Dear THECB:

Thank you for considering our response for inclusion of our visual arts courses into the Creative Arts CORE. Our department has reviewed your comments for non-acceptance into the CORE and has made adjustments in our application to better reflect how our courses align with the Creative Arts CORE requirements. Below is the rationale for inclusion of our courses into the Creative Arts CORE. THECB Reviewer’s Comment: “The Arts courses (rubric ARTS) were not approved because these courses are project driven studio classes. They do incorporate learning objectives of communication about the reflection of the art practiced, as appropriate for studio classes. The courses incorporate art appreciation mainly through the evaluation of work completed by students and their peers. The courses do not provide a broad understanding of creative artifacts and works of human imagination, as called for by the Creative Arts FCA”. FCA description: “Courses in this category focus on the appreciation and analysis of creative artifacts and works of the human imagination. Courses involve the synthesis and interpretation of artistic expression and enable critical, creative, and innovative communication about works of art.”

Along with the specific course outcomes, Laredo Community College’s studio arts courses are required to include outcomes and methodologies that measure appreciation and the analysis of creative artifacts and works of the human imagination of contemporary, historical, peer-produced and self-produced artworks. These courses include resources that consist of information on the function of art, the nature of human creativity, design elements and principles, and theories on how to evaluate works of art as they relate to artifacts of contemporary and historical artwork. A major resource for all these courses is the Pearson LCC custom edition of the art appreciation book Artforms by Patrick Frank. The outcomes/objectives in Artforms align with the description in the Creative Arts Foundational Component

Area (FCA). (click here: art concepts in book) The more than 100 artworks by historically significant artists presented in this book speak to the appreciation and historical context of art through creative artifacts and works of human imagination as mandated by the FCA. (click here: artists and artifacts) Achievement in our studio courses is grounded in both studio art practices and cognitive assessments of art. Course assessments consist of essays, quizzes, tests, team research projects, assignments and presentations (oral, written, visual). (click here: syllabus outcomes and strategies) Courses are required to meet both specific course outcomes and the THECB CORE competencies. (click here: syllabus expected outcomes) On February 6, 2015, a meeting took place between TASA (Texas Association of Schools of Art) representatives President Carol Fairlie, Richard Lubben, Dr. Rex Peebles, THECB’s Assistant Commissioner and two of his staff members. The inclusion of studio courses in the CORE was discussed. It was recommended that in order to meet the CORE Creative Arts, courses needed to meet the 50/50 grade split (creative portfolio/other cognitive skills). (Click Here: Higher Ed/TASA statement). This 50/50 split is stated in our syllabus. Not more than 50% of a student’s grade will be based in studio practices. In conclusion, based on the evidence submitted, our visual arts courses at Laredo Community College meet all requirements necessary for inclusion into the Creative Arts CORE. We appreciate your attention in this matter and look forward to your response. Sincerely, The Laredo Community College Visual Arts Department

Part II –Course objectives

List the Student Learning Outcomes (These should be obtained from the ACGM when available)

Specific Course Learning Outcomes Upon successful completion of this course, students will:

1 Illustrate an understanding digital media, techniques and themes in art history and contemporary art.

2 Define and apply art terminology as it relates to digital media and works of art. (contemporary, peers and self)

3 Critically evaluate and interpret digital art and artwork. (contemporary, peers and self) orally, visually and in written form)

4 Understand of the context of digital imaging as it relates to contemporary art practice. 5 Identify and apply the elements and principles of design essential for communication in the visual

arts. 6 Create art using digital imaging tools. 7 Apply basic and intermediate digital imaging computer techniques. 8 Differentiate between the processes and materials used in the production of digital art.

(contemporary) THECB CORE /General Education Learning Outcomes Upon successful completion of this course, students will: 1. Explain how visual language communicates, content, concepts and form. 2. Analyze and interpret the role of artistic expression within a global context. 3. Employ collaborative efforts when analyzing and evaluating topics within the visual arts. 4. Interpret the role of artistic expression within a global and social context.

Briefly describe how these student learning outcomes will be assessed.

