College-level Expectations in the Arts

Transcription

1 Cllege-level Expectatins in the Arts Prepared by the Cllege Bard fr the Natinal Calitin fr Cre Arts Standards August, 2012

2 Cllege-level Expectatins in the Arts Prepared by the Cllege Bard fr the Natinal Calitin fr Cre Arts Standards August 2012

3 August 2012 The Cllege Bard Office f Academic Initiatives 45 Clumbus Avenue New Yrk, NY Natinal Calitin fr Cre Arts Standards Prepared by: Amy Charlery, The Cllege Bard, New Yrk Greet van Belle, Queens Cllege, CUNY Access t this publicatin is available at advcacy.cllegebard.rg/preparatin-access/arts-cre Individuals are encuraged t cite this reprt and its cntents. In ding s, please include the fllwing attributin: The Cllege Bard, Cllege-level Expectatins in the Arts, New Yrk, NY, August

4 Table f Cntents Executive Summary... 4 Discipline-specific survey reviews: Dance Media Arts Music Theatre Visual Art Appendix A: Master cpy f survey Appendix B: Participating schls References

5 Executive Summary Intrductin In develping and updating the natinal standards fr arts educatin, the leadership f the Natinal Calitin fr Cre Arts Standards (NCCAS) recgnizes that high schl teachers natinwide are increasingly expected t relate their curse cntent t cllege-level expectatins, in rder t ensure that their students are cllege and career ready at the cnclusin f their high schl experience. In acknwledgment f this fact, the updated standards will cntain guidelines fr advanced-level expectatins and benchmarks fr arts learning, s that they may infrm practice in high schl classrms. Befre these guidelines can be drafted, the framers f the standards will need t hld cmmn understandings as t what cnstitutes advanced-level practice in the arts, and few resurces exist t assist them in this task. The Cllege Bard, in its capacity as an NCCAS partnering rganizatin, crdinated a natinal survey f prfessrs and department heads in dance, media arts, music, theatre, and visual art in tw- and fur-year clleges thrughut the United States, in rder t define cmmn expectatins f cllege study in the arts, including the types f curses that are mst frequently ffered t intrductry-level students, and the categries f habits, skills, and abilities in the arts that are mst frequently emphasized as being imprtant t a fundatin-level learner. The fllwing reprt utlines details f the prcess f develping this survey, and presents discipline-specific, as well as crss-disciplinary findings. Research questins The creatin f the survey and subsequent analysis f its results were guided primarily by the fllwing tw questins: What habits, skills, and abilities cnstitute cllege-level learning in the arts? Hw d expectatins fr cllege practice relate t the gals and bjectives f NCCAS in creating the Cre Arts Standards? The questins related t skills and abilities in the arts enabled respndents t describe the types f curse cntent that are mst cmmnly emphasized and mst widely available within their discipline. This presentatin f findings is meant t allw standards writers t understand the ways that cmmn cllege-level instructinal practice may either reinfrce r depart frm the themes and ideas fund in the framewrk (especially the brad habits f creating, perfrming, respnding, and cnnecting in the arts). In reviewing and testing survey cntent with advisrs, it became clear that the survey shuld acknwledge that there will never be a ne-size-fits-all definitin f cllege-level arts learning, and that even the mst general descriptins culd ptentially vary greatly between curses f study designed fr arts-majrs and thse aimed at nn-majrs. Hence, ur third research questin Is there a difference between majr and nn-majr instructin in each arts discipline at the cllege level? Methdlgy Survey develpment In preparing the survey cntent, Cllege Bard representatives searched fr already-existing standards r benchmarks fr cllege-level perfrmance and fund useful guidelines in the accreditatin standards published 4

6 by the Natinal Assciatin f Schls f Art and Design, Natinal Assciatin f Schls f Dance, Natinal Assciatin f Schls f Music, and Natinal Assciatin f Schls f Theatre. Of particular influence was the standards sectin utlining recmmendatins fr a cmmn bdy f knwledge and skills assciated with study tward all prfessinal baccalaureate degrees in the arts (standards sectin VIII-B). Elements f the language f the survey ech the language fund in prtins f the accreditatin standards. The survey s design and cntent als incrprates extensive feedback frm NCCAS leadership and standards writers, many f whm teach at the cllege level, and reflects the evlving structure and language f the standards framewrk that they cllabratively develped. Survey cntent Nte: The full text f the survey is available in Appendix A. The survey was divided int three sectins: schl prfiles; curse types and availability; and habits, skills, and pprtunities emphasized. The schl prfile sectin cllected infrmatin n the verall student ppulatin at each institutin surveyed. Respndents were asked t identify whether their department primarily serves students majring in that arts discipline, r nn-majrs fulfilling elective requirements. The remainder f the survey was tailred t gather infrmatin specifically abut the grup (majrs r nn-majrs) that each respndent identified as his r her primary audience. This divisin f data allwed researchers t cmpare trends in prgramming acrss arts disciplines as well as cmpare majr vs. nn-majr instructin. Questins abut curse types and availability enabled respndents t clarify whether prtfli reviews r auditins were required fr sme r all intrductry curses and t identify which types f curses were mst available t majrs r nn-majrs in their discipline. The final sectin f the survey ffered respndents t indicate the degree t which an pprtunity, skill, r habit that may f may nt be emphasized in their department s curse f study was emphasized in their department s intrductry track. The examples included in this sectin align lsely with the Cre Arts Standards framewrk cmpnents f creating, perfrming, respnding, and cnnecting. Survey distributin The survey was cnducted nline, and invitatins were distributed t individuals representing departments f dance, media arts, music, theatre, and visual art in clleges and universities natinwide that ffer tw- and furyear degree prgrams. 5

