Office of the Provost and Vice President for Academic Affairs School of Art Academic Year 2014-15 Assessment Report MISSION STATEMENT Mission Statement The mission of the School of Art is to provide a comprehensive instructional program in visual art that will develop professional artists, art historians/critics, art educators, and an informed public. Visual images are a powerful means of communication and we strive to set a high standard of literacy in this dominant cultural language. Central to this mission are opportunities to create original works, critically analyze artworks and images past and present, and research the history of art/culture and the contexts in which art is produced. Through these processes our students develop critical and creative thinking skills, cultivate an informed aesthetic, and obtain the ability to make judgment about artworks and images. The School of Art offers professional and liberal arts education in the visual arts. Our goal is to provide comprehensive and integrated instruction in studio art, to include art history and criticism. Course work in the Bachelor of Fine Arts and the Master of Fine Arts strives to render intensive professional training for students interested in a career in the field of art. Students interested in a liberal arts education with an emphasis in the visual arts are served by our Bachelor of Arts and Master of Arts degrees. Teaching Licensure is offered as an option for students seeking to teach in the public schools K-12. DEPARTMENT OBJECTIVES and ALIGNMENT WITH STRATEGIC ISSUES 1. Partnering for Student Success Summary: Our student success is aided by smaller class sizes, (especially in the demanding studio environments), the strong relationships our students have with our professors, and our policy that tenure-track professors regularly teach in 100 and 200-level courses and conduct student advising. Relationship to Partnering for Student Success: Our studio art classes require small class sizes, 18 max, which provides a connected hands-on experience for students as opposed to large lecture formats. Our professors get to know their students, and students often form a relationship of mentor/student with our instructors. Students also have a first-hand experience of actual works of art in our Gallery of Visual Arts, including but not limited to, visiting artist exhibitions, a juried student exhibition and thesis exhibitions, both MFA and BFA. We continue to build our student scholarship support and research/travel support. We support student travel abroad through transfer of similar coursework and have increased our internship opportunities since 2012. The School of Art participates in contacting a list of students and potential students provided by the Office of Student Success. Indicators and Assessment: Each semester students are provided an opportunity to comment on and evaluate the quality of their instruction. These evaluations are carefully reviewed and responded to as is possible. In addition, for two semester from AY 2010 and 2011, all advising folders were distributed with a questionnaire for the faculty advisors to assess the students success and interaction with our School. Students that did not meet with their advisor are contacted separately. We continue to maintain a gating evaluation for both our BFA and MFA programs. A capstone exhibition experience was developed for our BA program. The Director also serves as graduate advisor and meets with graduate students multiple times each semester, polling them about the new graduate curriculum. 1
Results: We were able to ascertain a more accurate picture of how students interact with their advisors. In addition, the student evaluations gave specific feedback about the class size, quality of instruction, and facilities. Our program gating mechanisms offer direct feedback on preparedness and function of required coursework, all of which produces very prepared BFA and MFA students. This is also evidenced in the high quality of student exhibitions on campus. Our new graduate curriculum is in a phase of evaluation, and through feedback from graduate polling, needs some adjustment regarding timing of coursework. Recommendations: Continue with student course evaluation process each semester. Continue to poll advisors as to student participation in the advising process. Continue to contact students who do not meet with their advisors to ascertain their status. We will make adjustments to the timing of coursework in the MFA program. 2. Education for the Global Century Summary: The School of Art supports education for the global century through Study Abroad programs, a very diverse curriculum engaging other cultures across the globe, and the development of student leaders that can think creatively, problem-solve, and make over-arching connections between disparate concepts. Relationship to Education for the Global Century: We have been involved with two different study abroad experiences for our students. First, we participate in the larger College of Visual and Performing Arts student abroad trip to Vienna; our professors serve as instructors on these trips and some art majors joined the Vienna Experience, as it is called. In addition, we have offered an Art History Study Abroad trip to Rome and Istanbul. This course specifically addressed School of Art curriculum. In an effort to support a global learning experience on campus, we continue to offer classes based on different cultures such as ARTH 434 Latin American Art, ARTH 464 African Art, ARTH 465 Spanish Art, ARTH 407 Roman and Early Christian Art, ARTH 402 Greek Art and Architecture, ARTH 433 Art of the Ancient Americas. We also offer ARTH 160 Global Visual Culture and ARTH 200 & 201 Art of World Civilization I & II. The faculty in the School of Art is heavily involved with exhibitions, visiting artist lectures, and authoring articles for publication that position the university as a global cultural participant. In the last two years, our faculty have exhibited work or lectured in 42 states and 12 counties. Indicators and Assessment: Course evaluations from the School of Art Study Abroad experiences were closely reviewed. In addition, the School of Art has worked with the curriculum committee to insure that several of our studio courses, art history and art criticism classes fulfill the General Education requirements for the (A) Expressive Arts, (H) Historical and Cultural Studies, (L) Literary and Artistic Studies, (Y) American and European Studies, and the (X) Indigenous and Global Perspectives. Results: In working closely with the office of the Dean of the College of Visual and Performing Arts, we hope to better improve our study abroad curriculum and processes, and increase student interest in the Vienna experience. Recommendations: For a stronger study abroad experience, we need to plan further ahead and work in conjunction with the whole college. We hope to find educational venues that are better suited to art students in the CVPA summer Vienna trip, and supplement these larger college summer study abroad trips with alternative trips for the visual arts during winter session. 