The instructor will conduct interactive lectures, moderate discussions, present technical demonstrations, and utilize appropriate technology. Student achievement will be based on the course learning outcomes and the THECB CORE /General Education learning outcomes and evaluated through assessments that include but are not limited to student and group projects, oral presentations and/or formal essays, exams, quizzes, participation in class discussions, gallery assignments, homework assignments, and a final project/exam. With these assessments, students will engage in a visual arts dialogue that interprets concepts utilizing formal, contextual, conceptual and expressive methods. Critical thinking, communication, teamwork and an understanding of social responsibility is essential. Student performance will be evaluated based upon the individual perceptual, artistic and technical development during the course of the semester. In addition to the evaluation of the artistic and creative aspects of work, no less than one-half (50%) of the student’s overall semester grade will be based on assignments and activities that focus on the appreciation and analysis of art including theory, criticism, aesthetics, design foundations, and the interpretation of art and history. Student grades will be determined by the evaluation of work completed in and outside of class.

Part III –THECB Foundational Component Areas

Select one. Note: Each course may only be listed in one of the eight foundational component areas.

☐ I Communication ☐ VI American History

☐ II Mathematics ☐ VII Government/Political Science

☐ III Life and Physical Sciences ☐ VIII Social and Behavioral Sciences

☐ IV Language, Philosophy and Culture ☐IX Component Area Option

☒V Creative Arts

Part IV –THECB Core Objectives

Please see the link below for required objectives http://www.thecb.state.tx.us/reports/DocFetch.cfm?DocID=2737&Format=PDF

☒ Critical Thinking ☐ Empirical and Quantitative Skills

☒ Communication ☒ Teamwork

☒ Written Communication ☐ Personal Responsibility

☒ Oral Communication ☒ Social Responsibility

☒ Visual Communication

Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information

Assessment methods – explain the methodology (institutional portfolios, embedded assessment, etc.), describe the measures (must include at least one direct measure), outline the frequency and timeline of assessment

Methodology:

For this competency, the student or student groups will explore an assigned topic that analyzes and interprets the role of artistic expression within a global context. Students will ca, presentation and/or formal essay that communicates an understanding of digital art practices and visual aesthetics in relation to history, appreciation, social justice and ecology. With these assessments, students will engage in problem solving through creative thinking, innovation, inquiry, analysis, synthesis and evaluation.

Measures Rubric of the competency will be used.

Frequency and Timeline: This assessment will be assessed once a semester.

Criteria/Targets – explain the criteria and targets for the level of attainment of each THECB Core Objective include references to externally informed benchmarks

Criteria: The criteria for student attainment of this competency are based on the process that includes inquiry, analysis, synthesis and evaluation as well as the student’s ability for innovation and risk taking.

Target: 70% of students should meet or exceed expectations.

Externally informed benchmarks: Benchmark will be set at 70%. 70% is considered passing across the board for transfer.

Results – explain how evidence of attainment of the Core Objectives will be collected Data is collected from these assessment rubrics for all studio classes at the end of the semester. Data is placed in an excel document and on a bar graph for the CORE Committee Team for analysis.

Analysis – explain how the results of the assessment will be evaluated

The results from the data will be collected and closely examined, analyzed and interpreted by the CORE Committee Team during Convocation on the following semester. Any problem/issues found will be analyzed so that a meaningful, coherent whole/idea or conclusion can be formed.

Actions and Follow-up – explain the process for improving student learning based on the assessment results.

A consensus of the action plan based on the data collected is formed by the faculty during convocation in the Fall semester of the following school year. Modifications will be made to the assessment for the school year to improve student learning. Follow-up will include re-evaluating the assessment results once more to observe if any changes/improvements took place.

Communication Skills - to include effective development, interpretation and expression of ideas through written, oral and visual communication

Part V –THECB Core Objectives/General Education Competencies

Courses must include assessment of the Core Objectives. In addition to providing the information below, include copies of the paper or project assignment(s), copies of individual test items, etc. A single assignment may be used to provide data for objectives.

Assessment methods – explain the methodology (institutional portfolios, embedded assessment, etc.), describe the measures (must include at least one direct measure), outline the frequency and timeline of assessment

Methodology:

For this competency, student groups will communicate the role of artistic expression within a global context through a presentation and/or formal essay that effectively conveys an understanding of visual language that addresses topics that include but are not limited to: digital art practices in relation to visual aesthetics, history, appreciation, social justice and ecology.

With these assessments, students will engage in a visual arts dialogue that interprets ideas utilizing formal, contextual and expressive methods.

Measures Rubric of the competency will be used.

Frequency and Timeline: This assessment will be assessed once a semester.

Criteria/Targets – explain the criteria and targets for the level of attainment of each THECB Core Objective include references to externally informed benchmarks

Criteria: The criteria for student attainment of this competency are based on the student’s ability to use written, oral and visual communication skills to clearly articulate their ideas and present their projects.

Target: 70% of students should meet or exceed expectations.