7 Review f Findings I. Participants Respnse Rate A ttal f 1,206 representatives f the varius disciplines were invited t participate in the survey, and 279 f these participants cmpleted the survey, fr a ttal respnse rate f rughly 23 percent. 100 Number f Participants Numbers f Respndents Dance Media Arts Music Theatre Visual Art The numbers f cntacts available within each discipline varied greatly. The dance survey, fr example, was sent t an initial list f 81 cntacts, while a far greater number f music cntacts 400 were available t researchers. Cnsequently, the amunt f surveys that were cmpleted fr each discipline had a similar distributin: There were 38 respndents t the dance survey, 13 fr media arts, 93 fr music, 71 fr theatre, and 69 representing visual art. II. Schl Prfiles Overall Undergraduate Student Ppulatin Respndents were asked t indicate the verall undergraduate ppulatin at their institutin by chsing frm five ppulatin brackets. The results, illustrated n the chart at right, reflect a surprisingly even distributin f respnses amng institutins f a variety f sizes: A ttal f 21% f participants represented schls with an undergraduate ppulatin under 2,000, 19% had between 2,000 and 5,000, 20% reprted a ppulatin f 5,000-10,000, 21 % had 10,000-20,000 undergraduates and, finally, the remaining 19% reprted student ppulatins ver 20,000. Althugh these crss-disciplinary averages create an almst perfectly even split amng ppulatin categries, the results fr individual disciplines are slightly less even. The results in dance, fr example, indicated that 42% f respndents represented institutins serving mre than 20,000 undergraduates, far abve the crss-disciplinary average. The table n the fllwing page features a discipline-by-discipline breakdwn f average student ppulatins. 21% Overall Student Ppulatin (averages amng all disciplines) 19% 20% 21% 19% Under 2,000 2,000-5,000 5,000-10,000 10,000-20,000 Over 20,000 6

8 Percentage f Respndents Dance Media Arts Music Theatre Visual Arts Crss- Disciplinary Averages Under , ,000-20, Over 20, Nte: Numbers represent percentages f respndents in each discipline. Arts Majrs vs. Nn-majrs In additin t understanding the verall size f the institutins represented by the survey data, it was a pririty t gain an understanding f each department s apprach tward teaching arts majrs vs. nnmajrs, and which f these tw grups cnstituted the primary participants in that schl s arts curses D students majring in [dance, media arts, music, theatre, visual art] fllw the same track f entry-level curses as nn-majrs, r are majrs and nn-majrs placed int different curses even at the earliest levels f study? Respndents representing the perfrming arts dance, music, and theatre reprted that it was mre cmmn in their departments fr majrs and nn-majrs t fllw entirely different tracks f study, while the visual arts and media arts respndents indicated that it was mre typical fr majrs and nn-majrs t take the same intrductry curses. It is unclear, hwever, as t whether these students take the same curses after participating in a prtfli review in rder t gain admissin t the prgram Dance Media Arts Music Theatre Visual Arts Same Intrductry Curses Different Tracks f Study 7

9 Percentage f Respndents Which best describes the MAJORITY f students taking entry-level [dance, media arts, music, theatre, visual art] curses in yur department? This was an especially significant questin t the survey s structure, as it split the survey respndents int tw grups: Thse wh indicated that the majrity f their students were arts majrs answered the remaining survey questins particularly as they applied t instructin f majrs; thse wh reprted that they mstly serve nn-majrs were asked t fcus n this grup in their respnses. With the exceptin f dance, the majrity f the students served by the departments were reprtedly arts majrs fulfilling their degree requirements. The majrity f the data that was prduced by this survey relates thus t the teaching f arts majrs at the cllege level Dance Media Arts Music Theatre Visual Art the majrity f ur students are majring in the discipline the majrity f ur students are nn-majrs III. Curse Types and Availability Having divided survey respndents int majr/nn-majr grups, the next set f questins gathered general data abut appraches and prerequisites t arts instructin fr each grup. Hw many students [majring/nt majring] in [dance, media arts, music, theatre, visual art] take entrylevel curses in yur department per semester? The table n the fllwing page details the breakdwn (expressed in terms f percentages f respndents wh selected a particular ppulatin bracket) f the numbers f majrs and nn-majrs served in the department f each survey respndent. As ne might expect, thse answering n behalf f departments primarily serving arts majrs reprted having verall lwer numbers f prgram participants, while the departments primarily serving nn-majrs were mre likely t reprt having ver 200 students enrlled in their curses per semester. 8

10 Percentages f respndents, by discipline Majrs Numbers f Students Majrs Majrs Majrs Majrs Dance Nnmajrs Nnmajrs Nnmajrs Nnmajrs Nnmajrs Media Arts Music Theatre Visual Art Averages Prerequisites fr Arts Study After prviding this basic infrmatin, survey participants were given a series f five questins abut the existence f prerequisites t arts study amng majrs and nn-majrs. Specifically, questins addressed whether auditins r prtfli reviews are required in their departments fr beginning-level perfrmance/studi-based curses, and whether instructr permissin is required f beginning-level students fr admissin t histry, thery, and arts appreciatin curses within their discipline. The respnses t these questins are represented n the table n the fllwing page. Acrss disciplines, the mst cmmn prerequisite fr arts majrs reprted by an average f 60.4% f respndents is an auditin r prtfli review fr admissin t sme, but nt all, perfrmance- r studibased curses. Nn-majrs are less likely t face this requirement, but are mre likely t need instructr permissin t enrll in histry and thery curses. These findings are mst prnunced in the findings f the music survey. Here, 92% f respndents fr majrs and 88% f thse representing nn-majrs indicated that students may expect t be required t auditin fr admissin fr at least sme perfrmance-based curses. Amng nn-majrs, 72% f participants claimed that instructr permissin fr admissin int music histry and thery curses is als required. The discipline with the fewest apparent prerequisites is media arts: 25% f respndents reprted that a prtfli review may be required f media arts majrs fr enrllment in sme studi curses, and the same percentage f nn-majrs may need instructr permissin t enrll in histry and appreciatin curses. In the remaining categries, n further prerequisites were reprted. The media arts survey did, hwever, invlve the smallest participant grup, with 13 respndents, s the data generated may nt accurately reflect practice in the field. The mre limited extent f prerequisites indicated here may als reflect the inherently crss-disciplinary nature f media arts study. 9

