Sam Houston State University | SACSCOC Fifth Year Interim Report

Assessment : 2013 - 2014 : Educational Programs :
Dance BFA

2 Goals 2 Objectives 2 Indicators 2 Criteria 2 Findings 2 Actions

GOAL: Dance Performance Proficiency

Objective

Proficiency In Dance Technique

Dance BFA students will demonstrate proficiency in both modern and ballet techniques through juried presentations.

Indicator

Ballet And Modern Technique Juries

A panel of jurists composed of dance faculty and guest professionals assesses students in designated technique classes at the end of each semester. A variety of rubrics have been used in recent semesters; one example is attached. Students are evaluated on specific technical elements as well as on performance qualities. Jurists are also encouraged to include comments for each student.

Criterion

Standard Of Technical Achievement

The department goal is that at least 90% of students receive composite assessment of at least 80% in the jury, and that of those students, at least 80% receive scores of 90% or better.

Finding

Need To Define Expectations At Each Of The 4 Technique Levels

We find that the assessment rubrics in recent use have been too vague for use across the 4 levels. Elements such as "alignment" "use of plie" or "demonstrates musicality" are not useful without more consensus of the skills that should be accomplished prior to promotion to the next level.

Actions for Objective:

Action

Define Expectations For Each Technique Level

The faculty teaching ballet, and the faculty teaching modern, will meet to define appropriate technical markers for each level. From that discussion, we will incorporate those elements into the syllabus for each level, and use the same elements in the juries. Purely technical/mechanical elements will be more readily definable, whereas performance qualities and embodiment of aesthetic standards will remain subjective, better suited to further narrative commentary.

GOAL: Dance Choreography Proficiency

Objective

Students Will Demonstrate Proficiency In The Tools Of Choreography

Each student will demonstrate their ability to use the tools of choreography to create and present original, effective work.

Indicator

Sophomore Gate Presentation

The Sophomore Gate is used to determine that students are making satisfactory progress towards the BFA degree. Each student is paired with a faculty mentor at the beginning of the fourth semester of study, generally in conjunction with enrollment in Choreography 2, DANC 2376. The faculty mentor meets with the student a minimum of three times within the semester as the student proposes and develops a 3-5 minute solo to be performed for the dance faculty at the end of the semester.
Students whose work is assessed as unsatisfactory, less than 80% composite score, will have one opportunity to repeat the Gate; if they do not perform at 80% or higher in the second presentation, they will be advised out of the BFA program.

Criterion

Demonstrate High Level Of Choreographic Proficiency

The department goal is that 95% of students will receive composite scores of 90% or better, and that of those students, at least 80% will score 90% or better.

Finding

Deficit In Students Ability To Devleop Ideas Sufficiently

Students scored high in movement innovation, risk taking, and skillful manipulation of the elements of time, space and energy, with average scores above 90%. They were overall far less successful in communicating the intention of the work, with composite assessments ranging from 75%-90%

Actions for Objective:

Action

Review Content Of Courses And Mentorship Guidelines

Two factors are identified as problematic. One is to review course objectives in choreography 1 and 2, and reach consensus on skills to be covered in each course. The second factor is to insure all faculty mentors receive the guidelines and expectations for the sophomore gate at the beginning of the semester, and can thus more effectively guide the students assigned to them.

Previous Cycle's "Plan for Continuous Improvement"

The faculty will meet to review goals for choreography in each of the four levels required. To this point, there has been little discussion among the faculty, resulting in little known consensus of what or how we want the students to develop skill in creative process. We will particularly review the expectations, projects, and structure that will result in more creative exploration by the students by the time they are presenting their culminating undergraduate work in the Senior Studio production.

Update on Previous Cycle's "Plan for Continuous Improvement"

The anticipated reviews of the choreography classes did not happen in 2013-14. Two of the six faculty positions in dance needed to be filled due to one early retirement and one untimely death. The focus on job searches, with interim positions for the year, pushed curricular development to the side. As fall of 2015 nears, and the positions are filled with new tenure track faculty, we will attempt to address this question. Expectations for each of the choreography classes; for the Sophomore Gate; and for the capstone Senior Studio performance still need to be laid out clearly. similarly, the development of standards for each level of technique needs to be defined by the faculty.

Plan for Continuous Improvement

We recognize the need to meet as a faculty to review the content of our course sequences--the four levels of ballet, modern, and choreography--to determine expectations for each level. Having established what those expectations are, our next step will be to create better tools for assessments of student achievement in technique and choreography.

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