Externally informed benchmarks: Benchmark will be set at 70%. 70% is considered passing across the board for transfer.

Results – explain how evidence of attainment of the Core Objectives will be collected Data is collected from these assessment rubrics for all studio classes at the end of the semester. Data is placed in an excel document and on a bar graph for the CORE Committee Team for analysis.

Analysis – explain how the results of the assessment will be evaluated

The results from the data will be collected are closely examined, analyzed and interpreted by the CORE Committee Team during Convocation on the following semester. Any problem/issues found will be analyzed so that a meaningful, coherent whole/idea or conclusion can be formed.

Actions and Follow-up – explain the process for improving student learning based on the assessment results.

A consensus of the action plan based on the data collected is formed by the faculty during convocation in the Fall semester of the following school year. Modifications will be made to the assessment for the school year to improve student learning. Follow-up will include re-evaluating the assessment results once more to observe if any changes/improvements took place.

Teamwork - to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal

Assessment methods – explain the methodology (institutional portfolios, embedded assessment, etc.), describe the measures (must include at least one direct measure), outline the frequency and timeline of assessment

Methodology:

For this competency, students will work collectively towards a cohesive presentation and/or formal essay. Each team member is responsible for researching and gathering material, analyzing material, and creatively contributing to the creation of a completed end product and/or experience that communicates an understanding of digital art practices in relation to visual aesthetics, history, appreciation, social justice and ecology. This activity encourages the ability to consider different points of view and to work effectively with others to support a shared purpose or goal.

Measures Rubric of the competency will be used.

Frequency and Timeline: This assessment will be assessed once a semester.

Criteria/Targets – explain the criteria and targets for the level of attainment of each THECB Core Objective include references to externally informed benchmarks

Criteria:

The criteria for student attainment of this competency are based on the student’s ability to demonstrate the ability to work collaboratively with peers for the purpose of reflecting on each other’s work and managing tasks. Peer assessments will be used in which each team member will assess themselves and their team members. The team member’s personal contribution, self-management, team cooperation and the ability to deal with conflict is essential.

Target: 70% of students should meet or exceed expectations.

Externally informed benchmarks:

Benchmark will be set at 70%. 70% is considered passing across the board for transfer.

Results – explain how evidence of attainment of the Core Objectives will be collected

Data is collected from these assessment rubrics for all studio classes at the end of the semester. Data is placed in an excel document and on a bar graph for the CORE Committee Team for analysis.

Analysis – explain how the results of the assessment will be evaluated

The results from the data will be collected are closely examined, analyzed and interpreted by the CORE Committee Team during Convocation on the following semester. Any problem/issues found will be analyzed so that a meaningful, coherent whole/idea or conclusion can be formed.

Actions and Follow-up – explain the process for improving student learning based on the assessment results.

A consensus of the action plan based on the data collected is formed by the faculty during convocation in the Fall semester of the following school year. Modifications will be made to the assessment for the school year to improve student learning. Follow-up will include re-evaluating the assessment results once more to observe if any changes/improvements took place.

Social Responsibility: to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities

Assessment methods – explain the methodology (institutional portfolios, embedded assessment, etc.), describe the measures (must include at least one direct measure), outline the frequency and timeline of assessment

Methodology:

For this competency, the student or student groups will explore an assigned topic that analyzes and interprets the role of artistic expression within a global and social context. Students will create a presentation and/or formal essay that communicate an understanding of digital art practices and visual aesthetics in relation to history, appreciation, social justice, citizenship, cultural diversity and ecology.

Measures Rubric of the competency will be used.

Frequency and Timeline: This assessment will be assessed once a semester.

Criteria/Targets – explain the criteria and targets for the level of attainment of each THECB Core Objective include references to externally informed benchmarks

Criteria: The criteria for student attainment of this competency are based on the student’s civic knowledge and engagement in local, regional and global communities. Intercultural knowledge and competence as well as ethical reasoning and action are essential.

Target: 70% of students should meet or exceed expectations.

Externally informed benchmarks:

Benchmark will be set at 70%. 70% is considered passing across the board for transfer.

Results – explain how evidence of attainment of the Core Objectives will be collected

Data is collected from these assessment rubrics for all studio classes at the end of the semester. Data is placed in an excel document and on a bar graph for the CORE Committee Team for analysis.

Analysis – explain how the results of the assessment will be evaluated

The results from the data will be collected are closely examined, analyzed and interpreted by the CORE Committee Team during Convocation on the following semester. Any problem/issues found will be analyzed so that a meaningful, coherent whole/idea or conclusion can be formed.

