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El Camino: Course SLOs (FA) - Theatre

SPRING / SUMMER 2016Assessment: Course Four Column

ECC: THEA 103:Theatre Appreciation

Course SLOs Assessment MethodDescription Results Actions

SLO #1 Occupations - Upon successfulcompletion of this course studentswill be able to identify and describevarious theater occupations includingthe actor, director, designer, andplaywright.

Course SLO Assessment Cycle: 2014-15 (Fall 2014)

Course SLO Status: Active

Input Date: 12/12/2013

Exam/Test/Quiz - STATEMENTThis assessment was conductedduring the midterm examination forthe Theater 103: TheaterAppreciation sections. 10 questionswere assessed from the midtermexamination. These questions assessthe students’ ability to distinguishthe different skills and attributes forvarious theater occupations. Thetheater occupations included:1:actor, 2: director, 3: producer, 4:house manager, 5: technicaldirector, 6: theater designer, 7: stagemanager, 8: building crew, 9:running crew, and 10: playwright.The test was provided in the form ofmultiple-choice questions.RubricTraitsIdentification for the different skillsand attributes of various theateroccupations: 1:actor, 2: director, 3:producer, 4: house manager, 5:technical director, 6: theaterdesigner, 7: stage manager, 8:building crew, 9: running crew, and

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Standard and Target for Success:STANDARD AND TARGET FORSUCCESSIdentification for the different skillsand attributes of various theateroccupations: 1:actor, 2: director, 3:producer, 4: house manager, 5:technical director, 6: theaterdesigner, 7: stage manager, 8:building crew, 9: running crew, and10: playwright.Standard of expectation: 70% of thestudents in this class will achieve“meets expectations” or “exceedsexpectations” level

10: playwright.Does not meet expectation:Students only correctly identified 1-4 of the 10 questions relating totheater occupations.Meets expectation: Studentscorrectly identified 5-7 of the 10questions relating to theateroccupations.Exceeds expectation: : Studentscorrectly identified 8-10 of the 10questions relating to theateroccupations.

SLO #2 Applying Aristotle’s Poetics -Upon successful completion of thiscourse students will be able tocategorize and apply Aristotle’spoetics to plays.

Course SLO Assessment Cycle: 2014-15 (Spring 2015)


Essay/Written Assignment - For thepurposes of this SLO assessmenttheater students were required toattend the theater department’sproduction of the Laramie Project.Students were asked to analyze theLaramie project using Aristotle’sPoetics. Students were required to



Input Date: 12/12/2013 write this analysis in essay form.Students were asked to categorizethe play into its specific parts.RubricTraits1. Plot: Mechanics of storytellingincluding the sequence of comingsand goings of the characters; ineither a linear or nonlinear form, thetimetable of the play’s events,discoveries, and actions.Does not meet expectation: Unableto identify the sequence of comingand goings of characters, thedifference between a linear ornonlinear form, the timetable ofevents discoveries, and actions.Meets expectation: Some ability toidentify the sequence of coming andgoings of characters, between linearor nonlinear form and the timetableof events, discoveries, and actions.Exceeds expectation: Severalcoherent examples and the ability toidentify the comings and goings ofcharacters, between linear andnonlinear form including thetimetable events, discoveries, andactions

2. Character: the human figures-theimpersonated presence-whoundertake the actions of the plot.Does not meet expectation: Not ableto identify the impersonatedpresence who undertakes theactions of the plot.Meets expectation: Some ability toidentify the impersonated presenceand their relationship to the story.



Standard and Target for Success:Plot: Mechanics of storytelling:Standard of expectation: 70% of thestudents in this class will achieve“meets expectations” or “exceedexpectations” level.Character:Standard of expectation: 75% of thestudents in this class will achieve“meets expectations” or “exceedexpectations” level.Theme:Standard of expectation: 75% of thestudents in this class will achieve“meets expectations” or “exceedexpectations” level.Diction:Standard of expectation: 75% of thestudents in this class will achieve“meets expectations” or “exceedexpectations” level.Music:Standard of expectation: 75% of thestudents in this class will achieve“meets expectations” or “exceedexpectations” level.Spectacle:Standard of expectation: 80% of thestudents in this class will achieve“meets expectations” or “exceedexpectations” level.

Exceeds expectation: Severalcoheren

SLO #3 Historical Elements of Plays -Upon successful completion of thiscourse students will be able to

Action: Teaching Strategies:The instructors for these sectionsagreed that there could be more

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met

Essay/Written Assignment - Thisassessment was completed with theTheater 103 class while covering



recognize and describe historicalelements of plays.




Standard and Target for Success:Standard of expectation: 70% of thestudents in this class will achieve“meets expectations” or “exceedsexpectations” level

Faculty Assessment Leader: William Georges

emphasis placed on some of thegenres and historical periods thatstudents seem to have moreproblems identifying with specificallymedieval and postmodern Theatre.There was a discussion that theseperiods were and are transient andso that students would normallyhave less experience due to thenature of theater productions notfocusing on these time periods. (09/12/2016)Action Category: TeachingStrategies

Identification of varying production methods starting fromthe Greek Theater through the Postmodern Theatre.Students were asked a series of questions on thisassessment and their answers were then tallied withvarious sections from Theater 103. The data is a samplefrom these varying sections.Does not meet expectations: 16% of studentsMeets expectations: 61% of studentsExceeds expectations: 22% of students

