Los Angeles Valley College

Student Learning Outcomes Assessment Cycle Report

Courses and Programs

Discipline: Art History Department: ART

Program/Course : Art 115 History of Modern Art Semester/Year: Fall 2011

SLO Representative: Carol Bishop Department Chair: Prof. Sumnik-Levins

Student Learning Outcome Assessed / COURSE SLOBJECTIVES
1. Evaluate how factors such as socio-political organization, economy, belief systems, and historical events influence the production of art and architecture in the Modern Period.
2. Identify, describe, analyze and compare stylistic characteristics of art and architecture in the Modern Period using correct art historical terminology.
Outcome:
Students will be able to identify and describe, using appropriate vocabulary, visual examples of artworks characteristic of the period, movement, style, culture or artist(s) characteristic of the material covered in this course.
Description of Assessment Method
a.  Describe the assessment tool and how the data was analyzed (e.g., student activity, rubric elements, etc.). Attach rubric if applicable.
b.  Describe the sampling methodology (i.e., how sampling was done, number of students and faculty/staff involved out of the total)
c.  Describe how inter-rater reliability was achieved / Assessment method:
A. Assessment tool and analysis: Correctly identify, analyze and describe selected examples of artworks characteristic of the period, style, culture, or artist using proper art historical terminology. A rubric will be used to assess their use of appropriate terminology in describing the artworks, in written form.
1) Correctly identify, analyze and describe selected examples of artworks characteristic of the period, style, movement, culture, or artist using proper art historical terminology. A rubric was used to assess their use of appropriate terminology in describing the artworks, in written form. Three artworks of three diferent Art movements were shown together: (1) The Oath of the Horatii, J.L. David, Neoclassical (2) The Rouen Cathedral, West Façade, Sunlight, C. Monet, Impressionism (3) Man with a Guitar, Georges Braque, Cubism.
B. Sampling methodology: Students were asked to list in order each Art Movement of the paintings (Neoclassicsm, Impressionism, Cubism) and to name a characteristic that would indicate why each painting was part of the particular movment. This activity was normed by Prof. Sumnik – Levins, Art Dept. chair and Art Historian, and the only other instructor teaching Modern Art History. We used elements of this assessment to construct assessment for other art history classes.
1. WHAT PERCENTAGE COULD IDENTIFY THE MOVEMENTS OF THE PAINTINGS CORRECTLY?
Neoclassicism, The Oath of the Horatii - 49 out of 56
Breakdown:
49 correct on the movement
2 no answer
4 listed the wrong movement
Impressionism, Rouen Cathedral * - 37 out of 56
Breakdown:
37 correct on the movement
7 no answers on the movement
12 wrong movement*
Cubism, Man with a Guitar - 51 out of 56
51 correct on the movement
3 incorrect on the movement
2 no answer
2. WHAT PERCENTAGE COULD NAME A CHARACTERISTIC OF THE PAINTINGS THAT INDICATES IT IS FROM THE PARTICULAR MOVEMENT?
Neoclassicism- 54 out of 56
54 gave correct Neoclassical characteristics
2 no answer
-1 only listed characteristics without naming the movement
Impressionism, Rouen Cathedral – 49 out of 56
49 gave correct Impressionist characteristics
2 no answer
5 put down correct characteristic even if they did not get the movement correct.
Cubism, Man with a Guitar-- 51 out of 56
51 correct Cubist characteristics
4 no answer on characteristics
1 incorrect characteristic
C. inter-rater reliability:
Students will be able to recognize paintings from various movements which in turn correlate how production and use of artworks are influenced by social, political, economic and other cultural factors of the time.
Assessment measures:
The results showed a large percentage of students were able to identify all of the movements, (Note: two of the images are not in the required text book, so they had to use an examination/problem solving process of analyzing the picture to place the paintings in the right category.) While the correct answers were Neoclassicism, Impressionism and Cubism, choosing the correct vocabulary for Impressionism* was difficult for some students. These students often answered that the Impressionist example was Romantic or Realism, two labels often associated with the Impressionist movement. Therefore, while they were not incorrect per se, they were not the exact art historical words desired. This suggests the importance of being clear that the requested answer must be very specific, or to review the differences between a group’s category and their characteristics. I think showing more paintings that may not be in the text, but have characteristics of a movement would help them practice pulling out clues when they encounter pictures whether in a class, book or museum. Two students got all three wrong; a check on their class participation and grades revealed that these students were not engaged in the class and failed to do other assignments.
As expected, the Cubism example, Man with a Guitar was the most easily identified movement for students, perhaps because it was studied prior to the test or because Cubism has a very distinctive appearance. As mentioned earlier, the Neoclassic movement was studied at the beginning of the course and the Impressionist piece was not in the text, so these factors probably influenced the ability to name these movements.
A large percentage of students were able to clearly identify a strong characteristic that would be specific to the movement or be able to articulate the characteristic using correct terminology. Many of them were able to articulate specific qualities that are important in these works even if they could not recall the specific art historical name of the movements. In fact, some students identified multiple characteristics. although they were only required to give one. So, while the answers related to identifying the movements were not incorrect, these answers might have been more specific if the question was more specific. For example, if the question asked them to identify characteristics of Impressionism instead of asking for both the movement and the characteristics, the students who missed the specific name of the movement would probably have been even more successful. This
