1997-1998
Annual Assessment Report
School of Comparative Arts
Prepared by: Jessica Haigney
I. What are your unit's goals for student learning? Indicate how your goals were developed and who was involved. Have they been modified based on previous
reports?
A. Goals
Graduate Degree Program
The primary mission of the School of Comparative Arts is to provide an
interdisciplinary fine arts Ph.D. program. The doctoral program emphasizes a cultural education which may serve as preparation for a variety of professional careers, especially college and university teaching. Students graduating from the Ph.D. program are expected to demonstrate mastery of the following intellectual skills:
1. acquire an understanding of the factual content, theories, methodologies and principle issues in aesthetics and two arts media (not represented in their B .A. or M.A. degrees; *) (See: I.C)
2. demonstrate analytic-abstraction skills, i.e., the ability to analyze relationships among artistic elements and their organizational principles in several arts' media; the ability to analyze and formulate abstractions and deal with symbolic language and
thinking;
3. demonstrate an ability to formulate syntheses, i.e., the ability to creatively synthesize aspects, ideas, artifacts--to create a "new" Insight, approach; the ability to formulate a synthesizing principle and design a methodology;
4. demonstrate the ability to communicate ideas (written and oral) in a clear, organized, grammatical style;
5. demonstrate mastery of research skills, foreign languages;
6. acquire and/or demonstrate creative abilities in one artistic medium. (M.F.A. satisfies this requirement.) Students with an M.A. degree must meet a three course requirement in studios or performing arts; and
7. acquire and demonstrate the ability to teach interdisciplinary fine arts courses. * (See: I.C)
Undergraduate Program (non-degree)
A secondary mission of the School is the provision of Tier II and Tier III General Education Courses.
The CA 117-118 (Introduction to the Fine Arts) Tier II courses are designed to provide students with an introductory knowledge of the fine arts media through:
- Study and comprehension of the subjects, raw materials, forms and
contents of each medium.
- Development of basic perceptual, analytic and expressive skills (oral and written) utilizing the "Critical Method"
- Active Learning, attendance at performances/exhibitions and writing exercises that develop analytic skills
- Collaboration student group projects designed to reinforce analytic skills.
The Tier III (Cultural Traditions and the Arts, Madness in Culture) courses are designed to build on the basic knowledge and perceptual, analytic and expressive skills developed in Tier II courses and to which is added:
- the comprehension of interrelationships among the arts and between the arts and cultural ideas;
- the ability to formulate syntheses.
Tier III courses emphasize: active learning through attendance at
performances/exhibitions and writing assignments and collaboration on group projects.
B. Goal Development
The basic goals for both the Graduate degree program and the undergraduate service courses were developed by the faculty at the time of the Program's inception and are formally assessed by faculty, students and alumni during NCAA Review, UCC Program Review, and the Annual Assessment process. The assessment processes are directly related to the goals listed in I.A. (See pages 4-5).
The goals are predicated on: 1) Bloom’s Taxionomy of Educational Objectives" which focus on the development of intellectual abilities through the stages of comprehension, analysis and synthesis; 2) The requirements of academic scholarship which emphasize research methodologies, oral and written communication skills, mastery of languages; 3) creative/aesthetic experience and sensibility which are an essential ingredient in arts’ scholarship; and, 4) professional training of future college and university teacher.
During the 1998-99 academic year the entire faculty met on a regular basis for the purpose of assessment of student learning and related programmatic issues. A packet of informational materials was distributed to the faculty in November for analysis. Meetings during Winter Quarter were scheduled for the purpose of isolating issues and concerns stemming from the data analysis. A brief Student and Alumni Short Answer Questionnaire (Appendix I) was designed, distributed and analyzed. On the basis of the above, modifications
in various aspects of the program will be incorporated Fall, 1998. This process of analysis/modification/implementation will continue during the 1998-99 academic year. (See: Question III for specific information).
C. Modification of Goals
- Curricular: (I. A. 1) bracketed material deleted. Students may continue in MA/MFA discipline.
- Professional Training: (I. A. 7)
- The School has had a 1 quarter Teaching Seminar (4 cr. hr.) in effect since 1976. This seminar will be expanded to include:
1. Regular meetings distributed throughout the year.
2. Participation in the Center for Teaching Excellence GTA programs.
3. First year graduate students will not assume full grade-book responsibility until their second year (they previously assumed this responsibility during the first year, Winter Quarter). They will serve as GAs in the faculty-taught mega-section during their first-year.
- Recruitment/Retention: Enhancement of recruitment and retention is anticipated as a result of a re-allocation of resources in the College. An increase in the doctoral level stipend from $8,100/$10,000 (maxi-stipend) to $10,000/12,000 (maxi-stipend.)
- Undergraduate Service Courses: Integration of computer technologies into the Tier II courses is continuing (See Appendix II).
II. How do you assess student learning? What testing instruments, methods and
processes do you use to collect assessment data? Have these assessment activities been modified since last year?
