Los Angeles Harbor College Academic Program Review Name of discipline: Theatre Arts Division chair: Mark Wood

Phone number: (310) 233-4426

Names and types of program: Degree program: Certificate program:___________________________________________________ Skills certificate: Program mission: A Program Review Self-Study Committee will be formed two years prior to the program review completion date (See Appendix B. Program Review Schedule). Please submit the attached committee participant list to the dean by September 15. This committee will consist of: Division Chair or Manager: Mark Wood Program Faculty (all full-time and adjunct): Larry Heimgartner Program Staff: Juan Baez Administrator responsible for the area: David Humphreys Vice-President of the Cluster: Luis Rosas One outside professional or alumni: Richard Cerenzio Two students currently enrolled in the program under review:

Academic Program Review Policy and Procedures Manual

Program Description and Overview: Please write a brief overview of the program. Align the program with the College mission, goals, student learning outcomes, and strategies. Attach current course outlines, accepted by the Curriculum Committee, for all approved classes offered in the program; certify that COR has been reviewed and updated within last four (?) years as required for articulation: Current sample class syllabi for courses offered in the program are available for review in the Department/Division office. Attach current Unit Plan: In the following sections, please write an analysis and response to the data: I.

Internal Data:

A.) Student Learning Outcomes: Identify all courses for which 1.

Student Learning Outcomes have been developed Theatre 100 Theatre 200 Theatre 270

2.

Assessment measures have been written Theatre 100 Theatre 200 Theater 270

3.

Outcomes have been measured Theatre 100 Theatre 200 Theater 270

4.

Results have been analyzed Theatre 100 Theatre 200 Theater 270

5.

Modifications have been made No modification have been made in these courses Please assess outcomes of what you have discovered using SLO data.

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Academic Program Review Policy and Procedures Manual

i) Number of full-time faculty FTEF BY FALL SEMESTER* since last review or previous five years:

ii) Number of adjunct FTEF BY FALL SEMESTER since last review or previous five years.

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iii) Number of FTEF taught as overload by full-time faculty since last review or previous five years. 9 Hours iv) Total FTEF BY FALL SEMESTER since last review or previous five years.

Document changes in support personnel and equipment budgets since last review or the previous five years. Write a narrative that explains any variations in the table below. Equipment $

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Classified

Degree Applicable

Std. Lecture Hours per Week

Std. Lab Hours per Week

Prerequisites (Yes/No)

Corequisites (Yes/No)

Basic skills

Non Credit Category

# of Times Course Offered 5 Yrs.

# Times Cancelled 5 Yrs.

0 0

Course is Cross Referenced

1 1

UC Transferable

0 0

Course Classification

0

# of Repeats Allowed

2

Units

0

Top Code

Theater Theater Theater Theater

Full-time

Course Number

1 2 3 4

Subject Title

Subject Code

2004 2005 2006 2007 2008

Hourly

100 200 232 270

1007 1007 1007 1007

3 3 2 3

0 0 3 0

G G G G

Y Y Y Y

N N N N

Y N N N

3 3 0 3

0 0 6 0

N N N N

N N N N

N N N N

N N N N

10 10 5 10

0 0 0 0

4

Academic Program Review Policy and Procedures Manual 5 6 7

Theater Theater Theater

275 292 250

1007 1007 1007

3 2 2

3 3 3

G G G

Y Y Y

N N N

N N N

0 0 0

3 6 6

N N N

N N N

N N N

N N N

10 7 5

Using the District Database Directory of Programs (www.laccd.edu) , indicate the number of sections offered, including the number canceled over the last five years or since last review: 2008 2007 2006 2005 2004

12 12 11 11 11

Total FTES Please Chart for last five years by FALL SEMESTER by discipline. GE courses: Major required courses: Elective courses: Total FTES: Total FTES to FTEF:

List FTES to FTEF for the past five years BY FALL SEMESTER:

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Academic Program Review Policy and Procedures Manual

List total numbers for past five years: Degrees awarded: 0 Certificates awarded: 0 Skills certificates awarded: 0 Retention rate by program & course not by major/elective, etc.: GE courses: Major required courses: Elective courses: Overall retention rate:

Successful course and program completion since last review or last five years: GE courses: Major required courses: Elective courses: Overall successful course and program completion rates:

II.

External Data:

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Academic Program Review Policy and Procedures Manual

A.) Advisory Committee: For programs requiring advisory committees, attach minutes from the last five meetings indicating that recommendations have been discussed. B.) Provide an analysis and response to the environmental scan provided by the Office of Institutional Research. Chairs are encouraged to add any additional data sources they find appropriate. What trends are indicated by a review of the data?

