricula and instruction.

The goals of each degree program in the School of Art are generally stated (as space permits) in the University's undergraduate and graduate catalog and bulletin. The specific and measurable objectives of the School of Art evolve from the central emphases of the University, viz., instruction, scholarly research (and/or creative activity,), and service. These objectives are disclosed below by each of the five divisions which comprise the School of Art. While specific objectives reflect the diverse conceptual interests and ends of faculty and degree programs, the common endeavor of all faculty in all programs remains instruction to shape and assist the development of competence. Creative activity and research inform instruction by contributing personal vision and knowledge to the visual arts, while service sustains and strengthens the entire enterprise of a university education. All faculty of the School of Art agree that instruction, as a prescriptive, normative structuring of information and method, should in

The Division of Art Education emphasizes the preparation of students for initial Ohio teacher certification in visual art, grades K-12. The undergraduate program emphasizes the interaction of knowledge, skills and values which promote high levels of sensitivity, selectivity and structure in visual perception. Joined to that interaction are the essential components of the studio art experience, the ability to articulate the expressive content of art forms, and the continuing development of the individual's personal philosophy of art and education.

The goal of the Division of Art History is to provide School of Art majors and students throughout the University with a substantive and comprehensive knowledge and understanding of the major achievements in the history of art, and to prepare undergraduate art history majors for graduate study in art history and art history methodology.

The goal of the Division of Crafts is the preparation of students as future professionals in a selected craft medium, viz., ceramics, enameling, fiber art, glass, and/or jewelry/metals. Faculty of the Division encourage self-sufficiency and a personal identity as artists and crafts people. The program is grounded in general principles and techniques of craft, and in an awareness of current and historic practices. It is organized as a sequence of courses which include, 1) studio experience in Fine Arts; 2) a broad knowledge of art history and its methodology; 3) concentrated study in one or more crafts areas; 4) a liberal education, which includes elective and selected coursework from the categories of Composition, Mathematics, Logic, Foreign Language, Humanities, Social Science, and Basic Science; and 5) general university electives.The goal of Graphic Design/Illustration, is to prepare students for the graphic design profession. Specifically, the intent of the program is to develop aesthetic sensibility and

The goal of the Division of Fine Arts is to prepare students to function in a variety of artistic roles. To achieve this goal, division faculty are committed to instruction which develops technical skills, competence in the use of media, artistic sensibility, and responsiveness aesthetic form. Students must know the major achievements and achievers in the history of art and must understand contemporary art forms and their underlying theories. They must be able to assess the quality of works of art and the intellectual value of contemporary theory and criticism.

Special Requirements as Measures of Student Achievement

The faculty of each Division of the School (with the exception of Art History) have established special requirements for advancement and graduation, and maintain a system of internal reviews which assess strengths, weaknesses, and the general progress of each student within his or her degree program. The review process is an advisory conference and a diagnostic evaluation.Every Art Education major must pass the "Art Education Major Review" (Art 31008, 01 credit hour) prior to acceptance into student teaching. The Review generally takes place in the senior year with the permission of the student's primary faculty advisor and includes two basic components: the mounting of an exhibition of work completed in studio art courses and an oral examination of knowledge and understanding of art education pedagogy. Students are expected to have established intelligent relationships between theory and practice, and be able to articulate and defend their philosophy of art education, including its role in the scho

In addition, Art Education majors must meet requirements of the Professional Standards Program of the College of Education, specifically, the "Pre-Professional Skills Test of Reading, Writing, and Mathematics," and, beginning in 1991, the "National Teacher Examination." After completion of 45 hours of coursework, art education majors must apply for "Advanced Standing in Teacher Education in Art Education."

In Crafts, each major must successfully complete "Senior Project" (Art 45099, 04 credit hours), which includes planning and executing a project exhibition in his or her area of specialization (ceramics, enameling, fiber arts, glass, or jewelry/Metals). The project must be presented to and approved by a committee of at least three School of Art faculty, the chairperson of which committee is the faculty member responsible for the area of specialization.

As of Fall, 1994, if approved by the F&PA and EPC, the Division of Crafts will require a Sophomore Portfolio Review (1 credit hour), assessing strengths and weaknesses of work completed in foundation art courses and beginning craft courses.

In Graphic Design, the quality of student achievement is evaluated in the first introductory course (Art 13003, "Introduction to Graphic Design," 03 credit hours), and in a series of rigorous sequenced reviews, directed by the Coordinator of Design with the participation of the seven regular faculty of Graphic Design/Illustration. Only those students with superior ability, self-discipline, and ambition progress through the Program to graduation. Students must pass "Introduction to Graphic Design" with a grade of "B" or better to continue in the Program. The first review, based upon material taught in six preliminary courses, is the sophomore level "Entrance Examination and Portfolio Review" (Art 23005, 01 credit hour). The review is comprised of a test on design terminology which has been given in the six courses, "hands-on" tests of technical ability, drawing skill, and the formal organization of Typography/Imagery; and a portfolio of work selected from each

"Professional Portfolio--Graphic Design and Illustration," (Art 43225, 01 credit hour) and "Senior Project," (Art 43299, 03 credit hours) are also graduation requirements for Graphic Design and Illustration majors.

In Fine Arts, a portfolio review in the junior year ("Portfolio Review," art 34003, 01 credit hour) serves as a diagnostic and advisory conference with the major, addressing the quality of work which has been completed in the first two years of the program. "Senior Project," (Art 44099, 05 credit hours), an independently planned and executed project exhibition reviewed by fine arts faculty, is also a requirement for graduation.

As of Fall, 1994, if approved by F&PA and EPC, the Division of Fine Arts will require a Sophomore Portfolio Review (1 credit hour), assessing strengths and weaknesses of work completed in foundation art courses.

I believe we meet the criteria stated by NCA. Assessment "flows" from our mission and objectives. It has a conceptual framework, based upon our purposes. It has faculty ownership and responsibility. I assume it has institution-wide support. We may not use "multiple measures" as suggested, but these measure are not defined, and it is difficult to know whether or not we meet this criterion (there are, of course, no national standardized tests for the visual arts). The review process certainly provides feedback to students at various stages in their education. The institution is also provided feedback, as evidenced by the number of student who appeal the results of assessment to the Dean and the Provost. The review process is cost-effective--faculty participation is a responsibility added to a full teaching load. We do not believe the review process inhibits access, equity or diversity--we have always tried to be sensitive to these issues and have always tried to accommodate all students. The

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