A. Graduate Program
Assessment of Graduate Student learning includes the following course- embedded qualitative and quantitative processes and those developed in accordance with the standards articulated by the American Council of Higher Education:
1. Quantitative
- GRE/GPA Entrance Requirements
- GPA - 3.0 (minimum)
- ETS Foreign Language Exams - 550+ (minimum)
- Music Theory Examinations - 3.0 minimum
- GRE/GPA Entrance Requirements (1200/3.0 - minimum)
- GPA - 3.0 (minimum)
- Objective testing on course materials
- Comprehensive Examinations - 3.0 (minimum)
2. Qualitative
- Entrance Requirements: Sample Research Paper, Portfolio, Performance Tape
- Written Evaluations of GTA oral/written course assignments according to the criteria specified in the "Graduate Assessment and Grading" policy which corresponds to School goals:
- Continuous Improvement: The intellectual skills of comprehension, analysis and synthesis and their external manifestation in written and oral form and research skills are never fully realized. Refinement of these skills is a life-long process.
- Variable Emphasis: Specific assignments (written and oral) are designed to hone specific skills. Assessment reflects the emphasis. Positive or negative evaluation in one area of emphasis cannot be automatically extended to other areas.
- Gradated Expectation: Each quarter in the Program results in an increased expectation for improvement/and mastery of basic skills. Assessment criteria, therefore, are increasingly more stringently applied.
- Individualized/Group Relation: In a doctoral level interdisciplinary program drawing students from both M.A. and M.F.A. programs, some degree of "remedial" work is necessary in both instances. Students with academic degrees often need to develop aesthetic sensibilities to inform their research driven approach. Students with studio/performance degrees often need development of research/writing skills. Likewise, the derivation of students from diverse disciplines and their tradition of training must be taken into account. Finally, all students are asked to focus in "new" areas of study. These are all factors in individual and individual-to- group assessment. Allowing for the operation of principles one through three addresses individual assessment; however, they ultimately call into play the assessment of the individual in relation to the group. Finally, the assessment must address the expectation of competence that reflects the standards of the Program and the profession.
Categories of Assessment
Criteria for assessment stem from the specific skills the oral or written assignment is designed to address. General categories and their related criteria include the following:
A. Intellectual Abilities
Assessment of basic comprehension of facts, theories, methodologies, trends. The ability to extrapolate and generalize from a principle. The ability to appropriately apply any of the above.
(Goal 1)
Assessment of analytic-abstraction skills. The ability to analyze relationships among artistic elements and determine organizational principles. The ability to analyze and formulate abstractions and deal with symbolic language and thinking. (Goal 2)
Assessment of ability to formulate syntheses. The ability to creatively synthesize unrelated aspects, ideas, artifacts--to create a "new" insight, approach, etc. The ability to formulate a synthesizing principle and design a methodology. (Goal 3)
B. Written, Oral and Research Skills
Assessment of the ability to communicate ideas in a clear, organized, grammatically correct manner. Assessment of basic research skills including the formulation of a single discipline hypothesis and application of an established methodology.
(Goal 4-5)
- Dissertation Defense: Quantitative (3.0) and qualitative faculty commentary
- Teaching Seminar: Evaluation of GTA teaching materials and in class performance (Goal 6)
- Exit Interviews
3. External Assessment
- Entrance Requirements: Three letters of Recommendation
- Visiting Scholar: Qualitative commentary of GTA research projects through individual advising. (oral)
- Graduate Placement: successful professional placement of GTAs (97 %)
- Alumni Professional Activity: (Representative sample available on CA Website)
- UCC Program Review: 1991-GTA Assessment Component "Above Average"
- Alumni Questionnaire
Student file copies of faculty commentary in all courses are maintained. In the CA 891 Seminars, the faculty adopt a Team approach to Seminar design and assessment.
B. Undergraduate Service Courses - Course Embedded Assessment
1. Quantitative (comprehension)
- Objective testing on course materials
2. Qualitative (Analysis, Synthesis)
- Instructor commentary of student assignments (See Appendix I for Sample Assessment Processes)
- Active Learning and Collaborative Projects (See: Appendix I for Samples)
External Assessment
Institutional Research Documents:
- General Education Outcomes: Freshman Profiles ACT Class Profiles; Trends in Academic Quality by College
- ACT-COMP: General Education Outcomes: 1981- 95
Significant to the mission of the School was the finding that "OU seniors scored the highest in the COMP subscores using the arts (70th percentile rank.) Freshmen to senior learning gain was the highest in using the arts..." [1]
This finding suggests that the "Critical/Method Model" (Description Analyses, Interpretation and Judgment" which forms the basis of the CA Tier II courses is effective.
- Survey of Alumni Report: 1985-1991
The "Competencies Needed and Developed" data [6], particularly "The Ability to Formulate Creative and Original Ideas and Solutions," the " Ability to Write Well" reinforce the CA Tier II and III course requirements.