What are the strengths of the program? Include reference to SLO assessment results. The L.A. Harbor Theatre Department has been a positive and active member of the South Bay area for almost 4 decades. The constant support and involvement in the community and by the community is a testament to the quality of our program. Harbor College Theatre has participated in over 50 exchanges over the last 12 years providing students with a global experience before leaving Harbor College. Harbor College Theatre continues to have a large WSCH every semester. What areas of the program need strengthening? Include reference to SLO assessment results. Harbor College Theatre has been without a proper facility for almost 5 years and in that time the level of theatrical elements and experiences has been limited for our students. Academic classes with regards to the technical aspects of Theatre have not been offered do to lack of faculty and facility. Summarize program and unit plan modifications necessary for program improvement, including objectives, budgets, and timelines for implementation. This section should inform the six-year Plan of Action—Pre/Post Validation form attached. 1.

What in the overall look you would like for your department six years from now? The Theatre department will see significant changes over the next six years with regards to the physical plant and the technical program. A technical director will be requested and hopefully hired. In the very near future a stage attendant will be needed to maintain our new equipment and wood shop. An Associates of Arts degree will be developed for the theatre department as well as a clear path of matriculation from LA Harbor to CSU Dominguez Hills. SLOs will need to be developed as technical classes are reintroduced into our curriculum. We currently have strong enrollment and expect to maintain those numbers throughout the completion of our building and beyond. The theatre will continue to develop a relationship with the community and the partnerships will schools that already exist will continue to keep us in the community. The theatre department will continue to search for creative opportunities through grants and donations to continue our productions and outreach programs. a.

How will this support student learning?

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Academic Program Review Policy and Procedures Manual I will continue to use the SLOs to maintain and improve the quality throughout the department. The SLOs of current classes will help in the development of new curriculum for our technical classes. b.

How will this support college financial status?

Grants and donations will assist in offsetting the cost of productions and supplies. It could also provide an opportunity to support staff positions need to support the theatre department. c.

How will this assist in increasing student transfer/certificate completion?

Hopefully increasing opportunities as well as staff to support the theatre department can build on the quality that exists. The development of the department will attract more students who are looking to transfer or complete an AA degree in theatre. 2.

3.

2013: What are the plans to improve your department? a.

Faculty: none

b.

Staff: request a stage attendant position to support the shop needs and production needs.

c.

Equipment: Complete construction project.

d.

Curriculum development: Develop an AA degree in Theatre: completion of all SLO assessments

e.

Fiscal development Collaborate with foundation to develop long term financial support.

2014: What are the plans to improve your department? a.

Faculty: Request full time technical director

b.

Staff: none

c.

Equipment: Complete construction project.

d.

Curriculum development: Develop curriculum to conform to standards developed to through slo assessment.

Align college SLOs to relevant subject SLOs and assess e.

Fiscal development: Continue to collaborate with foundation to develop long term financial support.

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4.

5.

6.

2015: What are the plans to improve your department? a.

Faculty: None

b.

Staff: none

c.

Equipment: None

d.

Curriculum development: Assess student improvement and adjust instructional standards to address weaknesses.

e.

Fiscal development: Develop sustainable funding source for foundation account.

2016: What are the plans to improve your department? a.

Faculty: None

b.

Staff: None

c.

Equipment: maintenance of shop equipment

d.

Curriculum development: Update all course outlines. Compare and analyze college wide SLO and subject SLOs

e.

Fiscal development: Continue to develop foundation account

2017: What are the plans to improve your department? a.

Faculty: None

b.

Staff: None

c.

Equipment: upgrade software with regards to lighting upgrades or sound upgrades.

d.

Curriculum development: Reassess SLOs and assess student learning

e.

Fiscal development: Continue to develop foundation account

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Academic Program Review Policy and Procedures Manual 7.

2018: What are the plans to improve your department? a.

Faculty: None

b.

Staff: None

c.

Equipment: None

d.

Curriculum development: Ascertain success rate of college wide SLOs and adjust subject SLOs accordingly.

e.

Fiscal development: Institutionalize fundraising activities

*Most of the data in the college Fact Book is derived from fall semester totals.

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Academic Program Review Policy and Procedures Manual

Los Angeles Harbor College Academic Program Review Program Review Self-Study Committee A Program Review Self-Study Committee will be formed two years prior to the program review completion date (See Appendix B. Program Review Schedule). This committee will consist of: Program Name: Division Chair or Manager:

Mark Wood

Program Faculty (all full-time and Larry W Heimgartner adjunct):

Program Staff:

Juan Baez

Administrator responsible for the David Humphreys area: Vice-President of the Cluster: Luis Rosas One outside professional or alumni: Two students currently enrolled in the program under review: N.B.—This form is to be completed and submitted to the Office of Academic Affairs no later than September 15,

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Academic Program Review Policy and Procedures Manual

Plan of Action – Pre/Post Validation (Six-Year Evaluation) Department_______________________Program_______________________ In preparing this document, refer to the discipline or program data collected during the self-study and the recommendations of the validation team. Identify the actions the discipline or program will take during the next six years. Be as specific as possible and indicate target date. Additionally, indicate by the number each institutional goal and objective which is addressed by each action plan. (See Institutional Goals and Objectives.) The completed final plan should be reviewed by the department as a whole. Be sure the signature page is attached. Recommendations to improve desired student outcomes and improve student performance