Assessment Results
a.  Describe the relevant findings according to the criteria set by the assessment tool / a. Assessment Results
Projected Outcome:
Students will be able to recognize paintings from various movements which in turn correlate how production and use of artworks are influenced by social, political, economic and other cultural factors of the time.
Assessment measure of findings:
The results showed a large percentage of students were able to identify all of the movements, (Note: two of the images are not in the required text book, so they had to use an examination/problem solving process of analyzing the picture to place the paintings in the right category.) While the correct answers were Neoclassicism, Impressionism and Cubism, choosing the correct vocabulary for Impressionism* was difficult for some students. These students often answered that the Impressionist example was Romantic or Realism, two labels often associated with the Impressionist movement. Therefore, while they were not incorrect per se, they were not the exact art historical words desired. This suggests the importance of being clear that the requested answer must be very specific, or to review the differences between a group’s category and their characteristics. I think showing more paintings that may not be in the text, but have characteristics of a movement would help them practice pulling out clues when they encounter pictures whether in a class, book or museum. Two students got all three wrong; a check on their class participation and grades revealed that these students were not engaged in the class and failed to do other assignments.
As expected, the Cubism example, Man with a Guitar was the most easily identified movement for students, perhaps because it was studied prior to the test or because Cubism has a very distinctive appearance. As mentioned earlier, the Neoclassic movement was studied at the beginning of the course and the Impressionist piece was not in the text, so these factors probably influenced the ability to name these movements.
A large percentage of students were able to clearly identify a strong characteristic that would be specific to the movement or be able to articulate the characteristic using correct terminology. Many of them were able to articulate specific qualities that are important in these works even if they could not recall the specific art historical name of the movements. In fact, some students identified multiple characteristics. although they were only required to give one. So, while the answers related to identifying the movements were not incorrect, these answers might have been more specific if the question was more specific. For example, if the question asked them to identify characteristics of Impressionism instead of asking for both the movement and the characteristics, the students who missed the specific name of the movement would probably have been even more successful. This suggests the importance of being certain that the requested answer must be very specific.The majority of students, however, were able to identify different characteristics as related to different Modern movement.
How Results were Used for Course/Program Improvement
a.  Describe how the results are going to be used for the improvement of teaching, learning, or institutional effectiveness based on the data assessed.
b.  Describe how results will be shared with others in the discipline/area. / RESULTS:
A. In the future, more compare and contrast between chapters will help students see how particular artworks are the same as well as different. During discussions early in the semester, most students were not able to see differences. So reviews of artworks across previous chapters might be more valuable then chapter after chapter testing.
The exercise was purposely unstructured and unannounced previously. Students were not told in advance that they would be asked to respond to the art. The only student who did not answer all the questions and those who were not articulate were students whose exam scores were at the bottom of the class scale. This shows that examinations give a strong indication of students who have a solid comprehension of course materials. In addition, students were asked for a characteristic (singular) instead of multiple characteristics, yet most added multiple answers for each section. This suggests that they wanted to share their interest and knowledge since they knew this quiz would not be added to their grades. It also suggests that students might benefit from more frequent exercises to share their knowledge and viewpoints. More such exercises both written and verbal will be incorporated in class in the future.
If students are able to identify particular characteristics of Art movements they have a window into history, culture, society, technology, socio-political organization, economy, belief systems, and events not only from the past, but also as template for comparisons to the present day. The specific name of an Art movement is an academic category that can allow students to access information and have a strong fundamental scholarship foundation for their Art studies. Testing these two bodies of knowledge encourages students towards problem solving and finding comparative ways of thinking.
B. Methods and materials for Art History classes are constantly discussed in the LAVC Art Dept. This assessment and its results were shared with the other faculty who teach this class and other related courses (G. Sumnik - Levins ) and will available to any other faculty member by e-mail and in copies posted in the our general office files.
Art 105 Rubric Fall 2011 / Able to Identify / Unable to Identify / No answer
Demonstrate ability to identify Neoclassic Painting / 49 / 4 / 2
Demonstrate ability to document style characteristic of Neoclassic painting / 54 / 0 / 2
Demonstrate ability to identify Impressionist Painting / 37 / 17 / 2
Demonstrate ability to document style characteristic of Impressionist painting / 54 / 0 / 2
Demonstrate ability to identify Cubist Painting / 51 / 3 / 2
Demonstrate ability to document style characteristic of Cubist painting / 51 / 1 / 4