- Course Evaluations
- Grade Distribution
C. Modifications in Assessment Procedures
See: I.C. Professional Training
III. Detail how you have analyzed the data or other gathered information.
The majority of assessment measures in both the Undergraduate Service courses and the Graduate degree program are qualitative, continuous and embrace both individual (private) and public modes, e.g., qualitative assessments of course assignments are made according to established criteria and take the form of instructor or faculty-team written commentary. The class presentation format for some projects embraces peer evaluation. Individual student conferences and group discussion of academic performance are continuous. GTA presentation of papers at conferences, Visiting Scholar commentary, Alumni Placement and Professional Activity provide external measures. Faculty meet frequently to discuss student skill competency/mastery of materials and design additional projects to address individual student needs. Course evaluations, alumni/student questionnaires, exit interviews, Visiting Scholar commentary, quantitative test results are continuously assessed.
Statistical information detailing:
- Applications
- Admits
- Denials
- Enrollments
- Attrition
- Average MAT/GRE scores
- Average TOEFL Scores
- Average GPAs
- Graduations
- ABDs
- Extensions of Time
- Placements
- Student/Alumni Questionnaire Responses (Short Answer)
- Visiting Scholars Commentary (oral recommendations)
- Institutional Research
This informational material was divided into four broad categories
- Program Goals, Requirements, Overall Statistical Profile
- Curriculum, Instruction, Advising
- Undergraduate Service Courses, Teaching Seminar, Technology
- New Directions
Meetings were scheduled during Winter Quarter for the purpose of faculty discussion/evaluation of data in each category. Faculty determined areas in which modification could be implemented in Fall, 1998 (I.C.) and which modifications needed additional consideration (Q. VI.)
IV. What evidence/assessment information have you gathered indicating that you are accomplishing your goals? What evidence indicates that they are not being fully accomplished?
Areas of Concern
Qualitative/Quantitative Assessment of both Graduate and Undergraduate student learning reveals that:
- quality of student intellectual skill development is stronger at the comprehension/analysis levels and diminishes at the synthesis level.
- writing skills continue to need to be addressed
- TOEFL scores are not an adequate assessment instrument for international students
- GTA grading in the Tier II courses continues to be somewhat inflated
- Additional teacher training of GTAs is needed
- The Alumni/Graduate Student Questionnaire suggested the need for a modification in the dual-area program major (See: I.C.) and, perhaps, additional "major tracks" (See: VI)
- The Statistical information in re: to recruitment/retention suggested the need for an increase in doctoral stipend rates (See: I.C.) and more intensive recruitment strategies.
Strengths
Qualitative and Quantitative Assessment data of both Graduate and Undergraduate student learning reveals that:
- individual/group assessment procedures, especially the detailed commentary and undergraduate project assessment processes contribute to a steady improvement in learning--intellectual, writing, research skills.
- Active and collaborative learning projects receive favorable commentary in course evaluations.
- Graduate Placement rate is excellent
|
Higher Education Professorial/ Administrative Positions Artistic Directors |
National/ International Organizations |
Professional Artists |
Arts Related Business |
Non Arts Related |
Secondary Education |
De-ceased |
Retired |
No Contact |
|
|
100 |
15 |
3 |
7 |
4 |
4 |
3 |
10 |
6 |
15 |
- Alumni Professional activity is strong
|
Books |
Articles |
Conference Presentations /Workshops |
Exhibitions/ Performances |
Grants |
Reviews |
Editorial |
Society Officers |
Awards |
Consulting |
|
11 |
120 |
111 |
344 |
42 |
60 |
8 |
1 |
40 |
9 |
- Student Professional Activity
17 Papers Presented at Conferences during the past several years
- Student/Alumni Questionnaire responses (Ques. 4, 5, 6) strongly endorsed the interdisciplinary graduate curriculum (with some modification in Program Major options) (Student-100% Response - Alumni-35% Response.)
- Undergraduate/Graduate courses evaluations are strongly positive (Available on Request)
- The Visiting Scholar program provides an opportunity for the students to discuss their ideas/projects with a variety of specialists in the arts’ disciplines and receive additional advising, often continued by mail.
- Development of technological capacity in the administration/delivery of the undergraduate service courses is progressing (See: Appendix II for Report.)
V. What improvements or enhancements have been implemented based on your assessment activities? How are you using information from your answer to Question 3 to improve your program?
The four improvement/enhancements in "Goals" specified in Question I.C. are a direct outcome of the analysis of data discussed in Question III. In addition, areas designated for enhancement in previous reports, e.g., increased writing assignments, technology initiative, GTA Teacher/Training and curriculum assessment are continuing to be addressed and modified based on assessment data.