11 Dance Media Arts Music Theatre Visual Art Crss- Disciplinary Averages Numbers belw represent percentages f schls where these requirements are enfrced Auditin/prtfli review required fr sme studi/perfrmance curses Auditin/prtfli review required fr all studi/perfrmance curses Permissin f instructr required fr histry curses Permissin f instructr required fr thery curses Permissin f instructr required fr appreciatin curses Majrs Nn-majrs Majrs Nn-majrs Majrs Nn-majrs Majrs Nn-majrs Majrs Nn-majrs Curse Types Respndents were given a list f entry-level curses specific t their arts discipline (encmpassing histry, thery, appreciatin, and perfrmance curses) and were asked t indicate which curse types were available t majrs r nn-majrs at their schls. As the cntent f this sectin f the survey varied by discipline (in cntrast t the ther survey elements which are, fr the mst part, cnsistent acrss all five disciplines), the findings are mre difficult t summarize, but a few highlights f the findings frm each survey fllw: Dance: The mst available classes, bth fr dance majrs and nn-majrs, are in the categry f dance perfrmance: ballet, jazz, and mdern dance. On the ther end f the spectrum, the least available curses verall were smewhat mre specialized, and included Indian dance, discipline- r era-specific curses in dance histry, and dance thery and analysis. Media Arts: The curse types that were reprted t be mst widely available t media arts majrs include filmmaking, digital media, vide, and t a lesser extent, mtin graphics. Nn-majrs, n the ther hand, appear t be mre likely t take curses in digital imaging, cmputer art, vide, and film thery. Music: Amng music majrs, the mst widely available pprtunities are mstly perfrmance-based, and include vcal perfrmance ensembles, instrumental lessns, instrumental perfrmance ensembles, vcal lessns, and music thery. Lessns and perfrmance ensembles have a similarly high participatin rate amng nn-majrs, and this grup is significantly mre likely t enrll in music appreciatin curses Theatre: The mst cmmn curses fr theatre majrs and nn-majrs alike were acting and technical theatre. On the ther end f the spectrum, the least-available curses fr bth majrs and nn-majrs were dramaturgy, film/vide, and technique- r era-specific theatre histry curses. 10

12 Visual Art: The curses reprted t be mst pen t visual art majrs and nn-majrs alike, are the art histry survey curse and the intrductry drawing curse. Interestingly, the results indicate that curses in painting, phtgraphy, and ceramics appear t be mre widely accessed by nn-majr students than visual art majrs. Design-riented curses, including apparel design and interir design, were reprted t nt be available t nn-majr students at all. IV. Habits, Skills, Opprtunities In the survey s final sectin, participants were given a series f statements describing specific habits, skills, r pprtunities that culd be emphasized in a cllege arts curriculum. They were asked t rank each statement n a 1-5 scale, indicating whether that particular item was an area f fcus fr their entry-level students. The table beginning n page 14 ffers a cmplete listing f these statements and the average ratings (srted by discipline and majr/nn-majr categries). In additin, the summary reprt fr each individual discipline ffered in later prtins f this dcument feature cmments left by survey takers in respnse t these items. Summary f findings The highest-rated item verall, amng majrs and nn-majrs in all disciplines, was Students develp functinal cmpetence in manipulating the basic elements, principles, and vcabulary f [dance, media arts, music, theatre, visual art]. The average rating fr this item was 4.92 fr instructrs f arts majrs and 4.76 amng thse wh reprted that they primarily serve nn-majrs. This statement s structure and cntent makes it a natural candidate fr such high rankings: it suggests that students will gain a relatively basic familiarity with the discipline, as ppsed t mastery f any f its techniques r prcesses, and furthermre, this statement can apply t histry and appreciatin curses, as well as practice-based study. Survey items related t refining ne s wrk in respnse t peer feedback received high rankings amng survey respndents as well. This item was nt included in all surveys, hwever, and its phrasing varied between disciplines: [Theatre]: Students refine their wrk based n rehearsal r scene feedback. This item received an average rating f 4.71 fr theatre majrs and 4.46 fr nn-majrs. [Visual Art and Media Arts]: Students refine their wrk based n feedback during exhibitin and critique. This item received an average rating f 4.65 fr majrs and 4.28 fr nn-majrs. In cntrast t the highest-rated questin discussed abve, these statements refer specifically t creative practice the idea that students are creating their wn wrk, discussing it with ne anther, and then revisiting and refining that wrk. It is significant that these items were s highly ranked even amng nnmajrs, as it implies that nn-majr study is nt widely expected t be limited t arts histry and appreciatin curses but can, and shuld, include creative practice. On the ther end f the spectrum, the lwest-ranked items acrss disciplines were cnsistent between instructin fr majrs and nn-majrs. They are: Students develp mre refined technical facility in ne area f specializatin within [dance, media arts, music, theatre, visual art], which received an average rating f 3.83 amng respndents fr arts majrs and 2.87 fr nn-majrs. Several cmments assciated with this questin indicated that pprtunities t refine technical facility are certainly ffered t students, but this is generally an expectatin f mre advanced-level study. 11