Recommendations to accommodate changes in student characteristics

Theme/Objective/ Strategy from strategic plan

Theme/Objective/ Strategy from strategic plan

Target Date

Target Date

Enrollment changes: Demographic changes: Recommendations to improve the educational environment

Theme/Objective/ Strategy from strategic plan

Target Date

Curricular Changes Co-Curricular Changes Neighboring College and University Plans: Related Community Plans:

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Academic Program Review Policy and Procedures Manual

Recommendations that require additional resources

Theme/Objective/ Strategy from strategic plan

Target Date

Facilities: Equipment: Staffing:

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Academic Program Review Policy and Procedures Manual

Validation Team Duties A program review involves the visitation, observation and analysis of a program/discipline by a team with the purpose of providing suggestions for improvement. Duties of the Team Member Pre-Visit Responsibilities •

Study the self-study report prepared by the faculty.

Visit Responsibilities • •

Meet with program/discipline faculty. Examine teaching materials, supplies, and equipment presently being used in the program.

Post-Visit Responsibilities •

Develop an executive summary of team findings and recommendations.

The Role of the Validation Team The validation team has been selected to include professionals who can assist the program by reviewing the self-study and plan of action, then making comments and suggestions that will lead to program improvement. In addition to reviewing the materials included in the written packet, team members are asked to visit the facility which houses the program, talk with instructors and students in the program, and request any further information materials which would be helpful in preparing the executive summary.

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Academic Program Review Policy and Procedures Manual

Program review -- Validation Team Members TO: Academic Dean

Date____________

FROM:______________________________________________________________ We recommend the following persons for consideration for validation team: Department__________________________Program__________________________ The validation team should be comprised of the dean of the area, one faculty member from a related discipline/program, two faculty members from unrelated disciplines, and two members from outside of the college. (Name)

(Related discipline/program)

(Name)

(Unrelated discipline/program)

(Name)

(Unrelated discipline/program)

In addition to the above, the validation team should also include at least two individuals from outside of the institution. This may be someone from a four-year institution in the same discipline, someone from another community college in the same discipline, a high school instructor in the same discipline, or a member of college community employed in the area of the program. . (Name) __________________________________________ (Affiliation) _______________________________________ (Mailing Address)

(Name) ___________________________________________ (Affiliation) _______________________________________ (Mailing Address)

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(Title) ____________________ (Telephone Contact Number) ____________________

(Title) ____________________ (Telephone Contact Number) ______________________

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Academic Program Review Policy and Procedures Manual

EXECUTIVE SUMMARY (Validation Team Report)

(Discipline) (Year) Team Members

MAJOR FINDINGS Strengths regarding the program/discipline:

Concerns regarding the program/discipline:

RECOMMENDATIONS

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Academic Program Review Policy and Procedures Manual

Two-Year Review Vocational Training Programs Name of Program:_______________________________________________________ Division Chair_________________________

Academic Year_____________

Program Specific – Desired Student Outputs (Ed Code 78016(a)(1))—Meets a documented labor market demand. What do the data indicate about the desired student outputs at the program level? a)

Documents and labor market data from professional organizations, government agencies, and community groups related to needed skills and demand for future workers.

b)

Data from advisory committee regarding appropriateness of current outcomes and needs for entry and upgrade level training.

c)

Data from employers

d)

Data from students via focus groups, & surveys/questionnaires

e)

Review and comments from a local South Bay Workforce Investment Board (N.B.—Required by LACCD Board regulation).

Evidence of Students’ Attainment of Intended Learning Outcomes (Ed Code 78016(a)(3)—Is of demonstrated effectiveness as measured by the employment and completion success of its students. How and why is the program/discipline effective? Analyze student performance indicators and patterns of student success in the course and/or the program. Provide evidence regarding progress toward and achievement of desired student outputs. Where appropriate, please indicate “not applicable.” Select those performance indicators applicable to the program. a) Success and retention rates. 1)

What is the overall trend in success and retention in your program (have they increased/decreased)? Cite evidence from assessment of student learning outcomes.

2)

How do these rates compare to the college and/or comparable programs?

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Academic Program Review Policy and Procedures Manual

b)

3)

Analyze course specific trends in success and retention.

4)

Are there any courses where the trend over the past two years deviates from the program trend? What explains any observed differences?

5)

Do some courses tend to have higher or lower success and retention rates than other courses?

Degrees and certificates 1)

Describe the types of awards (degrees/certificates) available through your program.

2)

What is the general trend in program awards over the past 3 to 5 years and how does this compare to the college as a whole?

c) Certification exam results 1)

Is there a governing board that provides certification exams for students in your program?