OBSERVED PATTERNS AND FINDINGS FROM DATAStudents seem to have a firm grasp of the historicaltraditions of Greek theater. Since many of our theatricaltraditions started with the Greeks this was no surprise.Students had a more difficult time analyzing Roman andMedieval Theater. The theatrical traditions although similarto the Greeks do have significant differences specificallymedieval drama. Students did identify that medieval dramawas related to the church in the 10th century. Studentswere able to identify many of the production elementsElizabethan theater. Shakespeare his contemporaries arethoroughly covered in our theater 103 classes. Studentsseem to have the firmest grasp on the modern theater.Although modern theater dates back to the late 19thcentury it is still the form most recognizable today. Inlooking at postmodern Theatre students seem to find this alittle difficult to grasp since most postmodern Theatre dealswith manifestoes that defined their genre. (03/21/2016)

sections on Greek, Roman, Medieval,Elizabethan, Modern, andPostmodern Theatre. Students wereasked to identify specific elementsrelated to the genres and historicalperiods of theater.Identification of the very productionmethods spanning the history fromGreek, Roman, Medieval,Elizabethan, Modern, andPostmodern Theatre.RubricDoes not meet expectation:Students were unable to identify thevarying production methods fromGreek, Roman, Medieval,Elizabethan, Modern, andPostmodern Theatre.Meets expectation: Students wereable to identify several of the varyingproduction methods from Greek,Roman, Medieval, Elizabethan,Modern, and Postmodern Theatre.Exceeds expectation: Students wereable to identify all of the varyingproduction methods from Greek,Roman, Medieval, Elizabethan,Modern, and Postmodern Theatre.


ECC: THEA 114 :Fundamentals of Acting


SLO #1 Monologues and ShortScenes - Upon successful completionof this course students willdemonstrate the beginning elementsof the acting through monologuesand short scenes while applying aprofessional demeanor.




Performance - In this project thestudent will identify the basic“wants” of his character using activeverbs. He will be assessed boththrough the evaluation of his “prep.”sheet where he labels the basicobjectives or “wants” of thecharacter in writing using activeverbs and through the teacher’s oralcritique of his performance focusingon the actor’s ability to turn hiswritten choices into human behaviorand motivated speech.RubricTraits1. Written scene analysisidentifying the character’s “wants”

Does Not Meet ExpectationStudent shows little or no ability toselect active verbs appropriate tothe circumstances.Meets ExpectationStudent exhibits some evidence ofthe ability to select appropriateverbs although he may occasionallyuse an adjective or adverb as hestruggles to select active verbs.Exceeds ExpectationStudent demonstrates considerableevidence of the ability to selectactive verbs that are appropriate tothe given circumstances.2. Stage performance turningthese “wants” into behavior andmotivated speechDoes Not Meet ExpectationStudent shows little or no ability to



Standard and Target for Success:Written scene analysis identifyingthe character’s “wants”Standard of expectation: 75% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” levelStage performance turning these“wants” into behavior and motivatedspeechStandard of expectation: 80% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level

bring the character’s “wants” to lifein performance as evidencedthrough motivated use of his voiceand body.Meets ExpectationStudent exhibits some evidence ofthe ability to bring the character’s“wants” to life in performance asevidenced through motivated use ofhis voice and body.Exceeds ExpectationStudent demonstrates considerableevidence of the ability to bring thecharacter’s “wants” to life inperformance as evidenced throughmotivated use of his voice and body.

SLO #2 Elements of Acting - Uponsuccessful completion of this coursestudents will be able to analyze andcritique the elements of acting.



Project - In this project the studentwill identify the actor’s vocalstrength and weaknesses as he/sheperforms a duet scene for the class.Specifically, the student will identifythe vocal communication of theactor in terms of projection and



Input Date: 12/12/2013 articulation both throughparticipation in oral critiques andwritten evaluations of the scenesperformed.RubricTraits1. Written evaluations wherethe student clearly identifies theactor’s vocal skill in terms ofarticulation and projection

Does Not Meet ExpectationStudent shows little or no ability toarticulate the strengths andweaknesses of the performer’s vocalskill in terms of projection andarticulation.Meets ExpectationStudent exhibits some evidence ofthe ability to articulate the strengthsand weaknesses of the performer’svocal skill in terms of projection andarticulation.Exceeds ExpectationStudent demonstrates considerableevidence of the ability to selectactive verbs that are appropriate tothe given circumstances.2. Oral critiques where the studentclearly identifies the actor’s vocalskill in terms of articulation andprojection.

Does Not Meet ExpectationStudent shows little or no ability toarticulate the strengths andweaknesses of the performer’s vocalskill in terms of projection andarticulation.



Standard and Target for Success:Written evaluations of class scenework where the student identifiesthe vocal skill of the performer interms of projection and cleararticulationStandard of expectation: 90% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” levelOral critiques of class scene workwhere the student identifies thevocal skill of the performer in termsof projection and clear articulationStandard of expectation: 80% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level

Meets ExpectationStudent exhibits some evidence ofthe ability to articulate the strengthsand weaknesses of the performer’svocal skill in terms of projection andarticulation.

Exceeds ExpectationStude

SLO #3 Staging Terminology - Uponsuccessful completion of this coursestudents will know and apply theatrestaging terminology.




Action: Action planTeaching StrategiesOne of the things I noticed is that themore demonstrations and “on yourfeet” exercises I conducted beforethe “blocking test” the better theresults. Even though I covered theseterms and blocking concepts in a

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetDataWritten evaluations where the student clearly follows thedirections correctly and confidently.Does Not Meet Expectation: 15% of studentsMeets Expectation: 65% of students

Presentation/Skill Demonstration -StatementIn this project, the student will go onstage and follow specific stagedirections called out by theinstructor on physical set that hasbeen furnished with scenic units andfurniture. These directions will be



Standard and Target for Success:Standard and Target for SuccessWritten evaluations of the student’sability to clearly and confidentlyfollow the instructor’s directions in adesignated “blocking exercise”.Standard of expectation: 85% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level.