13 Students are given regular pprtunities t [perfrm, prduce, exhibit] their wn wrk utside f the [classrm/studi], with an average rating f 3.94 amng arts majrs and 3.05 fr nn-majrs. Althugh presenting and critiquing ne s wn wrk in the classrm was amng the mst heavily emphasized skills as referenced abve, the pprtunity t perfrm and present that wrk utside f the classrm is nt emphasized at the intrductry level. Students participate in the prcess f chsing an artistic wrk t perfrm. This item was included in the surveys fr dance, music, and theatre nly, and received average ratings f 3.52 fr majrs and 2.88 fr nn-majrs. This set f lwest-ranked skills and pprtunities are perfrmance-riented, and the first tw imply a certain level f mastery in terms f technical skill. It is understandable, then, that respndents may have felt that these statements set smewhat high expectatins fr students f beginning-level curses. It is ntable that althugh the item referring t the achievement f advanced technical facility is amng the lwest-ranked skills verall, it was in fact amng the highest-rated items amng instructrs f music majrs. This was ne f the nly instances in the survey in which respndents indicated that mre advanced skills were expected even in beginning-level curses. One item had a ntable disparity in ratings: the pprtunity fr students t experiment, imprvise, and make persnal chices in the creatin and perfrmance f new wrks was amng the highest-rated pprtunities fr dance majrs (average rating: 4.75), and fr media arts nn-majrs (average rating: 4.67). Cnversely, this item was indicated t be ne f the least-emphasized items in music instructin, bth fr majrs (average rating: 3.68) and nn-majrs (average rating: 2.50). Amng certain disciplines, it appears that pprtunities fr individual chice-making are smewhat limited fr beginning-level students. Amng the respndents fr music majrs, fr example, the three lwest-rated statements were: Students are given pprtunities t experiment, imprvise, and make persnal chices in the creatin and perfrmance f new wrks, with an average rating f 3.68 [see abve]; Students are given the pprtunity t explre ideas f individual interest related t music (average rating: 3.68); and Students participate in the prcess f chsing an artistic wrk t perfrm (average rating: 3.63) In additin, respndents fr nn-majrs rated the pprtunity t create riginal music amng the leastemphasized items in their intrductry curriculum (average rating: 2.50). There are few, if any, examples f trends in the data that are specific t majrs r nn-majrs, and that apply acrss disciplines. Patterns in respnses are much mre likely t be discipline-specific rather than majr/nn-majr specific. Participants were invited t cmment n any f the items that they ranked, and the cntributins they ffered in this sectin prvided valuable data as well. Fr example, many participants indicated that skills related t analysis f wrks f art, while imprtant, are cnsidered t be mre advanced, and are nt emphasized until higher-level curses. In additin, the pprtunity t gain a basic understanding f the nature f prfessinal wrk in [arts discipline] and related careers received a variety f respnses: sme indicated that this was mre imprtant fr advanced students, while thers cmmented that this needed t be better addressed even at the high schl level, fr students t gain a better understanding f the career types that arts-based study culd lead t. 12

14 The mst frequent cmment related t the ranking f habits and skills was it depends: the level f emphasis a department r instructr places n certain habits r skills nt nly depends n whether the students are arts majrs r nn-majrs, but whether they are minring in the arts, r taking curses tward an arts educatin degree, whether they are a first- r secnd-year student, r a variety f ther factrs. 13

15 Dance Media Arts Music Theatre Visual Art Crss- Disciplinary Averages Students develp functinal cmpetence in manipulating the basic elements, principles, and vcabulary f [discipline] Students have the pprtunity t practice a variety f techniques [r media] in [discipline] at the intrductry level Students develp mre refined technical facility in ne area f specializatin within [discipline] [Music survey]: Students are given pprtunities t create riginal music; [Dance survey]: Students are given the pprtunity t develp basic knwledge and skills in chregraphy; [Theatre survey]: Students are given pprtunities t create riginal characters, scenes, r shrt plays Students are given pprtunities t experiment, imprvise, and make persnal chices in the creatin and perfrmance f new wrks Students are given the pprtunity t explre ideas f individual interest related t [discipline] Students have the pprtunity t analyze, evaluate, and refine their wrk ver time Students are given regular pprtunities t [perfrm, prduce, exhibit] their wn wrk utside f the [classrm/studi] Majrs Nn-majrs Majrs Nn-majrs Majrs Nn-majrs Majrs Nn-majrs Majrs Nn-majrs Majrs Nn-majrs Majrs Nn-majrs Majrs Nn-majrs

16 Dance Media Arts Music Theatre Visual Art Crss- Disciplinary Averages [Theatre, Dance, and Music surveys]: Students participate in the prcess f chsing an artistic wrk t perfrm Majrs Nn-majrs [Theatre, Dance, and Music surveys]: Students analyze the structure and research the backgrund f the wrks that they perfrm [Visual Art and Media Arts surveys]: Students refine their wrk based n feedback during exhibitin and critique [Theatre survey]: Students refine their wrk based n rehearsal r scene feedback Students regularly engage in critique f their wn wrk and the wrk f peers Students are able t critically analyze and thughtfully discuss the wrk f prfessinal artists and perfrmers: [Nte: in earlier runds f feedback, the theatre wrding was slightly amended t be: Students acquire the ability t analyze different aspects f a prductin and evaluate them critically] Students acquire the ability t place wrks f [discipline] in histrical, cultural, and stylistic cntexts, and understand that the Majrs Nn-majrs Majrs Nn-majrs Majrs Nn-majrs Majrs Nn-majrs Majrs Nn-majrs Majrs