VI. What changes do you recommend for you unit in the future?
A. Develop stronger curricular ties with other units in COFA and University
B. Expand curricular options for GTAs
C. Explore various Certificate Program (Summer/Intersession options)
D. Continue to develop technology initiative
E. Expand Alumni Activities, e.g., more frequent conferences (as resources permit)
F. Devise additional oral/written screening processes to supplement TOEFL
G. Continue to address intellectual skill development of synthesis, especially at Graduate level
H. Teacher Training Seminar: Address grade inflation
I. More intensive recruitment efforts
Appendix I:
Selected Examples of Testing Instruments, Methods and Processes
School of Comparative Arts
ALUMNI QUESTIONNAIRE
Please take 10-15 minutes to provide brief responses to each of the following questions. Deadline: March 30, 1998. Thank you.
1. When did you receive your degree or leave the program:
1966-70 1971-75 1976-80
1981-85 1986-90 1991-97
2. Describe your present employment situation. (Type of employer or institution, full/part-time, rank if applicable, primary activity(ies) in the position you hold).
3. Briefly trace the career path you have taken to your present situation.
4. How important was your degree in Comparative Arts to your being hired? Was the Ph.D. more significant than the fact that you had an interdisciplinary arts degree and why?
5. What skills or subject matter in Comparative Arts have proved to be most valuable in the work that you have been doing?
6. What skills or subject matter would have been valuable for the work you are doing?
7. Why did you choose Comparative Arts as a field in which to take a Ph.D.? (Mention as many different factors as you can recall.)
8. Did the program in Comparative Arts meet your expectations and prepare you for what you intended to accomplish through it (professionally or personally)?
9. What changes or enhancements would you recommend for Comparative Arts to meet the challenges of the 21st century and why? (Use back of sheet if necessary.)
Deadline: March 30, 1998
STUDENT QUESTIONNAIRE
Please take 10-15 minutes to provide brief responses to each of the following questions. Deadline: March 30, 1998. Thank you.
1. Why did you choose Comparative Arts as a field in which to pursue a Ph.D.? (Mention as many different factors as you can recall.)
2. What do you hope to do with a Ph.D. in Comparative Arts?
3. What changes or enhancements would you recommend for Comparative Arts to meet the challenges of the 21st century?
Deadline: March 30, 1998
CA 117 GTA OBSERVATIONS
TOPIC/S COVERED
RATING SYSTEM 1-Excellent
2-Good
3-Satisfactory
4-Needs Improvement
5-Inadequate
6-Not Applicable
AREAS OF EVALUATION
1. Clearly states goals for the day’s topic/s ___
2. Communicates subject matter effectively ___
3. Presents material in a well organized manner ___
4. Provides for ample student participation in class ___
5. Classroom management skills evident ___
6. Integration of lecture materials with supplemental A/V sources ___
(where applicable)
7. Demonstrates thorough knowledge of the subject matter ___
ADDITIONAL COMMENTS ON LECTURE PRESENTATION:
________________________
Observer’s Signature
GTA
CLASSROOM OBSERVATION ASSESSMENT FORM
Instructor: Date:
Course: Time:
Topic/s covered:
NI-Needs Improvement, S-Satisfactory, G-Good, E-Excellent
N/A-Not Applicable, N/O-Not Observed
1. Began and ended class on time NI S G E
Comments: |__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|
2. Presented an overview of the class NI S G E
Comments: |__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|
3. Stated objectives of the class NI S G E
Comments: |__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|
4. Made smooth transitions between
topics NI S G E
Comments: |__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|
5. Relationship of material to course
content NI S G E
Comments: |__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|
6. Could easily be heard/understood NI S G E
Comments: |__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|
7. Oriented to class/listened to student
comments/questions NI S G E
Comments: |__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|
8. Effective use of supplemental materials NI S G E
Comments: |__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|
9. Effective use of audio/visual materials NI S G E
Comments: |__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|
10. Stayed focused on topic NI S G E
Comments: |__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|
CLASSROOM OBSERVATION ASSESSMENT FORM Continued:
11. Used questions to access understanding NI S G E
Comments: |__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|
12. Used different levels/kinds of questions NI S G E
Comments: |__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|
13. Encouraged student questions NI S G E
Comments: |__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|
14. Addressed students by name NI S G E
Comments: |__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|
15. Called on students equally NI S G E
Comments: |__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|
16. Encouraged all students to participate NI S G E
Comments: |__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|
17. Mediated conflict skillfully NI S G E
Comments: |__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|
18. Effective use of classroom time NI S G E
Comments: |__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|
19. Effective oral skills NI S G E
Comments: |__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|
20. Enthusiasm/rapport with students NI S G E
Comments: |__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|__|
Overall Impression:
Suggestions:
_____________________
Observer/GTA Supervisor
Ph.D. Program Assessment
School of Comparative Arts
Exit Interview/Evaluation
1. Please provide details of your employment (Employer, position, starting salary).
2. How effective do you think your doctoral education has been at Ohio University?
A. Extremely Effective B. Very Effective C. Somewhat Effective D. Not Effective
3. What were the strongest components of the CA doctoral program?
4. What aspects of the CA doctoral program could have been improved in your opinion?
CA 464C-19TH-20TH CENTURY SYNTHESIS
PAPER
GENERAL CONSIDERATIONS
The purpose of the written paper is to allow you the opportunity to explore an area/areas of interest which might be covered only briefly during the course of the assigned readings and class discussions, but which also spark an interest in you for further investigation. You are invited to adapt the assignment (based on approval by the professor) to fit within your own field of study or specialization if applicable. The intent is to foster a critical approach to a synthesis of the arts within a specified stylistic time period. Your grade assessment will be determined in part by your insights into the art works based on the cultural traditions and ideas of the time and your way or process of thinking.