Faculty Assessment Leader: Ron Scarlata

lecture, followed by a written test,the more the students used theseterms on their feet, the more theymastered them. (05/02/2018)Action Category: TeachingStrategiesAction: Curriculum changesI recommend that students berequired to pass a basic Englishwriting class before taking this courseso they are able to write in completesentences and understand basicgrammar so they can succeed in thewriting assignments in this course. Ialso believe that students need tohave a basic mastery of the spokenEnglish language in order to succeedin this class. I recommend that oneof the recommended pre-requisitesfor this course is basic competence inspeaking English. (04/04/2018)Action Category: CurriculumChanges

Exceeds Expectation: 20% of students

Observed Patterns and Findings from Data

In this project, the student will go on stage and followspecific stage directions called out by the instructor onphysical set that has been furnished with scenic units andfurniture.For this assessment students were asked to go onstage andfollow 20 specific stage directions called out by theinstructor. In advance of this assessment, the instructordesigned a stage setting using scenic units and stagefurniture. While most of the students understood andmastered the stage terms and were able to follow thedirections with confidence, some students hesitated and didnot follow the directions correctly. A few were easilyconfused and demonstrated frustration and inaccurateblocking. (05/04/2016)

based on a detailed blocking patternthat was devised in advance.RubricWritten evaluations where thestudent clearly follows the directionsaccurately and confidently.Does Not Meet ExpectationStudent shows little or no ability tofollow the directions withconfidence.Meets ExpectationStudent exhibits some evidence ofthe ability to follow the directions.Exceeds ExpectationStudent demonstrates considerableevidence of the ability to follow thedirections with confidence.


ECC: THEA 184:Stagecraft


SLO #1 Safe Tool Usage - Uponsuccessful completion of this coursestudents will be able to discuss andemploy safe scene shop tool usage.

Course SLO Assessment Cycle: 2013-14 (Spring 2014), 2016-17 (Spring2017)



Project - StatementThis project was used in order toassess student’s ability to identifyand safely use tools in the CampusTheater Scene Shop. Students weregiven a list of tools and asked toidentify each tool by name andcategory. Students were thenassessed on their ability to use thetool appropriately. The project wasconducted in the campus theaterscene shop fall 2014.RubricTraits1. Identification of Tool andIts Category

Does Not Meet ExpectationStudent shows little or no ability toidentify individual tools and theircategories.Meets Expectation to identifyindividual tools and their categoriesStudent exhibits some evidence ofthe ability to identify individual toolsand their categories.Exceeds ExpectationStudent demonstrates considerableevidence of the ability identifyindividual tools and their categories.

2. Tool Usage

Does Not Meet ExpectationStudent shows little or no ability touse scene shop tools in anappropriate and safe manner for thepurposes of constructing stage



Standard and Target for Success:Standard and Target for SuccessIdentification of Tool and ItsCategoryStandard of expectation: 85% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level Tool UsageStandard of expectation: 90% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level

scenery.Meets ExpectationStudent exhibits some evidence ofthe ability to use scene shop tools inan appropriate and safe manner forthe purposes of constructing stagescenery.Exceeds ExpectationStudent demonstrates considerableevidence of the ability to use sceneshop tools in an appropriate andsafe manner for the purposes ofconstructing stage scenery.

SLO #2 Constructing a Theatrical Flat- Upon successful completion of thiscourse students will be able to usesafe scene shop practices to constructa theatrical flat.




Project - For the purposes of thisassessment students were given adrawing of a 3’ x 4’ flat and asked toprovide a cut list for that flat. Thestudents were then asked to usetape measures and 1” x 3” lumberand measure and mark for thepurposes of cutting lumber neededfor the flat. Students were thenasked to construct the theatrical flatusing safe scene shop practices and



Standard and Target for Success:Measuring and Marking for thePurposes of Creating a Cut ListStandard of expectation: 90% of

cover their 3’ x 4’ flatRubricTraits1. Measuring and Marking forthe Purposes of Creating a Cut List

Does Not Meet ExpectationStudent shows little or no ability tosafely measure, mark, and create acut list for a 3’ x 4’ theatrical flat.Meets Expectation to identifyindividual tools and their categoriesStudent exhibits some evidence ofthe ability to safely measure, mark,and create a cut list for a 3’ x 4’theatrical flat.Exceeds ExpectationStudent demonstrates considerableevidence of the ability to safelymeasure, mark, and create a cut listfor a 3’ x 4’ theatrical flat.2. Constructing and Coveringa 3’ x 4’ Flat

Does Not Meet ExpectationStudent shows little or no ability touse scene shop tools in anappropriate and safe manner for thepurposes of constructing andcovering a 3’ x 4’ flat.Meets ExpectationStudent exhibits some evidence ofthe ability to use scene shop tools inan appropriate and safe manner forthe purposes of constructing andcovering a 3’



students will achieve “meetsexpectations” or “exceedsexpectations” levelConstructing and Covering a 3’ x 4’FlatStandard of expectation: 85% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level

SLO #3 Theatrical Painting Skills -Upon successful completion of thiscourse students will illustrate andemploy theatrical painting skills.