2)

What was the most recent pass rate and how does this compare to pass rates over the past 3 to 5 years? What factors affecting pass rates are relevant for program planning?

d) Job placement rates 1) Do you track job placement of students in your program or use external data (VTEA)? 2) How do your rates compare to external criteria or standards? Duplication--(Ed Code 78016(a)(2) Does this program represent unnecessary duplication of other manpower training programs in the area? Please describe any relevant differences between your program and the college and/or other programs.

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Academic Program Review Policy and Procedures Manual

Academic Support Program Review DEFINITION OF AN ACADEMIC SUPPORT PROGRAM An Academic Support program is any cost or revenue center that is not required to generate WSCH. Some programs must perform program review for state or agency mandated requirements. Those programs do not need to duplicate these efforts; however, they do need to update unit plans as necessary. PROGRAM INITIATION There are many ways in which a new program may become an active component of Los Angeles Harbor College. New programs may be initiated by any planning unit and must be approved as provided for in the Planning and Procedure manual. These procedures apply to stand alone Academic Support programs as well as those incorporated in grants and specially funded programs. Before becoming institutionalized, all Academic Support programs after consultation with the Senate where applicable must be approved by the College Planning Council (CPC) and the President of the college. PROGRAM REVITALIZATION OR DISCONTINUANCE The program review process may indicate that a program no longer successfully serves the purpose for which it was intended. In such cases, a program revitalization process will begin. This process is designed to modify, enhance, or modernize the program in order to allow it to continue. A Program Revitalization Committee will be charged with the assignment of analyzing, evaluating, and recommending necessary changes to the program. The committee will be composed of all non-probationary personnel in the program, the administrator responsible for the program, a faculty member appointed by the Academic Senate, a representatives from the appropriate bargaining unit, and a student representative. This Committee is responsible for devising a plan to modify the program, including expenses so that it meets the college community needs and its budgetary constraints. After consultation with the Academic Senate where appropriate, a new unit plan will be submitted to the CPC and the College President for approval. Program review and revitalization may determine that a program no longer fulfills the college mission and goals or is prohibitively expensive to revitalize. In such a case, the Review Committee may recommend to the CPC that the program be discontinued. The CPC may develop an appeals process.

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Academic Program Review Policy and Procedures Manual

Academic Support Program Review Process The program review process will be under the direct supervision of the Manager responsible for the program. The Office of Institutional Research and Planning or the Los Angeles Community College District databases will be used in all program reviews whenever possible. All sources will be cited appropriately in order to verify data. A Program Review Self-Study Committee will be composed to complete the program review. This committee will consist of: Manager Program Staff Administrator responsible for the area Vice-President of Cluster One outside professional or alumni Two currently enrolled students Two faculty -- one appointed by the Academic Senate and one by the AFT The manager will convene the committee, assign duties, and accumulate pertinent information. Upon completion of all forms and accumulation of all support documentation, the committee will review the document, assess the successes of the program, and develop a list of needs with a timeline and an estimated budget. This written evaluation will be included in the program review. The completed program review will be forwarded to the College Planning Council (CPC) cluster committee responsible for the program. The cluster committee will review the program review documents and either return it to the self-study committee for further information or documentation, or accept it. Either way the cluster committee, will issue a written report to accompany the document. All final Academic Support Program Reviews will be sent to the CPC for review, acceptance, and incorporation into the College Master Plan.

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Academic Program Review Policy and Procedures Manual

ACADEMIC SUPPORT PROGRAM REVIEW FORMAT (Please submit one completed form for each program.) Name of department or unit: __________________________ Supervisor or manager: _______________________ Phone Number: ____________ Name and type of program: Please write a brief overview of the program. Align the program with the college goals and strategies. Number of full-time personnel BY SEMESTER since last review: Number of part-time personnel BY SEMESTER since last review: Total FTEP BY SEMESTER since last review: Number of support personnel and classifications with history since last review: Students served by semester for the past three years: Quantitative data to support program efficiency and value added: Qualitative data to support program efficiency and value added: What areas of the program need strengthening? What are the strengths of this program? Summarize program and unit plan modifications necessary for program improvement. Attach current Unit Plans.

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Academic Program Review Policy and Procedures Manual

SUPPORT DOCUMENTATION The following template is to be used as appropriate to the individual program being reviewed. Additional appropriate documentation can be used as required.