PAPER REQUIREMENTS
-The approach for the paper may be analytical, historical, comparison/contrast, or a combination of methodologies, depending on your topic.
-Choose a topic from those listed below (or one of your own choosing with your professor's approval) in which to show how a particular idea or cultural tradition influenced or is reflected in two different art forms. (You should choose a specific work in each art form; i.e., a painting and poem or a musical example and an architectural structure.)
-Your topic should be placed in the time frame of the nineteenth or twentieth centuries and should not be the same as your topic for your group presentation.
-Choose works which are not discussed in your text or in class.
-Papers should be approximately 6-8 pages, typed and double-spaced.
-Include at least 3-5 references (excluding your text) to support your statements. You may use the Internet for some of your research if you wish, but not all of it.
-You must provide documentation within the body of the paper (footnotes, endnotes, or parenthetical notes) and a separate Bibliography at the end--the format for documentation can be found in any style manual.
-Include a xeroxed copy of your specific visual example, an excerpt of a literary work, or a cassette/score for a musical example.
-Include a separate title page with the following information: Your name, SS #, Topic Title, Art Forms, Class, Due Date.
Week 4 - Individual conferences for paper topics
Week 6 - Paper Topic due-Monday, May 4, 1998
Week 8 - Individual conferences for papers
Week 10 - Final Paper due-Wednesday, June 3, 1998
Note: You may turn work in before the due date listed on your syllabus. However, you will not be guaranteed full credit for work turned in late.
WRITTEN PROJECT GRADE ASSESSMENT AND EVALUATION
The following specific criteria should give you a basis for determining the expectations on my part
as well as the amount of effort on your part needed to receive an "A" on this assignment. A paper which does not meet all of the criteria listed will be given a lower grade assessment.
SYNTHESIS PAPER Continued:
Characteristics of an "A" paper:
-A solid understanding of how your topic reflects a synthesis of the cultural traditions of the time and your chosen art forms.
-Well written and organized--this includes a clear, concise prose style utilizing proper grammar, spelling, vocabulary, and sentence/paragraph construction.
-Sufficient and appropriate documentation (i.e., footnotes and bibliography) to support and clarify ideas that are not your own.
-Inclusion of all aspects and portions of the assignment.
-Material turned in on time.
The additional criteria listed below should give you a general guideline for my grading standards.
"B" is the grade assigned to papers that are above average in conception and execution. They attempt to address all areas of the "A" criteria, but fall short in one or more areas.
"C" is the grade assigned to papers that show an adequate understanding of the material, but tend to be vague, ambiguous, and lacking in several of the specific criteria listed above.
"D" is the grade assigned to papers that reflect inadequate treatments of the assignment and usually exhibit some major misunderstandings of the material. Extreme brevity, lack of clarity, errors of facts or reasoning, stylistic sloppiness, and errors in grammar and spelling are some of the indications of inadequacy.
"F" denotes effort that is unacceptable as college-level work.
CA 464C-PAPER ASSESSMENT
Solid understanding of how your topic reflects a synthesis of the cultural
traditions of the time (25) _____
Discussion of specific works in two art forms which reflect this synthesis (30) _____
________________1st art form and example/copy of work (15) _____
________________2nd art form and example/copy of work (15) _____
Well-written and organized, inclusion of all components (20) _____
Documentation in the paper (3 to 5 references), including direct quotes,
paraphrases, and ideas which are not your own (10) _____
Bibliography/Works Cited ( 5) _____
Paper turned in on time (10) _____
Total ____
POSSIBLE PAPER TOPICS
The following are suggestions for topics which would work for this assignment. You are welcome to choose some other topic which interests you or is related to your major area of study as long as you get the professor's approval and you can meet all the requirements/components of the paper. You must stay within the 19th/20th century framework for this paper.
-Politics and the arts -Transcendentalism
-Propaganda and the arts -Harlem Renaissance
-Religion and the arts -East Meets West
-Multiculturalism and the arts -Gender and the arts
-Censorship and the arts -Technology and the arts
-Urbanism and the arts -Idealism and the arts
-Select a specific stylistic "ism" or one of the main ideas discussed in Chapters 17-23 and choose 2 different art forms in which to show a synthesis of that idea (ex: the Pre-Raphaelites in painting and literature; Existentialism in sculpture and theater)
GROUP ASSESSMENT
Place a check by your assigned group:
_____Expressionism _____Neoprimitivism _____Cubism _____Futurism
_____Dadaism _____Surrealism _____Constructivism _____Nonobjectivism
Rate your individual group members as objectively as possible based on the following statements.