Faculty Assessment Leader: William Georges

Action: Program/CollegeThe college needs to continue toprovide tools for the students to beable to complete this class. As toolsage and break the college will needto continue to replace various sceneshop tools. As new tools becomeavailable to technology it would beappropriate at the college providethese new tools for our students. (03/06/2017)Action Category: Program/CollegeSupport

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetDataDoes Not Meet Expectation: 5% of studentsMeets Expectation: 70% of studentsExceeds Expectation: 25% of studentsObserved Patterns and Findings from DataStudents in our stagecraft classes have varying levels ofartistic skills. Although these painting techniques are morecraft than art the instructor found that some studentsbelieve that they are not artistic when it comes to paintingand seemed to rush through these techniques. Whenshown that the techniques take a bit of practice but don’trequire artistic skills necessarily some students were able toimprove on their projects. It seemed that students had apreconceived notion that they were artistic or not artisticwhen it comes to painting. Students that felt they had abackground in art did better, although it wasn’t necessarilybecause of their artistic background but because they tookmore time on each of the techniques. (05/23/2016)

Laboratory Project/Report - For thepurposes of this assessmentstudents were asked to painttheatrical bricks on a 3’ x 4’theatrical flat that they had builtwhile in class. The project wasbroken into five steps and coveredbasing the flat using a scumblingtechnique, stenciling with naturalsponges and stencils, applyinghighlight and shadow and applying aspattering technique with a glazing.RubricPainting theatrical bricks usingvarious painting techniques includingscumbling, stenciling, highlight andshadow, spattering, and glazingDoes Not Meet ExpectationStudent shows little or no ability topaint theatrical bricks using variouspainting techniques includingscumbling, stenciling, highlight andshadow, spattering, and glazing.Meets ExpectationStudent shows some ability to painttheatrical bricks using variouspainting techniques includingscumbling, stenciling, highlight and



Standard and Target for Success:Standard of expectation: 85% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level

shadow, spattering, and glazing.Exceeds ExpectationStudent shows the ability to painttheatrical bricks using variouspainting techniques includingscumbling, stenciling, highlight andshadow, spattering, and glazing.


ECC: THEA 188:Fundamentals of Stage Makeup


SLO #1 Makeup and Makeup Tools -Upon successful completion of thiscourse students will be able toidentify and distinguish the varioustypes of theatrical makeup andmakeup tools.




Project - Assessment MethodDescription: Various projects areused to assess students’ ability touse different types of makeup withcertain tools as well as using thetools correctly to create certaineffects. There is no single projectthat assesses the student’s ability touse, apply, blend and set makeupusing appropriate tools.PROJECT 1The Beauty Makeup:RubricTraitsDoes not meet Expectation: studentshows little or no ability to select theappropriate colors, mix or applyusing the proper tools to create acorrective or beauty makeup.Meets Expectation: Student exhibitssome evidence of the ability toselect the appropriate colors andproducts and uses them in thecorrect order.Exceeds expectation: Studentdemonstrates considerable evidenceof the ability to select theappropriate colors mixes themcorrectly, applies them in a properfashion using the correct toolscreating a stunning beauty makeup.

Traits:1 proper use of tools2 correct use of makeup product foreach assignment.3 student ability to create hard andsoft edges using brushes and



sponges.4 Creating texture 3 projects teststudents’ knowledge of creatingtexture: Beard stubble, old agetexture and bruising and scrapestests students ability to use theappropriate sponge ( in this case a“Stipple” sponge which they aretrained to cut and trim in order tocreate the illusion of a beardstubble, age texture, bruises andscrapes. If the sponge is not cut androunded and the makeup is notdeposited on the face correctly theywill have squares of makeup on theirface.5 to blend colors appropriately tocreate a natural undertone fordifferent types of skin tones for a 5o’clock shadow.6 Creating bruising requires thestipple sponge be cut and trimmedto deposit a variety of colors in aspecific order.7 old age assignment requires thestipple sponge to be cut andtrimmed to deposit highlight andshadow colors to the skin to createtexture. Students should know whatcolors are deposited and in whatorder to create the desired effect.I expect 80% of the class to meetexpectation or exceed expectation. Does not meet Expectation:

Student shows little or noability to use correct tools (stipplesponge) to create assigned task, or

(student does not havecorrect brushes)Meets Expectation:



Standard and Target for Success:Standard of Expectation: 90% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level

Student exhibits someability to use proper tools (stipplesponge), correctly cut and trimmedto create texture and hasdeveloped an eye for blending theircolors appropriately.Exceeds Expectation:

Student demonstratesconsiderable evidence of the abilityto discern which tools/sponges used

and properly prepared(cut/trimmed) to create a variety ofeffects from aging and beard stubble

to special effects.

SLO #2 Applying Theatrical Makeup -Upon successful completion of thiscourse students will be able toanalyze, assess, and measure facialbone structure for the purposes ofapplying theatrical makeup.




Project - Assessment Methods:ProjectsAssessment Method Description:Various projects are used to assessstudents’ abilities in theatricalmakeup application. From the 1stday of instruction we begin analyzingthe bone structure of the face. Thereis no single project that assesses thestudent’s ability to analyze, assessand measure the bone structure fortheatrical makeup application.PROJECT 1 the SkullStatementStudents are asked to create a skullmakeup from a line drawingprovided as homework the 1st day.They have access to a realistic plasticskull and their own research. The



Standard and Target for Success:Standard of Expectation: 90% ofstudents will achieve “meetsexpectations” or “exceedexpectations” level

makeup is demonstrated on astudent and the students are shownhow to find their own bone structureas well as the appropriate tools,various products and techniquesthey will be using to create this look.