17 Dance Media Arts Music Theatre Visual Art Crss- Disciplinary Averages histrical and cultural cntext f a wrk influences the respnses t it Nn-majrs Students are able t draw cnnectins between their wrk and the wrk f prfessinals Majrs Nn-majrs Students are given pprtunities t cmbine capacities in practice, histry, thery, and technlgy Students gain a basic understanding f the nature f prfessinal wrk in [discipline] and related careers Majrs Nn-majrs Majrs Nn-majrs Students have the pprtunity t examine a wide range f cntemprary practices and issues in [discipline] Majrs Nn-majrs

18 Cnclusins T return t the riginal research questins, what des the data tell us abut what cnstitutes cllege-level learning in the arts? And hw d these findings relate t the aims f the Cre Arts Standards? Just as the mst cmmn cmment amng survey takers was it depends, when describing whether certain habits r skills were addressed in their curricula, the degree t which the practices they describe align with the standards framewrk depend as well n the discipline, n whether ne is addressing arts majrs r nnmajrs, and n whether the curse is truly designed fr thse with n prir experience in the discipline, t name a few factrs. The framewrk elements, especially including the practices f creating, perfrming, respnding, and cnnecting, are certainly all present in the instructinal practices described by respndents, but they are present t varying degrees and frms, depending n the specifics f the discipline and curse being described. Nevertheless, a few general, crss-disciplinary cnclusins can be drawn: Curse fferings fr nn-majrs: In general, it was reprted that nn-majrs in the arts have a high level f access t curses invlving creative prductin studi- and perfrmance-based curses. Nnmajrs, then, are very ften nt limited t taking general arts appreciatin r arts histry curses but have regular pprtunities t engage in actively prducing wrks f art as well. Analysis: Althugh the practice f analyzing ne s wn wrk and the wrk f peers thrugh critique was highlighted in the surveys f several disciplines, the ability t analyze and/r cntextualize ther wrks f art (histrical r cntemprary examples) was generally nt highly emphasized, and in a few cases was nted (via cmments) t be an advanced-level skill, especially fr arts majrs. Amng nn-majrs, analysis can be a key cmpnent f general arts appreciatin curses, and it can be argued that this practice is presented very much as a basic, as ppsed t advanced-level, skill in this cntext. Cnnecting creative practices: On a related nte, survey respnses verall indicate that the practices f creating ne s wn wrk (thrugh studi-r perfrmance-based studies) and understanding the field mre generally, thrugh studying histrical r cntemprary wrks f art, are ften cnsidered t be different tracks f study, that rarely verlap within the cntext f a single curse. Mastery f technique vs. individual vice: In general, respnses indicated that at the intrductry level, high pririty is given t encuraging students t master basic elements, principles, and techniques fr expressin within their discipline. Generally, they reprted a smewhat lwer emphasis n prducing riginal wrk and explring ideas f individual interest. When cnsidering these and ther findings, NCCAS leadership and standards writers will need t decide at which pints the wrk that they are drafting will align with cmmn cllege-level practice, and at which pints they may chse t emphasize areas f inquiry that, while central t the gals f the Cre Arts Standards, may depart smewhat frm cmmn appraches t cllege-level instructin. Because the survey findings vary (in sme cases greatly) by discipline, writers may find that the standards that are drafted fr certain disciplines may relate clsely t the practices utlined here, while thse f ther disciplines may depart frm, r even cntradict, the cmmn cllege-level practices in their field. 17

19 Cllege-level DANCE Educatin: Survey Analysis 18

20 Cllege-level DANCE Educatin: Survey Analysis Part I: Schl Prfile/Demgraphic Infrmatin Respnse Rate The survey was sent t an initial list f 81 respndents, primarily drawn frm the cntact list f schls f dance accredited by the Natinal Assciatin f Schls f Dance. Additinal respndents were cntacted by the leadership f the Natinal Dance Educatin Organizatin and were invited t participate. The survey was cmpleted by a ttal f 37 respndents. A cmplete list f the schls represented in this sample is available in Appendix B. Overall Student Ppulatin What is the verall undergraduate student ppulatin at yur institutin? 42% 21% 11% Under 2,000 2,000-5,000 5,000-10,000 10,000-20,000 The survey takers represented a wide range f institutinal types and sizes. Almst half f the survey s participants (42.1%, r 16 respndents) represented schls with an verall undergraduate ppulatin abve 20,000. Half that amunt (21.1%, r eight respndents) represented schls with an undergraduate ppulatin f under 2,000, and the same amunt indicated that their undergraduate ppulatin was between 5,000 and 10,000 5% 21% Over 20,000 D students majring in dance fllw the same track f entry-level curses as nn-dance majrs, r are majrs and nn-majrs placed int different curses even at the earliest levels f study? A ttal f 36.8% f respndents indicated that in their institutins, dance majrs, and nn-majrs take the same intrductry curses, while the remaining 63.2% reprted that in their departments, majrs and nn-majrs fllw entirely different tracks f study. This questin ffered respndents the ptin f elabrating n their answer by adding cmments, which fllw: There is ne sectin f Ballet and ne f Mdern that are fr majrs nly, but the majrity f curses are the same. Nn-majrs have a few chices. There are sme similar curses, but dance majrs d nt start with the beginning technique classes that nn-majrs r minrs take. We have n majr, nly a minr. Currently, we have a dance minr, nt a majr yet. We are a cnservatry/institute; we d nt have nn-majrs. The questin is cnfusing as smene wh is nt majring in dance wuld nt be fllwing the dance majr track. Nn-majrs may ENROLL in any class given they have cmpleted apprpriate. prerequisites and/r have the apprpriate experience fr the given curse. Bth need t auditin fr admittance. We have selective admissin. Majrs must shw prficiency. Dance Technique Curses are limited t dance majrs. We have tw nn-majr classes, a Dance 101 Dance Appreciatin curse and Dance 301, a Dance in Cultural Diversity curse. These functin as part f General Elective Curses fr students utside the dance majr. Our majrs have a three-step prcess: (1) They have t successfully get int the University; (2) They must pass an auditin (tw chances max.); and (3) They have t take 24 units in a chrt grup their first year with a B average t successfully. mve frm pre-majr t majr status. I am the first-year advisr. 19

