Unit: Theatre & Dance
Program: Theatre (BA)
Degree: Bachelor's
Date: Fri Oct 04, 2013 - 12:50:39 pm

1) Below are your program's student learning outcomes (SLOs). Please update as needed.

1.  Students can recognize and distinguish between various styles and forms of

World Theatre (i.e., Asian, Western, Pacific, Hawaiian, Theatre for Young Audiences).

2.  Students can create and demonstrate informed and personal artistic choices in

coursework and productions (i.e, design, directing, acting).

3.  Students can effectively communicate creative ideas and critical judgments

through appropriate means (oral, written, practical).

4.  Students can demonstrate ethical and self-disciplined behaviors appropriate to

the field of theatre. 

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL: http://hawaii.edu/theatre/undergrad/ug-slo.pdf
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:
Other:
Other:

3) Select one option:

Curriculum Map File(s) from 2013:

4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.

0%
1-50%
51-80%
81-99%
100%

5) Did your program engage in any program assessment activities between June 1, 2012 and September 30, 2013? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)

Yes
No (skip to question 14)

6) For the period June 1, 2012 to September 30, 2013: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.

1. Students can recognize and distinguish between various styles and forms of

World Theatre (i.e., Asian, Western, Pacific, Hawaiian, Theatre for Young Audiences).

2. Students can create and demonstrate informed and personal artistic choices in coursework and productions (i.e, design, directing, acting).

3. Students can effectively communicate creative ideas and critical judgments

through appropriate means (oral, written, practical).

4. Students can demonstrate ethical and self-disciplined behaviors appropriate to the field of theatre.

7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.

  1. Exit Interviews

  2. Reflection Papers (with connections to SLOs)

  3. Resumes

  4. Portfolios (with connections to SLOs)

  5. Students’ Exit Surveys (online survey format)

  6. Faculty ratings of exit materials

8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.

17 students graduating with B.A. in Fall 2012 or Spring 2013

9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

Course instructor(s)
Faculty committee
Ad hoc faculty group
Department chairperson
Persons or organization outside the university
Faculty advisor
Advisors (in student support services)
Students (graduate or undergraduate)
Dean/Director
Other:

10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

Used a rubric or scoring guide
Scored exams/tests/quizzes
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)
Other:

11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.

Faculty Exit Rubrics: (on a scale from 1-4, 4 being highest)

Learning Outcome #1: 43% at 4, 48% at 3, 9% at 2  average 3.35

#2: 61% at 4, 35% at 3, 4% at 4 average 3.57

#3: 52% at 4, 48% at 3 average 3.52

#4 52% at 4, 43% at 3, 5% at 2  average 3.48

Student Exit Surveys:

These surveys ask students to rate their abilities in 19 different questions treating five main curricular areas: Acting, History/Theory, Directing, Design, and Stagecraft.  The responses, on a 1-5 scale, are varied and more difficult to summarize, but are used by faculty to make some of the changes detailed below.

Exit Interviews:

Changes suggested by interviews are noted in question #12.

12) State how the program used the results or plans to use the results. Please be specific.

There have been several important recent changes in the Theatre B.A.

The following changes were instituted in the Design area:

  • Retitle of 9 design courses to improve clarity and create an obvious progression of courses.

  • Created “alphas” for the THEA 343 class to allow more specialized focus in specific design areas where there is interest or demand (examples currently: Sound Design and Technology, and Scenic Painting focus areas are being taught)

  • Addressing a number of comments in the BA exit interviews, a new course is being introduced: Principles of Performance Design, cross listed with Dance, to introduce BA students to all areas of design, and establish basic core skills applicable to each.

We are preparing the Authorization to Plan for the BFA in Design and for the BFA in Acting.  The planned BFA in Acting will incorporate Western, Asian, Hawaiian, and other non-Western acting systems, approaches, and styles.

Two new Hawaiian Theatre courses have been added to the curriculum.

  • THEA 468: Drama and Theatre of Hawai’i is now one of five options to fulfill the “Non-Western Theory/History” requirement.  (formerly Asian Theory/History)

  • THEA 424: Hawaiian Acting, is now one option to fulfill the “Non-Western Performance” requirement. (formerly Asian Performance)

One new ʻLocalʻ acting course has been added to the curriculum (THEA 224: Pidgin/HCE Drama).

There are several changes being implemented for the future as well.

Future plans in design include an internship program with local (or non-local) theatres, giving greater professional experience and exposure to our designers.  A new course in “intermediate stagecraft” as a follow up on our popular THEA 240.  And a stage makeup class designed specifically for performers to learn how to apply their own makeup successfully.  We are also developing a course for the Hawaiian program to be submitted in the spring: Hula Ki‘i, Hawaiian Puppetry and Dance of Images.

We will soon begin a shift in our four-semester cycle of World Theatre courses to accommodate a play/script analysis course as a pre- or co-requisite to 312, 411, 412.  The new World Theatre curriculum entails a less-in-depth but more interactive approach to all material, as well as a full semester in which the course (311) has the dual focus of developing skills in writing and in script analysis.  This new cycle begins in Spring 2014 with the revised THEA 311.

13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.

n/a

14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.