ࡱ> VYU @bjbj ANff 8D|X!  $8$&  4!  Otҋ2Vd (!0X!#,))O)Ot X!) X N: Course Prefix, Number, and Title: THTR 105 Academic Year: 2019-2020 Department: Arts and Letters Section Number(s): Instructor: RICE Is this a GenEd class? Yes_X__ No___ Complete and submit your assessment report electronically to your department chair. As needed, please attach supporting documents and/or a narrative description of the assessment activities. You may use as many or as few outcomes as necessary. Class/Course OutcomesAssessment MeasuresAssessment ResultsAny Changes Made as a Result of AssessmentIn the boxes below, summarize the outcomes assessed in your class or course during the last year. If this is a GenEd class, include the appropriate GenEd objectives. In the boxes below, summarize the methods used to assess course outcomes during the last year. Include the criterion youll use to judge whether or not students have achieved the expected outcome.In the boxes below, summarize the results of your assessment activities during the last year. Include your judgement as to whether or not the criterion for student acheivement has been met.In the boxes below, summarize how you plan to use the results to improve student learning.Outcome #1: Communication Skills - Strong Learning outcomes Create strong connections with other players/scene partners. Work off partners without preplanning dialogue Assessment Measure: Measurement of outcomes Classroom exercises performance Scene Work and Monologue performance Research and Analyses Criterion for achievement: Participation in class and commitment to work. Execution of craft: in blocking, vocal projection and memorization. Research and analysis in GOTE worksheets: GOALS, OBSTACLE/OTHER, TACTICS, EXPECTED OUTCOMESResults: Each of four performance pieces was measured in detailed notes I would take on each presentation. I met with scene groups to give a group assessment and met with individuals to discuss individual achievements. Criterion Met: Yes/No YESAction Plan: My objective of exposing students to several genres of theatre was met. However, students were required to move too quickly from one project to another. I am paring down the number of projects for next year, focusing more on specific technique than genre. I have also gone back to requiring a basic acting text in addition to scripts. It will provide more context for the exercises in which the students will engage. Outcome #2: Critical Thinking Skills - Strong Learning outcomes Problem solve to achieve goals, manage obstacles, strategize tactics, and meet expectations of scenes and monologues. Have an ability to engage the mind, voice and body to communicate onstage. Measurement of outcomes Classroom exercise performance Scene and Monologue performance Research and Analyses Assessment Measure: Each scene a student works on provides an opportunity to solve a variety of problems. Those problems are identified in the rehearsal process, part of which occurs in the classroom. The ability to solve the problem is measured in the execution of objectives in the GOTE sheet, described below. Criterion for achievement: Participation in class and commitment to work. Execution of craft: in blocking, vocal projection and memorization. Research and analysis in GOTE worksheets: GOALS, OBSTACLE/OTHER, TACTICS, EXPECTED OUTCOMESResults: Each of four performance pieces was measured in detailed notes I would take on each presentation. I met with scene groups to give a group assessment and met with individuals to discuss individual achievements. Criterion Met: Yes/No YesAction Plan: The action plan described above addresses changes being made to the strategy for improving this outcome.Outcome #3: Personal and Cultural Awareness - Strong Learning outcomes Create a strong sense of self, others and environment for monologues and scenes. Assign Goals, Tactics, Obstacles, and Expectations to monologues . Begin creating strong connections with other players, scene partners and audience. Measurement of outcomes Classroom exercise performance Scene and Monologue performance Research and Analyses Assessment Measure: Evidence of engagement in classroom exercises and the ability to speak knowledgably to the culture or environment of the play. Criterion for achievement: Regular attendance and participation in in classroom exercises and discussion.Results: Criterion Met: Yes/No YESAction Plan: The action plan described above continues to address this outcome. While the old plan