RubricTraitsDoes not meet Expectation: Studentshows little or no ability to select theappropriate colors, analyze, assessand measure facial bone structurefor the purposes of applyingtheatrical makeup.Meets Expectation: Student exhibitssome evidence of the ability toselect the appropriate colors andcorrect placement of the makeup onthe face.Exceeds expectation: Studentdemonstrates considerable evidenceof the ability to select theappropriate colors and placement ofhighlights and shadows to recreate askull in order to understand theirfacial bone structure.

SLO #3 Old Age Theatrical MakeupDesign - Upon successful completionof this course students will be able toproduce an old age theatrical makeupdesign.Course SLO Status: Active

Action: This class was meeting oneday a week from 10:20 AM to 3:50PM with enough time for theinstructors lecture in demo. Byhaving it once a week the studentshave plenty of time between each

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetDataDoes Not Meet Expectation: 5%Meets Expectation: 10%

Project - Statement: we begin thissection with a discussion of aging,the effects of aging, what causessome people to age more thanothers. We discuss the effects ofenvironment, lifestyle, heritage, and



Course SLO Assessment Cycle: 2015-16 (Spring 2016)Input Date: 12/12/2013

Standard and Target for Success:Standard of expectation: 90% of theclass to “meet expectation” or“exceed expectation”RubricDoes Not Meet Expectation: Studentshows little or no ability to analyzeand understand bone structure andplacement of highlights and shadowsto create under structure, properblending direction for their fine linework and finished detailing of themakeup.Meets Expectations: Student exhibitssome evidence of the ability todiscern placement of highlights andshadows in order to create an oldage makeup. Their fine line

Faculty Assessment Leader: Christian Stalh

class session to do their researchpractice and design work. Not onlywas the class time cut along to moveto a two day a week class but theyare struggling to make the 8:30 AMlecture. The college needs tocontinue to provide classes for theirfine arts in cosmetology students asit is a necessary tool for both fields ofwork the students utilize thisknowledge as actors in variousproductions as well as crew peopleon the costume, makeup and haircrews have to help a variety of actorsat different skill levels. (09/07/2016)Action Category: Program/CollegeSupport

Exceeds Expectation: 85%Students are required to create a believable old agecharacter for the stage. It must have a variety of researchphotos of age characters. It must create a design using theirresearch of an old character for a book or play. During thisproject students work on themselves and are expected tohave basic understanding of their bone structure in order tocorrectly place their highlights and shadows. They should beable to correctly choose the proper tools and colors to beplaced in the appropriate places. I am always available toanswer questions and continue throughout the class tocircle around checking their makeup and helping them withplacement colors and proper tools for the various types ofproducts use. I may use a student who is doing the correctplacement of color as an example to the rest of the class tohelp them see the appropriate amount of color and lettingthe make up in all situations. Many of the students takingthis course are acting majors as well as cosmetologystudents who need instruction in the field. There are usuallyonly a couple of students who do not seem to comprehendthe bone placement even after individual instruction. Theseare often the same students who do not have their researchto prepare for the makeup. (04/28/2016)

race and how this contributes toaging. I also use visual aids, aPowerPoint presentation, along withthe lecture. We work on aging theunder structure using highlight andshadow to create the illusion of skinsagging off the bone, resulting in askeletal appearance for thin faces.Each practice session will now beginwith the students doing the understructure first and they will add orbuild on top of that. I demonstrateaged eyes, mouth, jaws, neck, andhands, wrinkles and finisheddetailing through the next severalclass sessions and students copy andpractice each of the various tasks.They are given homeworkassignments to help them learn howto blend their highlight and shadowto create hard and soft edges.



placement is good and colors areproperly blended. Their finaldetailing work is adequate and readon the stage.Exceeds Expectation: Studentdemonstrates considerable evidenceof the ability to correctly placehighlight and shadow to create abelievable under structure,appropriate blending and fine linework as well as defined detailing tocreate a believable theatrical old agemakeup.


ECC: THEA 215 :Improvisation


SLO #1 Impromptu ImprovisationalScenes - Upon successful completionof this course students will have theability to demonstrate impromptuimprovisational scenes while applyinga professional demeanor.




Performance - This project was usedfor the purposes of assessing thestudents’ ability to act out basicgiven circumstances provided by theinstructor without preparation.Each student is partnered with aclassmate and asked to act out ascenario after the instructorprovides the who, where, and whatto the students. While theinstructor provides the givencircumstances, the class membersset up a floor plan illustrating thelocation of the scene.

RubricTraits1. Character Objectives

Does Not Meet ExpectationStudent shows little or no ability tofollow and commit to the objectivesof the character as described by thedirector in the pre-performancediscussion.Meets ExpectationStudent exhibits some evidence ofthe ability to follow and commit tothe objectives of the character asdescribed by the director in the pre-performance discussion.

Exceeds ExpectationStudent demonstrates considerableevidence of the ability to follow andcommit to the objectives of thecharacter as described by thedirector in the pre-performance



Standard and Target for Success:Character ObjectivesStandard of expectation: 80% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level

Stage TechniqueStandard of expectation: 85% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level

discussion.2. Stage Technique

Does Not Meet ExpectationStudent shows little or no ability toshare his voice and body with theaudience.Meets ExpectationStudent exhibits some evidence ofthe ability to share his voice andbody with the audienceExceeds ExpectationStudent demonstrates considerableevidence of the ability to share hisvoice and body with the audience

SLO #2 Critiquing Scenes - Uponsuccessful completion of this coursestudents will have the ability tocritique and appraise impromptuimprovisational scenes.