Program: Division: Beginning date of self-study

Completion date of self-study

Self-study committee members: Division chair: Program faculty: Program staff: Program administrator: Vice-president of cluster: Professional or alumni: Students: State mission, goals, and student learning outcomes of program: State how the program mission, goals, and student learning outcomes match those of the College: State purpose of program: History of program: Describe any unique institutional goal the program satisfies: For each degree and certificate offered by the program, complete the following: Degree________________________ Program requirements for degree: Certificate______________________ Program requirements for certificate: Number of major students: Numbers of sections, by year over five years: Number of students, by year over five years: LAHC 06-23-07 Revised 8-8-07 Revised 5-29-08 Final Draft 9-9-08 Final Document 9-18-08

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Academic Program Review Policy and Procedures Manual

Number of full-time faculty: (immediate past year) Number of adjunct faculty: (immediate past year) Total full-time equivalent faculty: (immediate past year) Ratio of students to FTEF: (immediate past year) Full-time equivalent students (FTES): Number of permanent staff: (immediate past year) Number of full-time equivalent staff: (immediate past year) Number of full-time equivalent personnel: (immediate past year) Gender breakdown of students: (immediate past year) Ethnic breakdown of student: (immediate past year) ___African-American

___Native Americans

___ Asian

___Pacific Islander

___ Filipino

___White

___Latino

___Other/Declined to State

Age breakdown of students: (immediate past year) ___19 and under

___35-39

___20-24

___40-44

___25-29

___45-54

___30-34

___55 and over

Number of special students served in the immediate past year: Describe any special funds awarded to program:

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Academic Program Review Policy and Procedures Manual

STUDENT SURVEY GUIDELINES AND TEMPLATE Within the first half of the semester, the Student Survey should be administered to students in the program or discipline involved in the program review self-study. Beyond that time, input from students who have dropped is lost, and information from these students may be some of the most valuable for the program. A copy of a generic survey appears on the following pages. The survey does not need to collect data such as ethnicity, age, gender, or GPA, which are available from other sources and may be matched by student identification number. You may wish to add questions to the generic survey that deal specifically with the own program. It is an excellent opportunity to gather valuable information with little additional effort. The research office will tabulate results and a copy of the survey with results will automatically be added to the data book. You are able to use this information in analyzing the current program as well as in future planning. You will also wish to develop surveys to poll groups other than students, such as faculty, staff, and/or community members. The research office may assist with this process. 1. Review the generic survey and determine which additional questions would be valuable to the program. Non-instructional programs and services may need to modify some of the generic questions. Contact the research office if this is the case. 2. Write additional multiple choice questions following the format of the generic survey. There should be no more than 50 questions. Remember that the questions must be multiple-choice, and only one answer per question can be selected. If open-ended questions are desired, you may add them, but you will have to evaluate those answers. 3. Submit supplemental questions to the research office by mid-September in order to have final surveys available for the classrooms early in the fall semester. The office staff will read them over for clarity and format and return them to you so that you can finalize the survey and have it duplicated. Directions for administering the surveys will be provided. 4. The surveys should be administered within a one- to two-week period. When you have finished, return the surveys to the research office. The results will be tabulated and returned to you with the data book so that you can incorporate the information into the self-study document. 5. If you have a large number of students (over four or five hundred), you may wish to administer the survey to selected classes only. Contact the research office to help you determine a representative sampling. 6. If you would like a breakdown by groups of the information obtained from the student surveys, contact the research office prior to finalizing the questions. Staff will help you determine whether it is possible to do and if so, the most useful categories for the program (e.g., day vs. night students or new vs. continuing).

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Academic Program Review Policy and Procedures Manual

SAMPLE PROGRAM REVIEW STUDENT SURVEY In order to continuously improve instruction, course offerings, student services, and Los Angeles Harbor College’s educational environment, we need the input. Please answer the following questions to the best of your ability, using the Scantron sheet provided. IF YOU HAVE FILLED OUT THIS SURVEY IN ANOTHER CLASS THIS SEMESTER, PLEASE ENTER THE NAME AND SECTION OF THE CLASS HERE ______________________________________________    

Use a soft pencil on the Scantron answer sheet. Please select only ONE answer to each question. If you wish to change the response, erase the first mark completely. Enter your Social Security number in the space provided on the answer sheet.

Please fill in your student ID on the Scantron Sheet in the spaces provided. This information is used only to compare groups of students and prevent multiple surveys from individuals within the same program. Your identity will remain confidential and is used only by the Office of Institutional Research to assist in program review. 1. The number of hours per week that I usually work are: a. I do not work at all d. 21 - 30 hours b. Less than 10 hours e. 31 - 40 hours c. 10 - 20 hours f. 40+ hours 2. In addition to Los Angeles Harbor College, I also am attending classes at: a. El Camino College d. Other School b. Another Los Angeles Community College e. No other school c. High School 3. I am attending other colleges because: (Answer only if attending another campus) a. Required course(s) not available at Harbor College b. Course(s) is offered by not at a convenient time c. Classes at Harbor College were filled d. Reputation of the other college 4. I would like to see more class sections at the following time: a. Saturday classes d. Morning classes (8 a.m. to noon) b. Evening classes (after 4 p.m.) e. Early morning classes (before 8 a.m.) c. Afternoon classes (noon to 5 p.m.) f. Internet classes g. ITV classes 5. Most of my courses take place (Mark all that apply): a. Day courses (before 4:30 p.m.) d. Weekends only b. Evening courses (after 4:30 p.m.) e. Day, evening, and weekends c. Both during the day and the evening f. On-line courses only g. ITV classes LAHC 06-23-07 Revised 8-8-07 Revised 5-29-08 Final Draft 9-9-08 Final Document 9-18-08