21 Percentage f Respndents Cllege-level DANCE Educatin: Survey Analysis Which best describes the MAJORITY f students taking entry-level dance curses in yur department? The results t this questin had a similar tw-thirds split amng respndents: 63.2% f respndents reprted that their students were predminantly nn-dance majrs fulfilling elective requirements, and 36.8% said that their department primarily serves students majring in dance wh are fulfilling their degree requirements. Frm this pint frward, respndents were asked t answer the remaining survey questins as they apply t the grup f students (majrs vs. nn-majrs) that their department primarily serves. Cnsequently, tw-thirds f all f the dance survey data relates t the instructin f nn-majrs, and ne-third applies t the intrductrylevel instructin f students majring in dance. Part II: Curse Access/Availability After supplying basic demgraphic infrmatin, survey takers were invited t answer a series f questins abut the curse types that are mst available t dance majrs and nn-majrs, and the prerequisites fr thse curses. Hw many students [majring in dance/nt majring in dance] take entry-level dance curses per semester? The respnses t this questin, expressed in terms f percentages f respndents, indicate that there are typically many fewer dance majrs participating in intrductry-level curses than nn-majrs fulfilling elective credits. This finding especially makes sense when cnsidered in light f the questin f verall student ppulatin, where nearly half f respndents indicated that they represented clleges and universities with undergraduate student bdies f mre than 20, Number f students taking entry level curses Dance majrs Nn-majrs 20

22 Percentage f Respndents Cllege-level DANCE Educatin: Survey Analysis Prerequisites fr Dance Study Respndents were reminded whether they were answering survey questins n behalf f dance majrs r nnmajrs (based n their respnses t the earlier questins) and were asked t reprt n the fllwing five plicies regarding prerequisites t dance study: 1. Is an auditin required f [dance majrs, nn-majrs] fr enrllment in SOME entry-level perfrmance-based curses? 2. Is an auditin required f [dance majrs, nn-majrs] fr enrllment in ALL entry-level perfrmance-based curses? 3. Is permissin f the instructr required f [dance majrs, nn-majrs] fr enrllment in dance histry curses? 4. Is permissin f the instructr required f [dance majrs, nn-majrs] fr enrllment in dance thery curses? 5. Is permissin f the instructr required f [dance majrs, nn-majrs] fr enrllment in dance appreciatin curses? The results are represented in the chart belw, and are expressed in terms f percentages f respndents Auditin required fr SOME entry-level perfrmance-based curses Prerequisites fr Dance Study Auditin required fr ALL entry-level perfrmance-based curses Permissin f instructr required fr histry curses Permissin f instructr required fr thery curses Permissin f instructr required fr appreciatin curses Dance majrs Nn-majrs As the chart indicates, auditins are mre likely t be required f majrs than f nn-majrs fr dance perfrmance curses, which at first may seem smewhat cunterintuitive, but it makes sense when ne cnsiders the earlier respnses indicating that majrs and nn-majrs fllw different tracks f study. The majrs are likely auditining fr admissin int separate, mre rigrus curses than their nn-majr cunterparts. While nn-majrs aren t expected t auditin as ften as dance majrs, they are mre likely t need permissin f the instructr fr dance histry and thery curses, which perhaps may nt be divided alng majr/nnmajr lines. 21

23 Percentage f Respndents indicating this curse is available Cllege-level DANCE Educatin: Survey Analysis Curse Types Respndents were given a list f entry-level dance curses (encmpassing histry, thery, appreciatin, and perfrmance curses) and were asked t indicate which curse types were available t majrs r nn-majrs at the intrd9uctry level. The results are represented in the chart belw Dance: Curse Availability Dance majrs nn-majrs The mst widely available classes, bth fr dance majrs and nn-majrs, are in the categry f dance perfrmance: ballet, jazz, and mdern dance. On the ther end f the spectrum, the least available curses verall were smewhat mre specialized, and included Indian dance, discipline- r era-specific curses in dance histry, and dance thery and analysis. Prductin design, dance thery and analysis, and ballet curses are the three curse areas that are mre likely t be studied by dance majrs and nn-majrs, althugh very high numbers f nn-majrs d have access t ballet instructin as well. Cnversely, respndents indicated that nn-majrs are significantly mre likely t enrll in dance histry and appreciatin curses. In the cmments sectin f this questin, respndents were invited t nte ther curses that their departments made available t dance majrs and nn-majrs at the intrductry level that were nt represented in this questin. Their cmments fllw. 22