Performance - This project was usedfor the purposes of assessing thestudents’ ability to identify thecriteria for a well-performedimprovisation in terms ofspontaneity and creativity, and alsoin terms of using skillful stagetechnique to share the scene withthe audience.Rubric



Traits1. Appraising the creativity &spontaneity of the improvised scene.

Does Not Meet ExpectationStudent shows little or no ability toidentify the performer’s skill level interms of creativity or spontaneityMeets ExpectationStudent exhibits some evidence ofthe ability to appraise theperformer’s skill level in terms ofcreativity and spontaneity.Exceeds ExpectationStudent demonstrates considerableevidence of the ability to appraisethe performer’s skill level in terms ofcreativity and spontaneity.

2. Appraising the actor’sstage technique in terms of skillfulvocal work and use of the stagespace to share the scene with theaudience.

Does Not Meet ExpectationStudent shows little or no ability toidentify the performer’s technicalskills.Meets ExpectationStudent exhibits some evidence ofthe ability to appraise theperformer’s technical skills.Exceeds ExpectationStudent demonstrates considerableevidence of the ability to appraisethe performer’s technical skills



Standard and Target for Success:Standard and Target for SuccessAppraising the creativity &spontaneity of the improvised scene.Standard of expectation: 75% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” levelAppraising the actor’s stagetechnique in terms of skillful vocalwork and use of the stage space toshare the scene with the audience.Standard of expectation: 80% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level.

SLO #3 Improvisational Characters -Upon successful completion of thiscourse, students will have the abilityto create and constructimprovisational characters.




Action: Curriculum changesI recommend that completion of TH.113 or TH. 114 become a re-requisitefor this course. Currently, this onlyrecommended. Students who havehad a basic acting class prior totaking improvisation tend to have agreat more success in the course.

(05/02/2018)Action Category: CurriculumChangesAction: Creativity and SpontaneityTeaching Strategies: I will continueto start the class with a full warm-upso students are “loose”, creative, andtrusting. In everything I do and say, Iwill encourage students to accesstheir “right brain”.

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetData1. Creativity and SpontaneityDoes Not Meet Expectation: 25% of studentsMeets Expectation: 60% of studentsExceeds Expectation: 15% of students

2. Ability to utilize all four suggestions proffered bythe audience and blend them into a believablecharacterization.Does Not Meet Expectation: 15% of studentsMeets Expectation: 70% of studentsExceeds Expectation: 15% of students

Observed Patterns and Findings from DataSpontaneity and Creativity (students met expectation)Most students were able to verbally identify specificmoments in the scenes that demonstrated creativity and

Presentation/Skill Demonstration -In this project the students will beable to create a colorful andconsistent character based on thefollowing information provided bythe audience: Name, Occupation,Physical trait, and a Phrase thecharacter often repeats.Rubric1. Creating a colorful andconsistent character based on theinformation provided by theaudience.

Does Not Meet ExpectationStudent shows little or no ability tocommit to the suggestedcharacteristics provided by theaudience.



Standard and Target for Success:Standard and Target for SuccessPerformance of a colorful andconsistent character based on theinformation provided by theaudience.

Standard of expectation: 70% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level


Ability to utilize all four suggestionsproffered by the audience and blendthem into a believablecharacterizationTeaching Strategies: The best way toimprove on the creation of thesecolorful characters is to start withone or two suggestions and to buildto all four. (05/03/2017)Action Category: TeachingStrategies

spontaneity. Some students only judged the success of thescene in terms of their own personal enjoyment or interestin the story of the improvised scene.

Ability to utilize all four suggestions proffered by theaudience and blend them into a believable characterization.(students met expectation)Most students were able to remember and integrate theaudience’s suggestions into a consistent and logicalcharacter. (04/21/2016)

Meets ExpectationStudent exhibits some evidence ofthe ability to present the characterqualities suggested by the audienceand turn them into a believablecharacter.

Exceeds ExpectationStudent demonstrates considerableevidence of his ability to absorb andcommit to the suggested qualitiesand to create a colorful andbelievable character.


ECC: THEA 240:Fundamentals of Stage Direction


SLO #1 Production Concepts forScripts - Upon successful completionof this course students will be able toconstruct and apply a productionconcept for a play script.




Project - These projects were usedfor the purposes of assessing thestudents’ ability to stage and block aten minute play. The first part ofthis assessment requires the studentto create a viable ground plan thatwill facilitate the staging of the play.The second part of this project wasto create a professional-levelpromptbook recording all blockingand staging. This promptbookincludes a “Master Movement Plan”that allows the student director andinstructor to visualize how fully thestudent director has used the stageto bring his script to life.RubricTraits1. Creating a Viable Ground Plan

Does Not Meet ExpectationStudent shows little or no ability tocreate a viable ground plan thatfollows the guidelines that areestablished by the instructor.

Meets ExpectationStudent exhibits some evidence ofthe ability to create a viable groundplan that follows the guidelines thatare established by the instructor.

Exceeds ExpectationStudent demonstrates considerableevidence of the ability to create aviable ground plan that follows theguidelines that are established bythe instructor.



Standard and Target for Success:Creating a Viable Ground PlanStandard of expectation: 85% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level

Prompt Book & Master MovementPlanStandard of expectation: 84% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level

2. Prompt Book & MasterMovement Plan

Does Not Meet ExpectationStudent shows little or no ability tocreate a professional caliber promptbook and master movement planfollowing the guidelines establishedby the instructor.

Meets ExpectationStudent exhibits some evidence ofthe ability to create a professionalcaliber prompt book and mastermovement plan following theguidelines established by theinstructor.

Exceeds ExpectationStudent demonstrates considerableevidence of the ability to create aprofessional caliber prompt bookand master movement planfollowing the guidelines establishedby the instructor.



