Dance BFA candidates will demonstrate proficiency in dance technique.
Objective
Proficiency In Dance Technique
Dance BFA students will demonstrate proficiency in both modern and ballet techniques through juried presentations.
Indicator
Ballet And Modern Technique Juries
A panel of jurists composed of dance faculty and guest professionals assesses students in designated technique classes at the end of each semester. A variety of rubrics have been used in recent semesters; one example is attached. Students are evaluated on specific technical elements as well as on performance qualities. Jurists are also encouraged to include comments for each student.
Criterion
Standard Of Technical Achievement
The department goal is that at least 90% of students receive composite assessment of at least 80% in the jury, and that of those students, at least 80% receive scores of 90% or better.
Finding
Need To Define Expectations At Each Of The 4 Technique Levels
We find that the assessment rubrics in recent use have been too vague for use across the 4 levels. Elements such as "alignment" "use of plie" or "demonstrates musicality" are not useful without more consensus of the skills that should be accomplished prior to promotion to the next level.
Action
Define Expectations For Each Technique Level
The faculty teaching ballet, and the faculty teaching modern, will meet to define appropriate technical markers for each level. From that discussion, we will incorporate those elements into the syllabus for each level, and use the same elements in the juries. Purely technical/mechanical elements will be more readily definable, whereas performance qualities and embodiment of aesthetic standards will remain subjective, better suited to further narrative commentary.
Goal
Dance Choreography Proficiency
BFA candidates will become proficient in the craft and art of choreography.
Objective
Students Will Demonstrate Proficiency In The Tools Of Choreography
Each student will demonstrate their ability to use the tools of choreography to create and present original, effective work.
Indicator
Sophomore Gate Presentation
The Sophomore Gate is used to determine that students are making satisfactory progress towards the BFA degree. Each student is paired with a faculty mentor at the beginning of the fourth semester of study, generally in conjunction with enrollment in Choreography 2, DANC 2376. The faculty mentor meets with the student a minimum of three times within the semester as the student proposes and develops a 3-5 minute solo to be performed for the dance faculty at the end of the semester. Students whose work is assessed as unsatisfactory, less than 80% composite score, will have one opportunity to repeat the Gate; if they do not perform at 80% or higher in the second presentation, they will be advised out of the BFA program.
Criterion
Demonstrate High Level Of Choreographic Proficiency
The department goal is that 95% of students will receive composite scores of 90% or better, and that of those students, at least 80% will score 90% or better.
Finding
Deficit In Students Ability To Devleop Ideas Sufficiently
Students scored high in movement innovation, risk taking, and skillful manipulation of the elements of time, space and energy, with average scores above 90%. They were overall far less successful in communicating the intention of the work, with composite assessments ranging from 75%-90%
Action
Review Content Of Courses And Mentorship Guidelines
Two factors are identified as problematic. One is to review course objectives in choreography 1 and 2, and reach consensus on skills to be covered in each course. The second factor is to insure all faculty mentors receive the guidelines and expectations for the sophomore gate at the beginning of the semester, and can thus more effectively guide the students assigned to them.