24 Cllege-level DANCE Educatin: Survey Analysis 1. Dance cmpsitin. Majrs 2. Dance fr the Camera, Lighting Design, Sund Editing. 3. Imprvisatin, Cmpsitin, Anatmical Kinesilgy, Creative Dance fr Children. 4. Anatmy and Kinesilgy, Music fr Dance, Music Thery, Cmpsitin, Mvement Fundamentals (Laban/Bartenieff). 5. Musical Cncepts fr Dancers Aerial Yga Scientific Basis fr Mvement I and II (Anatmy and Smatics). 6. Music, Imprvisatin, Cmpsitin, Cnditin, Mvement Fundamentals, Intr t Technlgy. Nn-majrs 1. We dn't ffer tap and Indian-- if we did they wuld als be pen t nn-majrs. 2. Wrld Dance... Sme are upper-divisin curses fr alluniversity students. Smatics; Wrld Dance; Dance and Camera; Imprvisatin, Cmpsitin. 3. Basic smatics/therapies. 4. Dance Sampler, Swing. Part III: Habits and Skills In this sectin, respndents were asked t rank a series f statements n a 1-5 scale, indicating the degree t which a particular habit, skill, r pprtunity listed relates was emphasized in their department s dance prgramming. A cmplete list f the questins, presented alngside averages f the rankings, bth fr majrs and nn-majrs, are represented in the table n Cmments were an ptinal cmpnent f respnding t each statement in this sectin; typically, nly ne r tw respndents added cmments n each questin. Any cmments that were received are recrded next t the questin with which they are assciated. In this sectin verall, the same habits and skills were the mst highly ranked fr bth dance majrs and nnmajrs: Students develp functinal cmpetence in manipulating the basic elements, principles, and vcabulary f dance; and Students have the pprtunity t practice a variety f techniques in dance at the intrductry level. Interestingly, these highest-ranked skills are bth related t dance perfrmance, as ppsed t dance analysis, which relates t the earlier finding that while significant numbers f nn-majrs d have access t dance histry and appreciatin curses, the respndents f this survey indicated this grup f students is even mre likely t enrll in perfrmance-based curses like ballet, jazz, r mdern dance. The pprtunity fr students t participate in the prcess f chsing an artistic wrk t perfrm was given the lwest ranking (an average f 3.5 fr majrs and 2.3 fr nn-majrs) f imprtance. The expectatin that students will develp a mre refined technical facility in at least ne majr area f specializatin was naturally emphasized mre amng dance majrs but was nt particularly highly ranked amng either grup, receiving an average f 3.92 amng majrs and 2.77 amng nn-majrs. The area with the greatest disparity in rankings (meaning this was significantly mre likely t be emphasized amng dance majrs) was the questin f whether students are given regular pprtunities t perfrm their wrk utside f the classrm r studi. 23

25 Cllege-level DANCE Educatin: Survey Analysis Survey Item Majrs Nn-majrs Students develp functinal cmpetence in manipulating the basic elements, principles, and vcabulary f dance Students have the pprtunity t practice a variety f techniques in dance at the intrductry level. Students develp a mre refined technical facility in at least ne majr area f specializatin. Students have the pprtunity t develp basic knwledge and skills in chregraphy Avg. scre (Ranking n a 1-5 scale) Cmments Students learn and use basic dance-based symbls (Laban Mvement Analysis and Language f Dance Mtif Ntatin) t fster dance literacy and speed their technical, perfrmance, artistic, and analytical grwth in their dance studies. Majrs are assessed int the next level f technique classes. Our emphasis is Ballet and Mdern/Cntemprary Techniques. We ffer jazz and tap as electives fr ur dance majrs. The Guest Artist Series als cmplements the techniques taught by ur faculty. Limn mdern technique is stressed; prficiency in mdern-pst-mdern required fr Level II Repertry and Chregraphic Principles Dance majrs are required t achieve the 4th level f bth Ballet and Mdern techniques fr graduatin. The entry-level curse in ur fur-semester Dance Cmpsitin Curriculum is the Dance Imprvisatin Curse. Dancers then begin the Beginning Dance Cmpsitin curse in the fall f their Junir Year. Avg. scre (Ranking n a 1-5 scale) Cmments Like any field f study, yu learn the basic elements, principles, and vcabulary fr that field We encurage lifelng dance appreciatin in nn-majr classes. Our technique curses are pen t everyne. We serve a brad ppulatin f students, with nly a few minrs. In entry-level curses, material is taught carefully and thrughly crrect technique is emphasized fr ttal health and well-being. It takes a lng time t develp technical facility in dance. Technical facility increases f curse if nn-majrs elect t take a Level II curse in a dance frm (ballet, jazz, etc.). By learning mvement sequences, they experience the basics f chregraphy, but the emphasis is n learning technique and perfrmance, nt n learning hw t chregraph. In beginning cntemprary -- yes Nn-majrs sectin f Creative Mvement Only dance majrs are permitted in chregraphy classes. Hwever, there are ther pprtunities t have wrk adjudicated fr cncerts and infrmal shwings. While imprtant, cmpsitin curses have nt been ffered t nn-majrs due t financial limitatins. 24