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6. The main reason I chose Los Angeles Harbor College was a. Convenience to home or work b. Affordability c. Availability of courses not offered elsewhere d. Recommendation by a friend or relative e. Recommendation by a high school counselor or teacher f. College reputation g. Other 7. My access to computers and the Internet can be described as (check the one that best applies to you): a. I own my own computer, and I am connected to the Internet. b. I own my own computer, but I am not connected to the Internet. c. I have an e-mail account. d. I do not own a computer, but I have access to one at school, work, etc. 8. My computer skills can best be described as (select one): a. Able to trouble shoot operating system problems with my computer b. Regularly use the internet, other applications, and can download information c. Regularly use the Internet and some other applications, Word, Excel, etc. d. Only use the internet; often need help from others e. Non-existent; I don't have any computer skills Departments should create their own questions centered on their Student Learning Outcomes (SLOs).

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Academic Program Review Policy and Procedures Manual

APPENDIX A. LIST OF PROGRAMS Discipline Adapted Physical Education Accounting Administration of Justice Anatomy Anthropology Architecture Art Astronomy Biology Business CAOT Certified Nurse Asst. Home Health Aid Chemistry Child Development Computer Information Systems Computer Science Information Technology Computer technology Cooperative Education Dance Developmental Communications Drafting Economics Education Electronics Emergency Department Assistant Engineering Technician Engineering, General English English As A Second Language Environmental Science Family and Consumer Studies Finance Fire Technology French GED Prep Geography Geology Health History Humanities International Business Japanese Journalism LAC Learning Foundations Learning Skills Library Sciences Management Marketing Mathematics LAHC 06-23-07 Revised 8-8-07 Revised 5-29-08 Final Draft 9-9-08 Final Document 9-18-08

Division Physical Education Business Social and Behavioral Sciences Science, Family and Consumer Studies Social and Behavioral Sciences Humanities and Fine Arts Humanities and Fine Arts Math, Physical Science and Technology Science, Family and Consumer Studies Business Business Health Sciences Math, Physical Science and Technology Science, Family and Consumer Studies Business Math, Physical Science and Technology Math, Physical Science and Technology Work Force Development Physical Education Communications Math, Physical Science and Technology Social and Behavioral Sciences Social and Behavioral Sciences Math, Physical Science and Technology Health Sciences Math, Physical Science and Technology Math, Physical Science and Technology Communications Communications Science, Family and Consumer Studies Science, Family and Consumer Studies Business Health Sciences Communications Science, Family and Consumer Studies Science, Family and Consumer Studies Physical Education Social and Behavioral Sciences Humanities and Fine Arts Business Communications Communications Learning Skills Social and Behavioral Sciences Social and Behavioral Sciences Library Business Business Math, Physical Science and Technology

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Academic Program Review Policy and Procedures Manual Microbiology Music Nursing Oceanography Office Machines Personal Development Philosophy Photography Physical Education Physical Science Physics Physiology Political Science Psychology Real Estate Sociology Spanish Speech Communication Supervision Theater

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Science, Family and Consumer Studies Humanities and Fine Arts Health Sciences Science, Family and Consumer Studies Business Counseling Humanities and Fine Arts Humanities and Fine Arts Physical Education Math, Physical Science and Technology Math, Physical Science and Technology Science, Family and Consumer Studies Science, Family and Consumer Studies Social and Behavioral Sciences Business Social and Behavioral Sciences Communications Communications Business Humanities and Fine Arts

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Academic Program Review Policy and Procedures Manual

Schedule of Programs for Review Discipline International Business Management Supervision English English as a Second Language Personal Development Humanities Philosophy Theater Library Science Chemistry Drafting Engineering Technician Engineering, General Mathematics Physical Science Physics Adapted Physical Education Dance Health Physical Education Family and Consumer Studies LAC Business Computer Information Systems Finance Marketing Real Estate Developmental Communications French Japanese Journalism Spanish Speech Communication Certified Nurse Asst./Home Health Aid Nursing Architecture Photography LAHC 06-23-07 Revised 8-8-07 Revised 5-29-08 Final Draft 9-9-08 Final Document 9-18-08

Division Business Business Business Communications Communications Counseling Humanities and Fine Arts Humanities and Fine Arts Humanities and Fine Arts Library Math, Physical Science and Technology Math, Physical Science and Technology Math, Physical Science and Technology Math, Physical Science and Technology Math, Physical Science and Technology Math, Physical Science and Technology Math, Physical Science and Technology Physical Education Physical Education Physical Education Physical Education Science, Family and Consumer Studies Business Business Business Business Business Communications Communications Communications Communications Communications Communications Health Sciences Health Sciences Humanities and Fine Arts Humanities and Fine Arts

Voc. Pgm.

