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Art

ArtLearning Objectives

Students graduating from the art and studio arts programs will be:

Creative
1. Demonstrates the ability to recognize, analyze and synthesize many different approaches to the organization of the form and effectively uses them to manipulate the formal impact of the work
2. Demonstrates understanding of the impact of context and theories of meaning and effectively uses them to manipulate the impact of the content of the work

Productive
3. Generates multiple alternative solutions to the assignments or problems
4. Generates multiple solutions to the assignments or problems
5. Maintains an informational gathering system, such as notebooks and sketchbooks, that demonstrates reflection and consideration of topics that depart from assignments or problems

Intellectually Curious
6. Demonstrates a familiarity with knowledge and information associated with a number of disciplines outside of the visual arts
7. Demonstrates the ability to effectively synthesize concepts learned in other disciplines to impact content and context of the work
8. Clearly demonstrates an awareness of the ethical or potential impact of one's work on the individual, society and the environment

Historical Insightful
9. Demonstrates a strong knowledge of symbolism, symbolic systems, and ideas from a number of past and present cultures by effective incorporation into the work

Critical Thinkers
10. Clearly identifies and communicates the main problem or question at issue, along with a number of subsidiary aspects of the problem, then addresses their relationships to each other
11. Clearly identifies and communicates one's own solution or position, drawing support from experiences and information not available from assigned sources
12. Clearly identifies and considers a number of other perspectives and positions drawn from outside information
13. Clearly identifies and assesses the validity of key assumptions within a solution or position
14. Clearly identifies and assesses the quality of supporting data or evidence and provides additional information related to the issue
15. Effectively examines the evidence and sources of evidence and impressively questions its accuracy, relevance and completeness
16. Observes cause and effect and addresses a number of existing or potential consequences
17. Clearly distinguishes between fact and opinion and acknowledges value judgments
18. Clearly identifies and considers the influence of the context on the solution/position
19. Clearly analyzes the solution or position with a sense of scope and context
20. Clearly considers a number of other pertinent contexts
21. Clearly identifies and assesses a number of conclusions, implications and consequences, considering context, assumptions, data and evidence
22. Objectively reflects upon the individual's own solution or position from several perspectives

Technical Proficient
23. Clearly shows evidence of practice with materials and tools
24. Expands on the uses of media, techniques and processes, with skill, confidence and sensitivity so that clearly chosen intentions are carried out in the work
25. Clearly demonstrates effective relationships between color and other elements and principles of composition

Measures

SOPHOMORE REVIEW
• Held Wednesday, Jan. 11, 2006
• Sophomore Review is the department's way of assessing art majors' progress and dedication to their course of study during their sophomore year (as determined by the level of courses completed within the department of art). It is also an opportunity for the students to evaluate themselves. Addressing these issues now allows for a change in major without too much disruption in the four-year plan to obtain a degree. All majors with sophomore standing must participate in sophomore review during winter quarter.

The sophomore portfolio review must include work from the department's foundation program: ART 150, Studio Foundations 1; ART 160, Studio Foundations 2; ART 170, Drawing Workshop; ART 255, Ceramics 1; and ART 222, Graphic Design 1. Work from other studio courses taken during the sophomore year should be included.

Minimum requirements for the portfolio include:
• five drawings each from ART 150, 160 and 170
• five color works from ART 160 and/or 170
• five designs from ART 222
• three 3D pieces from ART 255
• sketchbooks

Evaluations are completed by all faculty and summarized by the department chair. The final evaluation becomes part of student's academic file. Students receive evaluations after the review.

The faculty evaluates work based on the department's major-program learning objectives:
Creative
1. Demonstrates the ability to recognize, analyze and synthesize many different approaches to the organization of the form and effectively uses them to manipulate the formal impact of the work
2. Demonstrates understanding of the impact of context and theories of meaning and effectively uses them to manipulate the impact of the content of the work

Productive
3. Generates multiple alternative solutions to the assignments or problems
4. Generates multiple solutions to the assignments or problems
5. Maintains an informational gathering system, such as notebooks and sketchbooks, that demonstrates reflection and consideration of topics that depart from assignments or problems

Intellectually Curious
6. Demonstrates a familiarity with knowledge and information associated with a number of disciplines outside of the visual arts
7. Demonstrates the ability to effectively synthesize concepts learned in other disciplines to impact content and context of the work
8. Clearly demonstrates an awareness of the ethical or potential impact of one's work on the individual, society and the environment

Historical Insightful
9. Demonstrates a strong knowledge of symbolism, symbolic systems, and ideas from a number of past and present cultures by effective incorporation into the work

Critical Thinkers
10. Clearly identifies and communicates the main problem or question at issue, along with a number of subsidiary aspects of the problem, then addresses their relationships to each other
11. Clearly identifies and communicates one's own solution or position, drawing support from experiences and information not available from assigned sources
12. Clearly identifies and considers a number of other perspectives and positions drawn from outside information
13. Clearly identifies and assesses the validity of key assumptions within a solution or position
14. Clearly identifies and assesses the quality of supporting data or evidence and provides additional information related to the issue
15. Effectively examines the evidence and sources of evidence and impressively questions its accuracy, relevance and completeness
16. Observes cause and effect and addresses a number of existing or potential consequences
17. Clearly distinguishes between fact and opinion and acknowledges value judgments
18. Clearly identifies and considers the influence of the context on the solution or position
19. Clearly analyzes the solution or position with a sense of scope and context
20. Clearly considers a number of other pertinent contexts
21. Clearly identifies and assesses a number of conclusions, implications and consequences, considering context, assumptions, data and evidence
22. Objectively reflects upon the individual's own solution or position from several perspectives

Technical Proficient
23. Clearly shows evidence of practice with materials and tools
24. Expands on the uses of media, techniques and processes, with skill, confidence and sensitivity so that clearly chosen intentions are carried out in the work
25. Clearly demonstrates effective relationships between color and other elements and principles of composition

SENIOR THESIS REVIEW (CAPSTONE)
All art and design students are required to complete a senior thesis (capstone, ART 489). This allows students to integrate many concepts and theories from their major course of study into a final project or activity. For graduating art majors, a portfolio, exhibit, public lecture and supporting documentation are part of the capstone experience.