Actions and Follow-up – explain the process for improving student learning based on the assessment results.

A consensus of the action plan based on the data collected is formed by the faculty during convocation in the Fall semester of the following school year. Modifications will be made to the assessment for the school year to improve student learning. Follow-up will include re-evaluating the assessment results once more to observe if any changes/improvements took place.

Part VI –Curriculum Committee Requirements

1. Attach Course Syllabus. Syllabus Attached ☒ Yes ☐ No

2. A course calendar must be included with the syllabus. Calendar Attached ☒ Yes ☐ No

3. Attach catalog revision form, when necessary. Catalog Update Attached ☒ Yes ☐ No

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Required Common CORE/General Education Assignment for all Sections of this Course

Presentation on Social Issue (Emphasizing Communication, Critical Thinking, Teamwork and Social Responsibility)

Topic Documentary Film Poster on an issue focusing on a social responsibility

Methodologies Instructor will lecture with visuals on how artists have addressed social issues historical and contemporary. Students will conduct research on the social topic; create a film poster and present a group presentation.

Research Resources Students will have a minimum of three references (not Wikipedia), using MLA style.

Required Textbook & Resources Artforms and Adobe Photoshop CS6 Classroom in a Book, periodicals, newspapers, and the internet.

Key Terms, Art History References

Russian filmmaker Dziga Vertov manifesto, cinéma vérité, Robert Flaherty films Nanook Of The North, documentary and ethnographic filmmaking, Robert Flaherty’s ethnographic film Moana, John Grierson reviews in New York Sun, E.M.B. Film Unit, unity, variety, social realism, Humphrey Jennings, Basil Wright, Worker's Film and Photo League, Paul Strand, Ralph Steiner, Leo Hurwitz, Willard Van Dyke, and Joris Ivens, New Deal filmmakers, The Plow That Broke the Plains, Leni Riefenstahl, Triumph of the Will, March Of Time newsreel series, See It Now, Edward R. Murrow, Primary, American "Direct Cinéma, Jean Rouch, Chronicle of a Summer, Harvest of Shame, Wolf Koenig, Lonely Boy, Abraham Zapruder, Titicut Follies, High School, Hospital, Welfare, Meat, Near Death, Domestic Violence, New Day Films, PBS series P.O.V. (Point of View).

Materials and Equipment Computer with Adobe Photoshop and internet access.

Lesson Description Student groups will work in teams to research, analyze and present a social issue in written, visual and oral presentation form. Visual aesthetics in relation to history, appreciation, social justice, citizenship, cultural diversity and ecology will be explored. All sections of this course are required to use the Institutional/Departmental CORE objective grading rubrics.

Lesson Objectives: ( the students will) Student groups will: • Comprehend social responsibility through visual literacy and terminology. • Compare, interpret and debate artworks through self and peer assessments. • Conduct research and relate theme to the artist’s role in society. • Understand and communicate the role of artistic expression within a global context. • Examine relationships between social issues in the art disciplines in history and culture. • Identify techniques and processes in the field of drawing and gain knowledge of media limitations. • Recognize how visual language communicates content, concepts, and form. • Demonstrate an understanding of conceptual drawing elements and principles of art.

Activities/Procedure Students will divide into groups of three, investigate global and cultural concerns such as environmental, human rights issues, social justice, civil rights, etc… and will compose written essays, create projects, and conduct a group presentation on social responsibility.

• Grouped students will: • research social responsibility in an art context. • choose theme and seek artist references who examined a similar theme. • meet outside of class to prepare for group presentations • Individual students will: • write an essay about their subject which will include resources, influential artists, description of conceptual theme and

why it is of personal importance to them on a global scale. • Students will gather images from websites that relate to their topic in some way. This could be literal (a

photograph of someone’s civil rights being violated, for example) or symbolic (eyes filled with tears, flames, etc.). Each student should bring 5 to 10 images to class.

Revised 5/2014 Page 2 of 4

• In class the groups will discuss ideas, compare notes (but not copy one another’s papers, which will be submitted for an individual grade), and decide upon a strategy to address their group’s issue. What is it that they want to communicate?

• Using Adobe Photoshop students are to combine images to create a new image made from pictures that they have collected to communicate their social issue. In addition to conveying a message (literal or symbolic or expressive) on the chosen social issue, the collage will focus on effectively using the elements and principles of art to obtain a well thought out composition.

• Having collectively developed a composition, each student will create a film poster. • Each group will present the information learned. • Students will be assessed on their oral presentations. • Self-evaluate and assess team member’s participation toward the conclusion of the project.