Year of Rev

◊ ◊ ◊

Sp 09 Sp 09 Sp 09 Sp 09 Sp 09 Sp 09 Sp 09 Sp 09 Sp 09 Sp 09 Sp 09 Sp 09

◊

Sp 09

◊

Sp 09 Sp 09 Sp 09 Sp 09 Sp 09 Sp 09 Sp 09 Sp 09 ◊

Sp 09 Sp 09 Sp 10 Sp 10 Sp 10 Sp 10 Sp 10 Sp 10 Sp 10 Sp 10 Sp 10 Sp 10 Sp 10 Sp 10 Sp 10 Sp 10 Sp 10

◊ ◊ ◊ ◊ ◊

◊ ◊ ◊

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Academic Program Review Policy and Procedures Manual

Astronomy Computer Science-Information Technology Computer Technology Electronics Child Development Environmental Science Geography Geology Oceanography Administration of Justice Anthropology Economics Education Fire Technology Learning Skills Psychology Sociology Cooperative Education GED Preparation Accounting CAOT Office Machines Emergency Department Assistant Art Music Music, Commercial Anatomy Biology Microbiology Physiology History Political Science Learning Foundations

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Math, Physical Science and Technology Math, Physical Science and Technology Math, Physical Science and Technology Math, Physical Science and Technology Science, Family and Consumer Studies Science, Family and Consumer Studies Science, Family and Consumer Studies Science, Family and Consumer Studies Science, Family and Consumer Studies Social and Behavioral Sciences Social and Behavioral Sciences Social and Behavioral Sciences Social and Behavioral Sciences Social and Behavioral Sciences Social and Behavioral Sciences Social and Behavioral Sciences Social and Behavioral Sciences Work Force Development Business Business Business Health Sciences Humanities and Fine Arts Humanities and Fine Arts Humanities and Fine Arts Science, Family and Consumer Studies Science, Family and Consumer Studies Science, Family and Consumer Studies Science, Family and Consumer Studies Social and Behavioral Sciences Social and Behavioral Sciences

Sp 10 ◊

Sp 10 Sp 10 Sp 10

◊

Sp 10

◊

Sp 10 Sp 10 Sp 10 Sp 10 Sp 10 Sp 10 Sp 10 Sp 10 Sp 10 Sp 10 Sp 10 Sp 10 Sp 10 Sp 10 Sp 11 Sp 11 Sp 11 Sp 11 Sp 11 Sp 11 Sp 11

◊

◊

◊ ◊ ◊ ◊

◊

Sp 11 Sp 11 Sp 11 Sp 11 Sp 11 Sp 11 Sp 11

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Academic Program Review Policy and Procedures Manual

APPENDIX C. BOARD RULES

ARTICLE VIII EDUCATIONAL COURSES AND PROGRAMS 6800. COURSE AND PROGRAM APPROVAL AND MODIFICATION. The Chancellor, in consultation with the District Academic Senate, shall develop policies for the establishment and modification of courses and programs. Title 5, CCR, 51022(a) Adopted

06-11-03

6801. PROGRAM REVIEW. 1.

The purposes of educational program review include: a. b. c. d.

2.

Program review shall link the college’s mission with the educational master plan, and department goals and educational objectives.

3.

Each college shall, in consultation with its Academic Senate, develop policies and procedures for the review of all “educational programs”, as defined in Title 5, section 55000(b). At a minimum, this review will consider the following: a. b. c. d. e.

Adopted

Defining and affirming excellent academic programs; Providing for a systematic program planning process; Reviewing the quality of instructional programs and courses; Fostering self-renewal and self-study of programs.

MISSION – the relationship of the program to the mission of the college and the District; NEED – the need for the program; QUALITY – the overall quality of the program; FEASIBILITY – the feasibility of offering the program; and COMPLIANCE – the compliance of the program with all applicable statutory and regulatory requirements.

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6801.

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Academic Program Review Policy and Procedures Manual

6802. VOCATIONAL PROGRAM BIENNIAL REVIEW. In addition to the program review standards, criteria, policies and procedures established pursuant to Board Rule 6801, each college’s vocational or occupational training programs (i.e., degrees or certificates with TOP codes identified as “vocational” in the Chancellor’s Office Taxonomy of Programs) shall be subject to a biennial review. This review of vocational programs shall determine whether the following conditions or criteria are met: 1. 2. 3.

The program meets a documented labor market demand; The program does not represent an unnecessary duplication of other vocational or occupational training programs in the area; and The program is of demonstrated effectiveness as measured by the employment and/or completion success of its students.

