B.A. Performing Arts –Oral Communication
Have formal Program Learning Outcomes (PLOs) or Student Learning Outcomes (SLOS) been developed?
YES
Published where? (website)
Do PLOs include or imply link to Core Competency? (AY 2021-2022: Oral Communication)?
No
Process of Core Competency Assessment:
Course (300 or 400- level)
DRAM 318 WI/Playwriting
Assignment
Oral presentation of students’ 10-minute plays. Students must follow the specified framework: Introduction, Body (Theme, Plot, Character, Language, and Spectacle), and Conclusion.
Type of Student Artifact
Manuscript presentation
Rubric or other instrument
GE Rubric for Oral Communication
Data (measurement of the competency)
Two readers from the department undertook evaluations of the student presentations. Both evaluators noted that the presentation appears to be a low-stakes assignment, meaning that the presentation may not have been for a major letter grade in the course. This may explain some of the more casual verbal and body language that was exhibited. Some of the younger students were plagued by leg bouncing or other jittery movement that was distracting. A few didn’t even have proper stances—some were slouched by walls or on their beds. Many also seemed to be reading off of their computers as opposed to being fully engaged via the camera with their audience. There were many pauses and “um” moments. Nevertheless, many students exhibited a real engagement with their stories and their work. It was interesting to see them actually thinking about the choices they made in their compositions.
It appears that some students were able to perform in a home setting and some in class—one recommendation is to have student pay better attention to their surroundings. It may help to create more uniformity if students could be encouraged to use as similar a background (i.e. blank wall). More importantly, it may be best if the teacher can explain that this will be used for higher stakes assessment outside of course—that may encourage students to take a much more serious approach to the presentation. Students should also practice to a better defined audience as there seems to have been confusion as to who the intended audience may have been—setting a target audience may help alleviate uneven use of language, posture, and aspects of delivery.
Action Taken in Response to the Data (What will you do in response to the Findings?)
To improve students’ Oral Presentation scores in future DRAM318 (Playwriting) classes, the instructor will formalize the oral presentation assignment, emphasizing that it is a high-stakes assignment factored into their midterm grade. If we are able to conduct the class face-to-face (assuming Covid restrictions lift), all students will be asked to present to a live audience of their fellow playwrights in class. In a live setting, it is easier for the instructor to tell if a student is simply glancing at their notes, vs. reading their presentation aloud. If presenting on zoom continues to be necessary, those who present from home will be asked to find a blank wall as a background, and will be asked to STAND to deliver their speech, which will help to elevate the formality of the presentation. Instructor will also prepare students with basic Public Speaking pointers about eye contact, formal language, posture, etc.
Date of Last Program Review
2020-2021 Self-study