Rubric for Grading this Assignment

THECB CORE

All sections of this course will use the Institutional/Departmental CORE objective grading rubrics for assessing this assignment. The combined components listed below will be evaluated for an overall grade.

Critical thinking For this competency, the student groups will engage in problem solving through creative thinking, innovation, inquiry, analysis, synthesis and evaluation.

25%

Communication For this competency, students will effectively express ideas in a written, visual artwork and oral form.

25%

Teamwork For this competency, student groups will research and gather materials to work towards a cohesive assignment. Students will evaluate one another’s participation and communications as well as the other team’s completed assignment.

25%

Social Responsibility For this competency, the student groups will analyze and interpret the role of artistic expression within a global and social context. Possible topics for social responsibility messages include, but are not limited to: discipline practices and visual aesthetics in relation to social justice, citizenship, cultural diversity and ecology.

25%

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Institutional Core Objective Assessment Plan The following matrix identifies the process for assessing required Core Objectives.

Critical Thinking

Methodology:

Embedded Assessment: For this competency, the student or student groups will explore an assigned topic that analyzes and interprets the role of artistic expression within a global context. Students will create a written, visual and oral presentation and/or formal essay that communicates an understanding of digital practices and visual aesthetics in relation to history, appreciation, social justice and ecology. Through their research, analysis and interpretation students will engage in problem solving through creative thinking, innovation, inquiry, analysis synthesis and evaluation.

Measures: Rubric of the competency will be used. Frequency and Timeline: This assessment will be assessed once a semester.

Criteria: The criteria for student attainment of this competency are based on the process that includes inquiry, analysis, synthesis and evaluation as well as the student’s ability for innovation and risk taking.

Target: 70% of students should meet or exceed expectations. Externally informed benchmarks: Benchmark will be set at 70%. 70% is considered passing across the board for transfer.

Communication

Methodology:

Embedded Assessment: For this competency, student groups will communicate the role of artistic expression within a global context through a written, visual and oral presentation and/or formal essay that effectively conveys an understanding of visual language that addresses topics that include but are not limited to: digital practices in relation to visual aesthetics, history, appreciation, social justice and ecology. With these assessments, students will engage in a visual arts dialogue that interprets ideas utilizing formal, contextual and expressive methods.

Measures: Rubric of the competency will be used. Frequency and Timeline: This assessment will be assessed once a semester.

Criteria: The criteria for student attainment of this competency are based on the student’s ability to use written, oral and visual communication skills to clearly articulate their ideas and present their projects.

Target: 70% of students should meet or exceed expectations. Externally informed benchmarks: Benchmark will be set at 70%. 70% is considered passing across the board for transfer.

Team Work

Methodology:

Embedded Assessment: For this competency, students will work collectively towards a cohesive written, visual and oral presentation and/or formal essay. Each team member is responsible for researching and gathering material, analyzing material, and creatively contributing to the procedure and end product that communicates an understanding of digital practices in relation to visual aesthetics, history, appreciation, social justice and ecology. This activity encourages the ability to consider different points of view and to work effectively with others to support a shared purpose or goal.

Measures: Rubric of the competency will be used. Frequency and Timeline: This assessment will be assessed once a semester.

Criteria:

The criteria for student attainment of this competency are based on the student’s ability to demonstrate the ability to work collaboratively with peers for the purpose of reflecting on each other’s work and managing tasks. Peer assessments will be used in which each team member will assess themselves and their team members. The team member’s personal contribution, self-management, team cooperation and the ability to deal with conflict is essential.

Target: 70% of students should meet or exceed expectations. Externally informed benchmarks: Benchmark will be set at 70%. 70% is considered passing across the board for transfer.

Social Responsibility

Methodology:

Embedded Assessment: For this competency, the student or student groups will explore an assigned topic that analyzes and interprets the role of artistic expression within a global and social context. Students will create a written, visual and oral presentation and/or formal essay that communicate an understanding of digital practices and visual aesthetics in relation to history, appreciation, social justice, citizenship, cultural diversity and ecology.

Measures: Rubric of the competency will be used. Frequency and Timeline: This assessment will be assessed once a semester.

Criteria: The criteria for student attainment of this competency are based on the student’s civic knowledge and engagement in local, regional and global communities. Intercultural knowledge and competence as well as ethical reasoning and action are essential.

Target: 70% of students should meet or exceed expectations. Externally informed benchmarks: Benchmark will be set at 70%. 70% is considered passing across the board for transfer.

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