SLO #2 Working on Psychologicaland Technical Levels - Uponsuccessful completion of this coursestudents will be able to work withactors on a psychological andtechnical level to realize a theatricalscene.




Project - These projects were usedfor the purposes of assessing thestudents’ ability to coach actors tobring out the truth of the characterthat is consistent with the author’sscript and the concepts of modernpsychology. In addition, theseprojects were used to assess thedirector’s ability to assist the actor inpresenting his performance withstrong stage technique as evidencedby good projection, articulation, andan effective use of stage movementand positioning.RubricTraits1. Coaching the Actor to AchievePsychological Truth

Does Not Meet ExpectationStudent shows little or no ability tocoach the actor to achieve aperformance that achievespsychological truth.

Meets ExpectationStudent exhibits some evidence ofthe ability to coach the actor toachieve a performance that achievespsychological truth.

Exceeds ExpectationStudent demonstrates considerableevidence of the ability to coach theactor to achieve a performance thatachieves psychological truth.

2. Coaching the Actor to Achieve



Standard and Target for Success:Coaching the Actor to AchievePsychological TruthStandard of expectation: 80% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level

Coaching the Actor to AchieveStrong Stage TechniqueStandard of expectation: 85% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level

Strong Stage Technique

Does Not Meet ExpectationStudent shows little or no ability tostage the class projects with strongstage technique as evidenced byopen staging and strong vocaldelivery.

Meets ExpectationStudent exhibits some evidence ofthe ability to stage the class projectswith strong stage technique asevidenced by open staging andstrong vocal delivery.

Exceeds ExpectationStudent demonstrates considerableevidence of the ability to stage theclass projects wi

SLO #3 Staging and Blocking - Uponsuccessful completion of this coursestudents will be able to stage andblock a 10 minute play.

Action: Curriculum changesI recommend that due to theadvanced level of this course, thepre-requisite for this course should

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetData

Presentation/Skill Demonstration -StatementThis project, the culminating projectof the semester, challenges the







include an audition/interview withthe instructor. (01/02/2018)Action Category: CurriculumChanges

1. Blocking the play in an aesthetically pleasing mannerthat uses the stage space in a communicative manner thatreinforces the “wants” of the character through effectivestage compositions

Does Not Meet Expectation: 25% of studentsMeets Expectation: 70% of studentsExceeds Expectation: 5% of students

2. Recording the blocking in a professional manneraccording to the guidelines provided by the instructor.


Observed Patterns and Findings from DataBlocking the play in an aesthetically pleasing manner thatuses the stage space in a communicative manner thatreinforces the “wants” of the character through effectivestage compositionsMost students were able to stage the scene in an “open”manner and assist actors with vocal production. Thesedirectors usually employ pre-blocking techniques to ensurethat the scenes are well-staged. The students who usuallymeet or exceed expectations usually create stronger stagepictures and develop more interesting movement patterns.Those who do not meet expectations are usually directorswho lack strong stage technique in their own acting andwho need more review on these important basictechniques.

Recording the blocking in a professional manner accordingto the guidelines provided by the instructor.Most students were able to record the blocking in theprofessional manner that has been explained in class. Someof the student’s blocking notation was sloppy or deviatedfrom the format that has been taught. (05/04/2016)

directing student to cast and stage afull production of a short play.Specifically, the director will need toselect and cast a short play and stagethe play for our black box theater.The production will be presented toan invited audience. The focus ofthis assignment is for the director toblock the play in an aestheticallypleasing manner that uses the stagespace in a communicative mannerthat reinforces the “wants” of thecharacters through effective stagecompositions.RubricTraits1. Blocking the play in anaesthetically pleasing manner thatuses the stage space in acommunicative manner thatreinforces the “wants” of thecharacter through effective stagecompositionsDoes Not Meet ExpectationStudent shows little or no ability toblock the play in a manner that isaesthetically pleasing and thatreinforces the character’s “wants”.Meets ExpectationStudent exhibits some evidence ofthe ability block the play in a mannerthat is aesthetically pleasing and thatreinforces the character’s “wants”.Exceeds ExpectationStudent demonstrates considerableevidence of the ability to block theplay in a manner that is aestheticallypleasing and that reinforces thecharacter’s “wants”.



Standard and Target for Success:Standard and Target for SuccessBlocking the play in an aestheticallypleasing manner that uses the stagespace in a communicative mannerthat reinforces the “wants” of thecharacter through effective stagecompositionsStandard of expectation: 75% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level

Recording the blocking in aprofessional manner according tothe guidelines provided by theinstructor.Standard of expectation: 85% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level

2. Recording the blocking in aprofessional manner according tothe guidelines provided by theinstructor.Does Not Meet ExpectationStudent shows little or no ability torecord the blocking


ECC: THEA 274abcd:Musical Theatre Production


SLO #1 Music and Choreography -Upon successful completion of thiscourse students will be able tomemorize the music andchoreography for a realized musicaltheater production.




Performance - This project was usedfor the purposes of assessing thestudents’ ability to memorize boththe music and choreography of amusical theater production. At theconclusion of the first phase ofrehearsal, when students are taughtthe vocal score, students will berequired to perform a “sing-through”of the full score to assess their levelof success in learning the music andlyrics that they are required tomaster. At the conclusion of thechoreography & staging section ofthe rehearsal period, students willbe asked to perform all musicalnumbers they perform in, to assesstheir mastery of this aspect of theproduction.