broadened the exposure students had to a variety of cultures, the new direction presses them into a deeper inquiry of every aspect of a character, which is, in and of itself, an inquiry into personal and cultural awareness.Outcome #4: Assessment Measure: Criterion for achievement:Results: Criterion Met: Yes/NoAction Plan:Outcome #5: Assessment Measure: Criterion for achievement:Results: Criterion Met: Yes/NoAction Plan:Outcome #6: Assessment Measure: Criterion for achievement:Results: Criterion Met: Yes/NoAction Plan: Notes: I have reviewed this report: _________________________________________________ ____________________________________________________ Department Chair Dean Date________________ Date_______________ ________________________________________________ Vice President of Academic Affairs and Student Services Date_______________     GBC Class/Course Assessment Report Revised 9/12 !*4BLMYi   {  + , - ÷îåÜÑxmxmxmmehPuCJaJh )hPuCJaJh )hPu5CJ\aJhPu5CJ\aJh.ehCJaJh55CJaJh|5CJaJhC=5CJaJh75hHc5CJaJh75h5CJaJhJ 5CJaJhD5CJaJhQz5CJaJhJ 5CJaJhJ hJ 5CJaJ'M  , - ri $Ifgd0ukd$$Ifl\@ P($6 x\ 64 layt $$Ifa$gd# 1$7$8$H$gd - B ^ x W X m v } - / 0 ^ _ ` a b c d e f g h | ººººººº²hJ_hQzOJQJhXHqhQz56OJQJhQzOJQJhPuhPuCJaJhPuCJaJhPuCJaJh )hPuCJaJhJ CJ\]aJh )hPu6CJ\]aJh )hPuCJ\]aJhPuCJ\]aJ4 X naTT $If^gdQz h$If^hgdQzukd$$Ifl\@ P($6 x\ 64 layt $IfgdC= $Ifgd0 $IfgdlA / 0 _ ` a b c d e f g h | >? $Ifgd! $IfgdC= $IfgdQz $If^gdQz  >? ҿǷ}hbOJQJhOhbOJQJhB*CJaJphhPuB*CJaJphhPuhPuB*CJaJphhPuCJaJhCJaJhPuhQzCJaJhQzCJaJhPuCJaJhPuhPuCJaJhJ_hQzOJQJhQzOJQJ0? $Ifgd0 $IfgdQzIJsssfssss $If^gdb $If^gdb $IfgdC=ukd$$Ifl\@ P($6 x\ 64 layt #/2HIJR\]x@ABC]^_/09:   '()ŽŵŭŭŵŭhPuhbCJaJhPuCJaJhCJaJhbCJaJhPuhPuCJaJhPuhB*CJaJphhOhbOJQJhbOJQJhXHqhb56OJQJ@ABC^_09:   $Ifgdb $Ifgd0 $IfgdO $IfgdC= $If^gdb()-:;wwj $If^gdb $IfgdPuukd$$Ifl\@ P($6 x\ 64 layt $Ifgd0 ),-9:;@AB'34AJK_`÷{hPuhbB*CJaJphhXHqhb56OJQJhbOJQJhOhbOJQJhbB*CJaJphhPuB*CJaJphhPuhPuB*CJaJphhPuCJaJhPuCJaJhPuhPuCJaJhPuhbCJaJhbCJaJ0AB34JK_` $IfgdPu $If^gdb $If^gdbLMVWXYZ[qrsvw=N   "/0=QRSTUVqz{|}~³³³hPuhPuB*CJaJphhPuCJaJhCJaJhCJaJhPuhbCJaJhbCJaJhPuCJaJhPuhPuCJaJFMVWXYZ[rsw $Ifgd $IfgdPu    $IfgdPuukd($$Ifl\@ P($6 x\ 64 layt  "/0=QRSTUVqz{ukd$$Ifl\@ P($6 x\ 64 layt $IfgdPu{|}~ukd.$$Ifl\@ P($6 x\ 64 layt $IfgdPu "#$%BCD56;EGXmno~ƺhjhUhF9CJaJh|5CJaJhhCJaJhCJaJh5/ZCJaJh'uhC=5CJaJhC=5CJaJh*_;5CJaJh5CJaJh)hPuCJaJhPuCJaJhPuhPuCJaJ4 ~~~~ukd$$Ifl\@ P($6 x\ 64 layt $IfgdPu#$%BCD6no./ 1$7$8$H$gdgdgdh./0=>?@hhCJaJhW=hJ hJ CJaJhPuhPu5CJaJhjhU/0=>?@$a$gdJ 1$7$8$H$gd)?P1h0:p*_;= /!"#$% Dp$$If!vh#v #v#vx#v\ :V l65 55x5\ / / 4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ /  4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ / / 4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ / 4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ / 4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ / 4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ / 4yt$$If!vh#v #v#vx#v\ :V l65 55x5\ /  / 4ytx   2 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@66666 OJQJ^J_HmH nH sH tH L`L Normal$CJOJQJ^J_HaJmH sH tH DA D Default Paragraph FontRi@R  Table Normal4 l4a (k (No List dod Default1$7$8$H$-B*CJOJQJ^J_HaJmH phsH tH 44 Header  H$B/B  Header CharCJOJQJ^JaJ4 @"4 Footer  H$B/1B  Footer CharCJOJQJ^JaJHBH  Balloon TextCJOJQJ^JaJN/QN Balloon Text CharCJOJQJ^JaJZYbZ Hc Document Map-D M CJOJQJ^JaJ\@r\ Qz List Paragraph ^m$OJPJQJ^JnHtHPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭Vj\{cp/IDg6wZ0s=Dĵw %;r,qlEآyDQ"Q,=c8B,!gxMD&铁M./SAe^QשF½|SˌDإbj|E7C<bʼNpr8fnߧFrI.{1fVԅ$21(t}kJV1/ ÚQL×07#]fVIhcMZ6/Hߏ bW`Gv Ts'BCt!LQ#JxݴyJ] C:= ċ(tRQ;^e1/-/A_Y)^6(p[_&N}njzb\->;nVb*.7p]M|MMM# ud9c47=iV7̪~㦓ødfÕ 5j z'^9J{rJЃ3Ax| FU9…i3Q/B)LʾRPx)04N O'> agYeHj*kblC=hPW!alfpX OAXl:XVZbr Zy4Sw3?WӊhPxzSq]y @SN - )@"% ? {/@ !#$&@ @H 0(  0(  B S  ?CL>I>AMx>A33BL 34`Lqv%%-./0>ABL 34`Lqv%%-..//0>AKp5 ^`OJQJo( ^`OJ QJ o(o p^p`OJ QJ o( @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJ QJ o( ^`OJQJo( ^`OJ QJ o(o P^P`OJ QJ o(Kp5         WI J u{ bHc5+f`6JX!T% )#475-7Y9F9*_;W=g>2y>TB-eDpFBG|pMw0P5/Z];[JeqgklSl@*sPu)xbky|5QzlvD7iuQ|"f04M0C=#lAOP>mN)'uK --+}.eF,h5#>0[K6b]ge@LLL@@Unknown G.[x Times New Roman5Symbol3. .[x Arial9Garamond7..{$ Calibri5. .[`)Tahoma7$BCambriaG=  jMS Mincho-3 fgC.,.{$ Calibri Light?= .Cx Courier New;WingdingsA$BCambria Math"AhɅ'Ʌ'7W '7W '!x24;QHP  $P2! xxj% 6TMCC Program and Discipline Assessment Report TemplateComplete and submit your assessment report to your Academic Dean. 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