All seniors are required to enter five to six pieces into the BA/BFA exhibit. The only exception to this would be for work submitted and accepted at non-ONU juried exhibitions. Work exhibited at a juried show, while the BA/BFA exhibit is on display, may count as one of the required number of pieces. Regardless, the work must be chosen from the completed portfolio. The artist or designer statement must be posted while the BA/BFA exhibit is opened.

Presentation is an important component to the exhibition. Framing and matting is required of all two-dimensional work hung in the gallery. Three-dimensional work must be professionally presented (i.e., bases for sculptures, etc.)

Other supporting documentation includes a résumé, an artist or designer statement (short written paper), portfolio documentation (e.g., slides and digital), advice to future seniors (short paper) and a self-critique (major paper).

The faculty evaluate the students' capstone experiences based on the department's major-program learning objectives:
Creative
1. Demonstrates the ability to recognize, analyze and synthesize many different approaches to the organization of the form and effectively uses them to manipulate the formal impact of the work
2. Demonstrates understanding of the impact of context and theories of meaning and effectively uses them to manipulate the impact of the content of the work

Productive
3. Generates multiple alternative solutions to the assignments or problems
4. Generates multiple solutions to the assignments or problems
5. Maintains an informational gathering system, such as notebooks and sketchbooks, that demonstrates reflection and consideration of topics that depart from assignments or problems

Intellectually Curious
6. Demonstrates a familiarity with knowledge and information associated with a number of disciplines outside of the visual arts
7. Demonstrates the ability to effectively synthesize concepts learned in other disciplines to impact content and context of the work
8. Clearly demonstrates an awareness of the ethical or potential impact of one's work on the individual, society and the environment

Historical Insightful
9. Demonstrates a strong knowledge of symbolism, symbolic systems, and ideas from a number of past and present cultures by effective incorporation into the work

• Critical Thinkers
10. Clearly identifies and communicates the main problem or question at issue, along with a number of subsidiary aspects of the problem, then addresses their relationships to each other
11. Clearly identifies and communicates one's own solution or position, drawing support from experiences and information not available from assigned sources
12. Clearly identifies and considers a number of other perspectives and positions drawn from outside information
13. Clearly identifies and assesses the validity of key assumptions within a solution or position
14. Clearly identifies and assesses the quality of supporting data or evidence and provides additional information related to the issue
15. Effectively examines the evidence and sources of evidence and impressively questions its accuracy, relevance and completeness
16. Observes cause and effect and addresses a number of existing or potential consequences
17. Clearly distinguishes between fact and opinion and acknowledges value judgments
18. Clearly identifies and considers the influence of the context on the solution or position
19. Clearly analyzes the solution or position with a sense of scope and context
20. Clearly considers a number of other pertinent contexts
21. Clearly identifies and assesses a number of conclusions implications and consequences considering context, assumptions, data and evidence
22. Objectively reflects upon the individual's own solution or position from several perspectives

Technical Proficient
23. Clearly shows evidence of practice with materials and tools
24. Expands on the uses of media, techniques and processes, with skill, confidence and sensitivity so that clearly chosen intentions are carried out in the work
25. Clearly demonstrates effective relationships between color and other elements and principles of composition

In addition, senior thesis portfolios are evaluated based on the following:
26. Works-in-progress exhibit
Clearly shows evidence of non-classroom work that provides insight to the student's concentration; minimum of five works; a clearly written artist or designer statement.
27. Portfolio presentation (Book)
Strong evidence of work well presented and documented, work well organized in a logical, effective sequence and showing strong evidence of process.
28. Gallery presentation
Strong evidence of work professionally presented; work clearly documented.
29. Public presentation
Strong evidence of a verbal reiteration and clarification of meaning and expression of work; strong evidence of public speech techniques.
30. Artist Statement, résumé, letter to future seniors, self-assessment (critique), and slide and digital documentation of work or portfolio
Strong evidence of clear, effective writing skills; ideas presented are significant, intelligent and clear; strong correspondence between the work and the written ideas; valid assessments.

OTHER MEASURES

Other assessment methods utilized by the department include the Praxis art content exam, job placement data, internship-supervisor evaluations, and retention and graduation rates.

Annual Reports on the Assessment of Student Learning

Follow the links below to view the full text of the reports for each academic year.

2006-07
2005-06

Institutional Research

Sue VanDyne

419-772-2009
s-vandyne@onu.edu
Lehr Memorial Room: 204
525 South Main Street
Ada, Ohio 45810
Monday: 8 a.m.-4:30 p.m.
Tuesday: 8 a.m.-4:30 p.m.
Wednesday: 8 a.m.-4:30 p.m.
Thursday: 8 a.m.-4:30 p.m.
Friday: 8 a.m.-4:30 p.m.
Saturday: Closed
Sunday: Closed