3. Discoveries and Creativity to Serve Montana and the World Summary: We have initiated new ways to partner for exhibitions with other schools in the Northwest. We have put more energy and determination into our visiting artist program to help bring new and exciting artists to our campus. We developed a student gallery space in the Fine Arts Building. We established relationships with faculty in other disciplines surrounding new technologies in digital fabrication. Relationship to Discovery and Creativity to Serve Montana and the World: We continue to develop our student and faculty arts exhibition profile and have a growing reputation across the United States. We have established a biannual sharing of student exhibition with other universities in the Northwest; most recently Montana State University and Portland State University. We also supported a School of Art student collaboration with UM Creative Writing students in an exhibition during First Friday, a monthly Missoula celebration of the arts. With support from their faculty, students regularly attend the national conferences in their discipline including NCECA (National Conference for the Education of the Ceramics Arts), Western Cast Iron Art Conference (WCIAA), College Art Association (CAA) and the Southern Graphics Conference for Printmakers (SGC). We have updated our methods of using social media to inform the students of 2
their opportunities to view artwork and be involved with the field of visual art. In addition, all graduate students are required to develop a web page of their own artwork and studio practice. Faculty in Health and Human Performance and Anthropology have partnered with the School of Art to carry out research aided by our CNC router and 3D Printing labs. The new FabLab (fabrication laboratory) houses extensive digital fabrication equipment that enables students to think in a cross-disciplinary, and at times, entrepreneurial, way. In many ways the School of Art embodies Creativity to serve Montana and the World by providing a creativity-centric curriculum that includes local and global outreach. Indicators and Assessment: In the context of course evaluations, graduate polling, and in-class discussions students will often comment about their off-campus art experiences. Our students participate in the Missoula Community, often providing creativity or audience to local art events. In addition, the development of a student gallery in the Fine Arts building is a response to student requests. This new space serves as a public face of the research being conducted in the School of Art by students. Results: In student evaluations and in classroom discussions, there has been very positive feedback about the art experiences. In addition, it is evident that the students who have participated in these exhibitions excel in the BFA and MFA exhibitions. Feedback from parents, visitors and donors about the quality of programing in the Gallery of Visual Arts and Visiting Artist Program continues to be positive. Recommendations: Continue to increase opportunities for students to attend and participate in exhibitions, and exhibit their own work. Provide assistance to all BFA and MFA students to develop their own web pages or blogs to increase their digital presence. Further investigation into establishing a Downtown Missoula presence is needed. Continuing preliminary relationships with institutions abroad to establish exhibition exchanges and student travel are priorities. 4. Dynamic Learning Environment Summary: In the School of Art, there is a strong link between student success and the dynamic learning environment. The diversity in the student body at all levels in the School of Art adds to the depth and complexity of learning, discussion and critique. New spaces have been developed that engage new technologies and traditional studio methods continue to serve the university as some of their most dynamic spaces. Relationship to Dynamic Learning Environment: Our studio courses are centered on hands-on learning, and experiential learning opportunities in the Missoula community, such as our outreach to K-12 schools for art education majors, to the Missoula Art Museum for internships, participation in, and attendance of local exhibits. In addition, our Gallery of Visual Arts, Student Art Gallery and Off-Center Gallery are exhibition laboratories, helping students learn the critical exhibition and discussion of artwork, including the professional practice of presenting and installing their artworks. Over this past year, several areas within the School of Art have hosted tours of K-12 students and the regional community, including the Gallery of Visual Arts, Art Education, Painting and the FabLab. In support of The University of Montana s general education, many of the students enrolled in our 100 and 200-level studio and art history classes are non-art majors. Students from across the university participate in a very high level learning experience through art, some 10% of the university population annually. Even at the most advanced levels of undergraduate art classes, non-majors are welcome if they have successfully completed the prerequisite course(s). This variety of students adds to the wealth of experience and knowledge in these courses and often leads to dynamic and challenging discussions and critiques. Over the past four years, we have used our relatively limited resources, along with a recent gift, to greatly enhance our studios/classrooms with up-to-date equipment and connectivity whenever possible. Our dynamic learning environments include an iron casting facility, an earthen kiln in the Lubrecht Experimental Forest, printmaking with a steamroller, traditional studios, figure drawing, world-class art history lectures, art criticism inside the galleries, and the new FabLab. The latter of which includes instruction in 3d scanning and printing, laser-cutting, microcontroller systems, and documentation and mapping drones. This lab is open for use by all School of Art students and serves as a dynamic bridge between the School and outside programs. Indicators and Assessment: There has been an increase in the quality of the juried student exhibition and the BFA student exhibition in the facilities that have received operational and safety upgrades. Student evaluations of these courses cite the diversity and ambition of programming in our School. The range of career opportunities that our graduates receive and placement in education-based programs after graduation serve as indicators. Results: The development of varied, high quality, and advanced artwork by both art majors and non-majors continues. Our graduates are finding employment in higher education, K-12 education, art galleries, commercial metal foundries, potteries, fabrication companies, starting their own businesses and working as 3