Also include a rating for yourself (self-assessment).
1-poor 2-below average 3-average 4-above average 5-excellent
*Any rating under 2 or over 4 must include a written rationale as to why you awarded that rating.
1. Your Name-Self-Assessment_______________ Numerical rating
-Attended out of class meetings at times mutually agreed on by the group _____________
Comments:
-Actively participated in planning for the group presentation and
contributed to group discussions _____________
Comments:
-Well-prepared for his/her part of the presentation _____________
Comments:
Total pts. _____________
2. Group Member's Name_____________________ Numerical rating
-Attended out of class meetings at times mutually agreed on by the group _____________
Comments:
-Actively participated in planning for the group presentation and
contributed to group discussions _____________
Comments:
-Well-prepared for his/her part of the presentation _____________
Comments:
Total pts. _____________
3. Group Member's Name_____________________ Numerical rating
-Attended out of class meetings at times mutually agreed on by the group _____________
Comments:
-Actively participated in planning for the group presentation and
contributed to group discussions _____________
Comments:
-Well-prepared for his/her part of the presentation _____________
Comments:
Total pts. _____________
ARCHI-TOUR--CAMPUS
In the buildings listed below, identify any/all of the following you can find:
CE-Classical elements--identify both Greek & Roman elements such as post and lintel construction, pediments, architraves, friezes, triglyphs, metopes, arches, columns (Doric, Ionic, Corinthian, Tuscan and Palmate-these may be full, engaged or pilasters)
U-What element/s are repeated that provide a sense of unity to the facade?
V-What element/s provide a sense of variety to the facade? (often in relationship to the elements that provide unity)
B-Balance-overall balance of the facade (symmetrical/asymmetrical)
The following buildings are arranged in counterclockwise order, starting with Lindley Hall, according to the map on the reverse side.
17-Lindley-Court Street
10-Scripps-Court Street facade
Park Place facade
86-Sigma Chi House (_ X)-Park Place
5-Alden Library-Park Place facade
60-Konneker Alumni Center-University Terrace
6-Ellis-University Terrace facade
7-Galbreath Chapel-College Green facade
8-Memorial Auditorium-College Green facade
University Terrace facade
34-Voight-College Street
United Methodist Church-College Street
________________
Appendix II:
Technology
ASSESSMENT OF SUMMER 1997 COMPUTER-BASED DEVELOPMENT
The year 1997 was a watershed year insofar as we have witnessed the emergence of multiple technologies, each of which has a direct impact on the future of distance learning and multimedia presentation. Nine general tasks were established at the beginning of the summer session (1997) with an eye toward exploiting these developments:
Contact major Search Engines who have identified the CA Home Page. An exhaustive effort was made over several weeks to identify and notify common WWW search engines, and subsequently to verify a Departmental presence through those engines. All major search engines have registered high-level hits on the search term "Comparative Arts". Along the same lines, the viability of monitoring monthly "hits" to the Departmental home page was explored. Ultimately, the attempt to do so had to be tabled until CSC is capable of sorting out "crawler" hits from legitimate inquiries; absent that capability, the data accrued would be meaningless (according to Prof. Piccard).
Design CA Alumni Page AND Update the Faculty Web Pages using Departmental forms.. Updates to the Department home page system were effected in: the arts kiosk (including various web surveys), undergraduate course home pages (including installing "Madness in the Arts"), alumni and CA news, the alumni directory (with future possible expansion into downloadable database format), dissertation information, and the graduate handbook. Also undertaken were reviews of forms documentation, dynamic HTML, and sound capabilities. (Note: The entire departmental home page system has now been charted on whiteboard.) Experiments were conducted with HTML conversion software (e.g., Word Perfect) to determine the most efficient means of maintaining HTML code.
Establish external and internal bulletin boards. According to Prof. Piccard, bulletin board access is not currently possible at OU. Future implementation was a possibility as of late fall of 1997. The administrative design would need to be worked out beforehand.
Expand the outline of operating procedures. System and HTML maintenance and operating procedures were greatly expanded and documented in The Black Book; security was installed at the start-up level. Currently, the installation of a regular periodic backup system is pending. It will become critical at a point if and when the computer imaging for the department becomes centralized on departmental equipment (Macintosh accessed via Ethernet). Various upgrades of web-related software were undertaken: Netscape 3.01 for Mac and for PCs in Xerox Room; REALPLAYER 4.0 (PC and MAC)--later, Netscape Communicator.
Survey the full-range of distance learning options. Access was obtained early on to the Distance Learning Forum [DEOS] directed by Penn State University. Subsequently, a system for capturing, re-formatting, and indexing DEOS exchanges (now some 17 million characters) was established. Considerable time as well was spent setting up and testing out various audio and video conferencing systems.