26 Cllege-level DANCE Educatin: Survey Analysis Survey Item Majrs Nn-majrs Students are given pprtunities t experiment, imprvise, and make persnal chices in the creatin and perfrmance f new wrks Students are given the pprtunity t explre ideas f individual interest related t dance. Students have the pprtunity t analyze, evaluate, and refine their wrk ver time. Students are given regular pprtunities t perfrm their wrk utside f the classrm r studi Students participate in the prcess f chsing an artistic wrk t perfrm. Students analyze the structure and research the backgrund f the wrks that they perfrm Students regularly engage in critique f their wn wrk and the wrk f peers Avg. scre (Ranking n a 1-5 scale) Cmments Avg. scre (Ranking n a 1-5 scale) Twsn University has 5 curses required in cmpsitin fr ur majrs... the last ne is Dance fr the Camera Because we are a BA in dance, we have many students pursuing a secnd degree. Many dublemajr in the Kinesilgy Department; thers duble majr in business. We als have a senir prject self-directed activity and Independent study available. Thrugh independent studies and internships. The university has an advanced writing curse, and ur majrs take Respnding t Dance in their junir year. At the entry level, students are given pprtunities t perfrm in the Chregrapher s Shwcase and auditin their wn chregraphy fr the ff-campus cncert 12x16. Each fall (Inertia Cncert) and each spring (Dance Majrs Perfrmance Prject), the majrs are selected t the stage as chregraphers They may take electives in ballet r mdern repertry, pinte, partnering, and aerial I m the nly faculty member t wrk in this manner. In all technique classes and cmpsitin classes, dance histry is taught by prjects investigating cmpanies and chregraphers. Increases as the students enter the Beginning Cmp. curse in the junir year. Learning t critique happens at the very beginning f training in technique and cmpsitin classes Cmments Depends n the style f mvement, the piece t be perfrmed, and the venue. Only in perfrmance and cmp classes rarely taken by nn-majrs. In dance histry and wrld dance. What is ver time? Nn-majrs wh fit this categry are minring. Nt if they re taking technique classes. Different answers fr nn-majrs and fr dance minrs. Nn-majrs perfrmance shwings at the end f each semester. Different answers fr nn-majrs and fr dance minrs. N nt nn-majrs. Nt in beginning-level classes Self-reflectin is part f the learning prcess. Different answers fr nn-majrs and fr dance minrs. Peer feedback in nn-majrs classes a regular ccurrence. 25

27 Cllege-level DANCE Educatin: Survey Analysis Survey Item Majrs Nn-majrs Students are able t critically analyze and thughtfully discuss the wrk f prfessinal artists and perfrmers Students acquire the ability t place wrks f dance in histrical, cultural, and stylistic cntexts, and understand that the histrical and cultural cntext f a wrk influences the respnses t it Students are able t draw cnnectins between their wrk and the wrk f prfessinals Students are given pprtunities t cmbine capacities in practice, histry, thery, and technlgy Avg. scre (Ranking n a 1-5 scale) Cmments Thrugh written papers thrughut their curse wrk.. Intensifies as they participate in Dance Histry and Thery and Criticism curses. Learning t critique prfessinal wrks happens at the very beginning f training in technique and cmpsitin classes. I m fcusing n this mre just recently. We ffer etudes in repertry classes...als ur dance cmpany ffers histrical wrks at least nce per year. Avg. scre (Ranking n a 1-5 scale) In a cuple f curses nly Cmments Different answers fr nn-majrs and fr dance minrs. All technique classes require seeing prfessinal live dance and writing abut it. Seeing lcal prfessinal cmpany perfrmances required in all nn-majr classes. Again, this can be begun in entry-level classes, but mastery f this subject takes mre classes and time t develp. Different answers fr nn-majrs and fr dance minrs. Up t the students hw much they want t explre in final prjects. 26

28 Cllege-level DANCE Educatin: Survey Analysis Survey Item Majrs Nn-majrs Students gain a basic understanding f the nature f prfessinal wrk in dance and related careers Avg. scre (Ranking n a 1-5 scale) 4.83 Cmments We ffer a curse in career design. This is realized mst directly in the upper divisin curse, Dance 479. The bjective f Dance Perfrmance and Repertry is t braden the students understanding f the histry, thery, and practice f cncert dance perfrmance. This curse will further the dancer s skills by participating in bth histrical and cntemprary chregraphic wrks. Guest artists will wrk clsely with the students, caching and directing them in the rehearsal prcess. The prgram will assist the students t build perfrmance skills, thus deepening their understanding f a perfrmer s attentin and intentin n stage. The students will learn repertry frm varius artists, which will bring them clser t finding their place in the dance wrld tday. The bjective f the experience is t prvide further preparatin f the student fr a prfessinal perfrmance career as a dance artist. It is intended that the fllwing gals and bjectives shall be achieved during the student s participatin in the curse: 1. T gain familiarity with chregraphic styles and braden their perfrmance skills thrugh rehearsing and perfrming such pieces. 2. T learn and implement effective rehearsal and practice strategies. 3. T develp as critical evaluatrs f their wn perfrmances and thse f their peers. 4. T braden perfrmance ability. 5. T imprve perfrmance ability in bth sl and grup wrks. Avg. scre (Ranking n a 1-5 scale) 3.33 Cmments Nt emphasized fr nn-majrs in entrylevel classes. Our faculty mentr cnstantly, and alumni return with tales frm the real wrld. 27

29 Cllege-level DANCE Educatin: Survey Analysis Survey Item Majrs Nn-majrs Students have the pprtunity t examine a wide range f cntemprary practices and issues in [discipline] Avg. scre (Ranking n a 1-5 scale) 4.25 Cmments We have a cnsistent stream f guest artists that cme t ur campus via REDCAT (ur prfessinal theater) and t make wrk. We try with alumni returning and als a new effrt n arts entrepreneurial and advcacy training. Avg. scre (Ranking n a 1-5 scale) 4.05 Cmments Again, depending n the curse, this will have mre weight. 28