professional artists. Faculty teaching in facilities that continue to have health and safety concerns have experienced hardship in maintaining these standards. Recommendations: Continue to develop the School of Art facilities to support the curriculum and meet the NASAD accreditation requirements. A graduate studio space that housed all our graduate students would more accurately reflect our new open, single-major MFA curriculum. Photography, Sculpture and Ceramics Divisions continue to manage instruction in spaces that weren t designed for heavy-process, material handling, and safety concerns. 5. Planning Assessment Continuum Summary: We will continue to work on developing facilities and meeting NASAD standards for accreditation. This is dependent on support from the University. We will continue to seek ways to connect with students that are at risk, through working with the DSS office, as well as the Second Chance program. We will continue to support and foster a sense of community in the School of Art through experiences in the classroom, exhibitions across the United States, through study aboard experiences, through the visiting artist program, and the Gallery of Visual Arts as well as migrating and updating the School of Art website. Over the next three years we hope to help all BFA students develop their own web presence and post all images of MFA exhibition artwork along with their written thesis. Relationship to Planning Assessment Continuum: We will continue to evaluate our curriculum, our facilities and quality of student education via student feedback, students successes in their critiques, exhibitions, lectures and research papers, and continued faculty review and discussion of goals in an effort to support The University of Montana s Strategic Plan. Indicators and Assessment: The development of an exit interview process will give us helpful feedback on the graduate program as does undergraduate advising, community/visitor feedback, and collaborative curricular committees on the college level. More in-depth assessment on a course-by-course level must be conducted. Results: Our curriculum and instruction are dynamic, our programming and outreach engages Montana and the world through their creativity. We serve 10% of the campus community, and 220 art majors along with a substantial number of minors in art studio and art history/criticism. Recommendations: In preparation for our next academic assessment report, I will recommend that a committee be formed to execute in-depth, course-level evaluation of our program, including a curriculum map and 10-year enrollment trends within the School. I would also recommend that an exit-interview option be extended to graduating undergraduates that could provide helpful feedback of program trends and deficiencies. STUDENT LEARNING GOALS AND MEASUREMENT TOOLS (Measurement tools include individual and group assessment in 100-500 level Studio Art and Art History/Criticism courses, as well as Thesis and Review Mechanisms.) 1. Critical Thinking Knowledge and competence in the ability to analyze visual images from the past and present, and determine the relevance to society and individual artistic expression. 2. Visual Literacy/Language/Informed Aesthetic Knowledge and competence of the visual language in both the production and analysis of art. Stylistic, comparative, historical, and formal analysis of visual forms. Individual Project Assessment Individual & Group Critique 4 Research papers & examinations Oral Presentation BFA Portfolio Review BFA and MFA Thesis Exhibitions X X X X X X X X X X X X
3. Technical Skills Knowledge and competence in technical skills and basic processes in a variety of media. Knowledge and competence of professional standards used for developing and presenting works for exhibition. 4. Creative Thinking/Visual Communication Knowledge and competence in creative problem solving as it relates to meaningful visual communication. 5. Advanced writing skills Synthesizing, organizing and presenting large amounts of material from various sources and disciplines. 6. Research and Methodology Skills Making connections and comparisons between works separated by time, communities and/or geography. Location of information from multiple sources. Skills relevant to art history; use of the library, image indexes, databases, and digital data. 7. Preparing Students for Careers Skills necessary to organize, manage and promote an artistic identity, exhibition solicitation and/or maintaining a web presence. Professional development. X X X X X X X X X X X X X X X X X X X 5
RESULTS AND MODIFICATIONS Learning Goals and positive new changes: Learning Goals with room for improvement: Modifications to the program: -Increased internship opportunities -Addition of the Student Art Gallery in the Fine Arts building -Addition of the FabLab as technology resource and lab -Changes to the graduate curriculum, including several new courses -Addition of Beyond Art School, a graduate course that prepares students for careers -Additional study abroad opportunities -Increased community exposure/involvement -Increased faculty and student global presence Modifications needed: -Undergraduate exit interviews -Formation of new Assessment Committee to map curriculum -Establishing Downtown Missoula exhibition presence -Region-wide high school outreach increase -Develop opportunities in CVPA s Vienna Program or parallel SoA Study Abroad Program -More specific coursework that addresses business side of careers in the arts APPENDICES (no attachments) FUTURE PLANS FOR CONTINUED ASSESSMENT In preparation for our next academic assessment report, we will form a committee to execute an in-depth, course-level evaluation of our program. This will include a curriculum map and study of the enrollment trends within the school in the last ten years. I would also recommend that an exit-interview option be extended to graduating undergraduates, which could provide helpful feedback regarding unseen program trends and deficiencies. We will also be conducting a Departmental Review/NASAD Accreditation Study in 2018, including external reviews of outcomes and assessment. 6