Rubric

Traits1. Memorization of Musical Score

Does Not Meet ExpectationStudent shows little or no ability toaccurately sing the full scoredemonstrating full “ownership” of alllyrics and musical notes and masteryof the musicianship that has beentaught.

Meets ExpectationStudent exhibits some evidence ofthe ability to accurately sing the fullscore demonstrating full“ownership” of all lyrics and musical



Standard and Target for Success:Memorization of Musical ScoreStandard of expectation: 90% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level

Mastery of Choreography & MusicalStagingStandard of expectation: 85% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level

notes and mastery of themusicianship that has been taught.

Exceeds ExpectationStudent demonstrates considerableevidence of the ability to accuratelysing the full score demonstrating full“ownership” of all lyrics and musicalnotes and mastery of themusicianship that has been taught.

2. Mastery of Choreography &Musical Staging

Does Not Meet ExpectationStudent shows little or no ability toshare his voice and body with theaudience.Meets ExpectationStudent exhibits some evidence ofthe ability to share his voice andbody with the audienceExceeds ExpectationStudent demonstrates considerableevidence of the ability to share hisvoice and body with the audience.



SLO #2 Basic Acting Skills - Uponsuccessful completion of this coursestudents will be able to demonstrateand apply basic acting skills for arealized musical theater productionwhile applying a professionaldemeanor.




Performance - This project was usedfor the purposes of assessing thestudents’ ability to bring truth to thedialogue and songs of the musicalwhile creating a three-dimensionalcharacter. This project was alsoused to assess the actor’s technicalability to achieve effective stageprojection and articulation and usehis body in a communicativemanner.RubricTraits1. Truthful Rendering ofDialogue and Vocals.

Does Not Meet ExpectationStudent shows little or no ability torender truthful performances of thedialogue and vocals.

Meets ExpectationStudent exhibits some evidence ofthe ability to render truthfulperformances of the dialogue andvocals.

Exceeds ExpectationStudent demonstrates considerableevidence of the ability to rendertruthful performances of thedialogue and vocals.

2. Technical Skill in SharingVoice and Body

Does Not Meet Expectation



Standard and Target for Success:Standard and Target for SuccessTruthful Rendering of Dialogue andVocals.Standard of expectation: 80% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level

Technical Skill in Sharing Voice andBodyStandard of expectation: 85% ofstudents will achieve “meetsexpectations” or “exceedsexpectations” level

Student shows little or no ability toshare his voice and body with theaudience.

Meets ExpectationStudent exhibits some evidence ofthe ability to share his voice andbody with the audience

Exceeds ExpectationStudent demonstrates considerableevidence of the ability to share hisvoice and body with the audience.

SLO #3 Theatrical Character - Uponsuccessful completion of this coursestudents will be able to create anddramatize a theatrical character for amusical theater production whileapplying a professional demeanor.

Action: Program/CollegeThe college and the Fine Arts Dept.needs to offer a musical theaterworkshop class to teach studentseffective approaches to performingthis unique and challenging material.

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetData

1. Ability to bring a written character to life in a truth,

Performance - StatementThis project was used for thepurposes of assessing the students’ability to bring truth and definitionto a theatrical character whilerehearsing and performing in a






(10/05/2017)Action Category: Program/CollegeSupportAction: Program/CollegeThe college and the Fine Arts Dept.needs to offer a musical theaterworkshop class to teach studentseffective approaches to performingthis unique and challenging material. (10/05/2017)Action Category: Program/CollegeSupport

colorful and consistent performance.


2. Ability to rehearse and perform in a professional mannerdemonstrating discipline, understanding of rehearsaletiquette, and respect for the other artists


Observed Patterns and Findings from DataAbility to bring a written character to life in a truth, colorfuland consistent performance.For this part of the assessment students were asked toperform a role from a Broadway musical and bring truthand a sense of a full life history to the character. After anextensive rehearsal period where the actor would undergoa variety of rehearsal exercises and assignments, moststudents were able to find truth and a sense of a back storyto their characters and connect the vocals to the dialogue.A minority of actors give in to the temptation to “perform”the piece rather than presenting a three-dimensionalcharacter.

Ability to rehearse and perform in a professional mannerdemonstrating discipline, understanding of rehearsaletiquette, and respect for the other artists.At the first rehearsal, the director discusses his expectationsin terms of rehearsal discipline and also distributes a sheetwith rehearsal rules. The majority of student actors respectthe rules, and when they violate the “rules” they arereminded of their offences and urged to comply.A few actors violate basic rules such as arriving on time,memorizing lines by the assigned deadlines, ect. and aregiven warnings. (04/28/2016)

professional manner.RubricTraits1. Ability to bring a writtencharacter to life in a truth, colorfuland consistent performance. Does Not Meet ExpectationStudent shows little or no ability torender a truthful and consistentperformance.

Meets ExpectationStudent exhibits some evidence ofthe ability to render a truthful andconsistentperformance.

Exceeds ExpectationStudent demonstrates considerableevidence of the ability to render atruthfuland consistent performance.

2. Ability to rehearse andperform in a professional mannerwhich demonstrates discipline,understanding of rehearsaletiquette, and respect for the otherartists.

Does Not Meet ExpectationStudent shows little or no ability tobehave professionally.

Meets ExpectationStudent exhibits some evidence ofthe ability to behave professionally.

Exceeds ExpectationStudent demonstrates considerable



Standard and Target for Success:Standard and Target for SuccessAbility to bring a written character tolife in a truth, colorful and consistentperformance. Standard ofexpectation: 80% of students willachieve “meets expectations” or“exceeds expectations” level

Faculty Assessment Leader: Ron Scarlataevidence of the ability to behaveprofessionally.


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