Survey commercially available teaching tools on CD-ROM. The initial effort was limited to those CD-ROMs relevant to teaching CA117. CD-ROMs reviewed included: Strauss Tone Poems (literary and programmatic crossovers), Beethoven's Ninth Symphony (integration of large-scale forms with text), Music Theory, The Barnes Collection (Historical context with formal analysis), and several others. The personal purchase of Print Screen allowed the reviewer to "cut and paste" at will from these offerings, opening the door to further customized presentation capabilities. Time was also spent evaluating hardware configurations (see recommendations) in conjunction with possible software upgrades.
Outline a process for channeling updates, suggestions. This remains to be implemented.
Research multimedia teaching (presentation) tools, especially those applicable to distance learning. The major concerns covered were: copyright (fair use documentation), image acquisition, image organization and access (LAN or Web), computerized class administration, and presentation assembly. Through the use of screen captures, Web searches, and (primarily) scanning technology, a database (collection) of some 477 Computer (JPEG) images, 183 (uncaptured) CDROM images, along with 7 Commercial slides and 247 Comparative Arts slides (HTTA, PTA) (as well as 95 Comparative Arts videos) have been catalogued and cross-indexed for access by the Department at large. Note: the quality (clarity, faithfulness of reproduction) varies according to: 1) the size of the original printed image, 2) the clarity of the original printed image, and 3) the resolution and intelligent-scanning features of the scanner. A system of evaluative standards should be instituted in the near future in order to insure a consistently high quality of image. Several hours were spent consulting with experts in the field of imaging (e.g., Ginger Sheridan of the slide library, IMS staff). Other avenues explored: email as classroom facilitator, experiments with Adobe Photoshop to test for color-print conformity across several formats(JPG, BMP, TIF). Similar experiments have been conducted on a large scale throughout the school year, including extensive use of computer imaging for classroom lectures and the development of comprehensive administrative tools.
General Recommendations
Greater emphasis should be added to the incorporation of computer images in delivering lecture material for Comparative Arts 117.
Hardware-Timely Issues
As large an institution as OU should certainly be in a position to acquire DIGITAL projection TV now that the technology is becoming commercial. It would greatly improve the projected computer images that have been double and quadruple overscanned (i.e., only half or one fourth of the available output lines are being displayed on the screen). This would move computer imaging into direct competition with slide images, often surpassing their quality. Beyond that the advantages of relying on computer images are: 1) the status of the FA Slide Library seems to be in some doubt, and 2) the use of computer images affords considerably greater flexibility in how the images are presented (addition of labels, comments, overlaid diagrams, music, animation, motion pictures, sound effects, transitions, answer overlays, zooming, morphing, histogram adjustments, juxtaposition of multiple images, etc.)
There is a pressing need for the long-promised CD player in Mitchell. Currently playing CDs requires bringing in personal peripheral equipment. There was also supposed to be a slide carousel that hooked directly into the projection TV; it was apparently misordered, but the need still exists.
It would also be advisable to procure an RCA converter interface for the VCR to allow interfacing of notebook PCs (such as the one owned by Comp Arts) with the TV projection system.
Mitchell Auditorium is also lacking a MIDI keyboard of any kind. Current MIDI keyboard technology would allow someone with minimal keyboard skills to put together relatively sophisticated examples for class lectures--and integrate them into visual images.
The equipment in Mitchell Auditorium is "intelligent" but the intelligence is wasted without expertise on how to take advantage of it. Similar equipment exists in Morton Hall---where, no doubt, technical support is not an issue.
Hardware-Future Projections
Individual classrooms in Lindley should have multimedia projectors such as are available on loan from IMS. This would allow classroom instructors to access an increasingly large database of computer images. Utilization of the current (already obsolescent) notebook PC together with the purchase of an equivalent (and considerably less expensive) notebook PC would complete the hardware requirements for the two small classrooms. Other possibilities might include expropriating one of the two PCs from the Xerox Room. Unfortunately, the Mac Classics in the GTA offices do not have the graphics capability to function in this capacity.
Currently the highest quality images are being acquired through my (ESG) HP5100cse scanner (scanning technology has greatly improved in just the last three years.) Adjusting of the current Mac-connected scanner could probably bring the quality in line with that of the HP. A helpful addition for the Mac (Epson) scanner would be a transparency adapter, which would allow conversion of existing slides.
A rapidly improving source for computer images is the digital cameras. The current offerings (as of 3 months ago) with standout characteristics are ($700-$1000):
Olympus - 1024x768 resolution(threshold), direct to TV or PC, multi-memory cards
Sony Mavica - built-in floppy, 10x zoom, 40 24-bit color 640x480 JPEG (or 20 hi-res)
Kodak - 1 million pixel, infrared transfer
Recordable CDROMs must be considered critical to any distance learning program that is graphic-image intensive. Ultimately (if not already) CDROMs will be included with multimedia-based texts so that students will be able to experience, study, and analyze the same artistic interrelationships as they now witness in the lecture hall.
