Fine Arts (FF) Requirement Mission Statement and Criteria

FINE ARTS AREA [FF]

Fine Arts is one of four Intellectual Exploration (IE) areas of study that also includes Humanities, Social & Behavioral Sciences, and Physical and Life Sciences. They represent traditional areas of university inquiry. Please see an advisor to learn more.

Mission Statement - Courses in the fine arts introduce students to ways of experiencing and understanding a variety of artistic concepts, structures, and forms. Such courses explore the world through varying aesthetic viewpoints and seek to foster critical and creative interpretations of artistic expression.

General Education Course Review Rubric:

Fine Arts (FF)

 

A. Content Criteria (each course must address both questions):

How is the course designed to be accessible and useful to students who are NOT Fine Arts majors?

High (3): ample and concrete evidence is provided about how the course is designed specifically to meet this criterion.

Medium (2): specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion.

Low (1): some evidence is provided but it is vague and unattached to specific elements of the course.

Does not meet the criterion (0): no evidence provided about how the course meets this criterion.

How does the course help students explore the world through varying aesthetic viewpoints and foster critical and creative interpretations of artistic expression?

High (3): ample and concrete evidence is provided about how the course is designed specifically to meet this criterion.

Medium (2): specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion.

Low (1): some evidence is provided but it is vague and unattached to specific elements of the course.

Does not meet the criterion (0): no evidence provided about how the course meets this criterion.

 

B. Process Criteria (each course should address at least two of the following criteria).

How does instruction in the course incorporate highly interactive learning experiences (e.g., discussion, problem solving groups, experiential activities, etc)?

High (3): ample and concrete evidence is provided about how the course is designed specifically to meet this criterion.

Medium (2): specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion.

Low (1): some evidence is provided but it is vague and unattached to specific elements of the course.

Does not meet the criterion (0): no evidence provided about how the course meets this criterion.

How does instruction in the course incorporate applied learning practices (e.g., community engaged learning, research projects, labs, studio’s, etc.)?

High (3): ample and concrete evidence is provided about how the course is designed specifically to meet this criterion.

Medium (2): specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion.

Low (1): some evidence is provided but it is vague and unattached to specific elements of the course.

Does not meet the criterion (0): no evidence provided about how the course meets this criterion.

How does instruction in the course incorporate opportunities for integrative thinking (e.g., thinking that draws from a range of experiences in combination to develop a superior strategy to address problems or explore issues) OR interdisciplinary problem solving (i.e., draw from a range of disciplines)?

High (3): ample and concrete evidence is provided about how the course is designed specifically to meet this criterion.

Medium (2): specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion.

Low (1): some evidence is provided but it is vague and unattached to specific elements of the course.

Does not meet the criterion (0): no evidence provided about how the course meets this criterion.

 

C. Learning Outcomes (each course must address both criteria).

How does instruction in the course provide opportunities for developing at least two of the Intellectual and Practical Skills Learning Outcomes?

High (3): Two learning outcomes are selected and ample and concrete evidence is provided about how students will have the opportunity to          achieve those outcomes.

Medium (2): one or two learning outcomes are selected and specific evidence is provided about how students will have opportunities to achieve one learning outcome but not both.

Low (1): one or two learning outcomes are selected and some evidence is provided about how students will have the opportunity to achieve them but   the evidence is vague and unattached to specific elements of the course.

Does not meet the criterion (0): two learning outcomes are not selected and no evidence is provided about how students will have the opportunity to achieve each learning outcome.

How does instruction in the course provide opportunities for engagement with at least one but not more than two of the Personal and Social Responsibility Learning Outcomes?

High (3): One learning outcome is selected and ample and concrete evidence is provided about how students will have the opportunity to achieve it.

Medium (2): one learning outcome is selected and specific evidence is provided about how students will have opportunities to achieve one learning outcome.

Low (1): one learning outcome is selected and some evidence is provided about how students will have the opportunity to achieve it but the evidence is vague and unattached to specific elements of the course.

Does not meet the criterion (0): no learning outcomes are selected and no evidence is provided about how students will have the opportunity to achieve the learning outcome.

 
Last Updated: 10/31/13