For now, current equipment (personal scanner, personal donation of use of notebook PC, MIDI/WAV digitizing capacity of personal PC) suffices to benchmark and test-run integrated multimedia of the type required by both distance learning and lecture auditorium presentations.
Tape backup will be critical if the Mac System is used as a central repository for graphics images. Currently the collected set of JPEG files (SLIDES) resides on backup ZIP diskettes.
Software-Future Projections
JAVA is universally considered to be the hyper-language of choice. Inclusion of "high-tech" features in the Comparative Arts Home Page System would require employing JAVA.
General Recommendations Continued:
MIDISCAN is a software package that would enable a non-musician to directly scan a score into a computer such that a MIDI (immediately playable!) file would result. For authentic output, WAVE TABLES (mathematically derived timbres of specific instruments) would also be required.
Band in Box is a software package that allows for more sophisticated assembly of musical output files.
Creative Wave is a software package that enables the user to digitally capture any recorded sound (CD, cassette, microphone) and save as a .WAV file, which can subsequently (similarly to MIDI files) be integrated into multimedia presentations.
Claris Home Page 3.0 is the most highly recommended Web Page design software. The software allows for interactive creation and amending of web pages with built-in access to FileMaker databases.
Adaptec Easy CD Creator Deluxe (often bundled with CD-R and CD-RW hardware) is essential software for the creation of CDROMs.
PowerPoint (already on one of the PCs in the Xerox room) appears to be the most flexible presentation software available. Lotus (the current software of choice) suffices for most purposes. The main advantage of PowerPoint would be its easy interface with animation software---requiring, of course the purchase of animation software.
Books research (recommend buying)
The Indispensable PC Hardware Book 1998
Digital Imaging for Libraries and Archives, Chapman-Kenney, Cornell Univ. Library, 1996
Suggested Additional Tasks:
Meet with Marvin Bowman to establish University-based teleconferencing option.
Negotiate to send delegate to next IDLCON.
Explore alliances: Houghton-Mifflin or publisher for Distance Learning partnership (PTA
may ask). [McGraw Hill already is involved in such arrangements.]
Set up faculty "Image Review Board".
Include text versions for all pages.
GRANT PROPOSAL
for Multi-Media Consultant
Summer Stipend - 1998
Primary Purpose:
To continue to adapt the Comparative Arts 117 and 118 courses for theComputer-OutReach initiative currently being developed by the University.
Secondary Purpose: To implement and disseminate the advances made during the summer of
1997 in computer graphics, local area network access, class administration,
and Web-based subsystems.
Goal: Establish greater visibility for the Ohio University Comparative Arts
program and comparative arts in general to the scholarly and arts community.
(both academic and non-academic) and participate in the sharing of research,
methodologies, and teaching practices.
Statement of Work:
Continue research in distance learning options through a systematic review of DEOS exchanges, representation at national conferences (IDLCON), and participation in OU-sponsored forums.
Continue to expand outline of operating procedures, including backup and restoration procedures and schedules.
Expand survey of commercially available teaching tools on CD-ROM (IMS, CA Library, Commercial outlets) and integrate into course design.
Attend summer seminars: PowerPoint, PowerPoint II, PowerPoint III, Eudora Pro.
Continue to expand database of computer images.
Disseminate and compile questionnaires on computer-based skills and platform familiarity of faculty, current GTA's, and incoming class in order to determine appropriate training paths.
Prepare advanced training for faculty and GTA's in:
Automated attendance, grading, statistics, roster translation, student progress reporting
Attendance notes, quizzes, unit test processing
Automated exam/quiz construction
Image scanning and processing
Presentation/lecture assembly (EZPhoto, Lotus, PowerPoint)
Peripheral technologies (MIDI, WAV, animation, etc.)
Effective use of email systems (group addressing)
HTML page design and implementation (including word-processor-based solutions, personal pp.)
Web browsing (search, research, and reference capabilities) [Internet for Educators]
Audio-visual hardware systems
Install process for channeling updates, suggestions.
Expand current home page system to incorporate features such as forms, photo images, more on-line undergraduate course materials.
Develop:
Feature Article/Essay/Creative Work segment for the CA website
Bulletin boards (contingent on CSC implementation of the capability):
GRANT PROPOSAL Continued:
External (for posting dynamic CA program information)
Internal-Faculty (access to publications, faculty notices)
Internal-Faculty/Student (for posting assignments, notices, etc.)
Model for remote Comparative Arts classes
Consult with faculty on distance learning project development for Tier III courses.
Proceed with hardware acquisitions: research reviews, survey available discounts, etc.
Current Hardware and Software Configuration:
Power Macintosh 8500/120 Computer
Apple Multiplevision 1710AV Display
Apple Design Keyboard
Epson Color Scanner
B&W Printer
Video Capture Capability
Adobe Illustrator
Adobe Pagemaker
Adobe Photoshop
AtEase (security software)
Additional Anticipated Software Requirements: Purpose:
(See General Recommendations)
Personnel Services
Stipend proposed (per summer): 317.5 hours x $20/hour = $6350.00