This review of each of the college’s vocational or occupational training programs shall be scheduled once every two years, and shall include a review and comments from a local Workforce Investment Board. The college shall make written summaries of its biennial review findings available to the public. Upon completion of the required biennial review of vocational programs, the college’s President and the Academic Senate President shall certify that the vocational programs reviewed meet the criteria listed above and forward this certification to the Chancellor. The Chancellor will then present to the Board of Trustees, as an information item, a list of programs reviewed and certified as meeting the requirements of Education Code section 78016. If a college President and college Academic Senate determine that a program does not meet the above requirements, the college shall conduct a viability review in accordance with the procedures established under Board Rule 6803. The purpose of a viability review is to determine what measures, if any, should be taken to improve the program. If the program fails to meet the requirements of Education Code section 78016 and this Board Rule, the college shall, in keeping with the provisions of Board Rule 6803.10, consider the program’s termination. EC 78016 Adopted

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6802.

6803. VIABILITY REVIEW. In addition to procedures for program review established pursuant to Board Rule 6801, each college shall, in consultation with its Academic Senate, develop procedures for initiating and conducting a viability review of “educational programs,” as defined in Title 5, section 55000(b). LAHC 06-23-07 Revised 8-8-07 Revised 5-29-08 Final Draft 9-9-08 Final Document 9-18-08

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Academic Program Review Policy and Procedures Manual

A program viability review may be conducted when the college determines, in accordance to procedures developed pursuant to this Board Rule, that an in-depth analysis, beyond that provided through program review, is necessary. At a minimum the viability review procedures shall contain the following: 1. 2. 3. 4. 5. 6.

A definition of a viability review, which shall include, at a minimum; the current need for the program, the feasibility of continued support for the program, and expected program outcomes; The factors that will trigger a viability review; Identification of the individuals (by title) and college constituencies included in the process; Procedures and criteria for information gathering; Processes for conducting the review; Procedures and rationale for developing recommendations, including program maintenance, modification or discontinuance.

Possible outcomes of a viability review may include, but are not limited to, recommendations on the following: 1. 2. 3. 4. 5. Adopted 6803.10

06-11-03 Program Termination. In making a recommendation for program discontinuance, a viability review must consider the following: 1.

Adopted

Program modification; Program improvement; Departmental reorganization; Program initiation; Program discontinuance.

The effects on students and student success if the program is discontinued;

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6803.10

Provisions that can and should be made for students in progress to complete their training; The impact that discontinuance of the program will have on the comprehensiveness and balance of offerings across the college curriculum and within the district; How the program’s discontinuance would impact the educational and budget-planning process used at the institution; How the program’s discontinuance affects the region; 35

Academic Program Review Policy and Procedures Manual

6. 7. 8.

The effects of the program’s discontinuance on transfer to four-year colleges and universities; The effects of the program’s discontinuance on local business and industries; The effects of the program’s discontinuance on faculty and staff.

The College President and College Academic Senate President shall make program discontinuance recommendations to the Board of Trustees for approval. The recommendation shall include a description of the viability review process and the reasons for the recommendation. EC 78016, Title 5, CCR, 51022(a) Adopted

06-11-03

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Academic Program Review Policy and Procedures Manual

This document is signed with the understanding that the program review student survey is a sample and that the Academic Support Program Review Process is in draft form. Approved by the Academic Senate of Los Angeles Harbor College

____________________________________

Date: ___________________

Approved by the College President

____________________________________

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Date: ___________________

37

Los Angeles Harbor College Humanities and Fine Arts Division Theater Arts Program Review Assessment November 7, 2011 12:30 PM, Music Conference Room Attendees: Mark Wood (presiding), Juan Baez Mr. Wood reviewed the Theatre Arts, Program Review. Mr. Wood needs to supply some more quantitative data which is missing. Mr. Wood requested that Mr. Baez complete his “Six Year Plan”. SLOs for Theater Arts 232, 262, 293 need to have Summary of data and use of data completed this semester. Theater Arts 550 has not been offered in a few years but Means of assessment need to be developed. Mr. Wood will supply the Means of assessment for Theater 300,323, 505. These classes have not been offered in a number of years so no data can be submitted. Mr. Baez needs to complete Course outlines for Theater 232, 250,262,270,279,291,292. Mr. Wood needs to complete course outlines for Theater Arts 325,332,342,350,450. Theater Arts 451 needs to be archived.

LA HARBOR COLLEGE Student Learning Outcomes (SLOs) Assessment Report Course Assessment Division: Humanities and Fine Arts

Discipline/Program:

Theater

Course Number and Name: THEATER 100 Introduction to Theater Program Contact Person: Juan Baez

Phone: 310-233-4427

Reviewed by:

Date: 2011 Feb.

Data collected in Spring 2010. Institutional Course Intended Outcomes Learning Outcomes 1. Summarize a brief but comprehensive view of the 1 theater.

1

2. Demonstrate a cursory knowledge of the central core of the theater, plays, and playwrights, thus arousing an investigative curiosity.

Means of Assessment and Criteria for Success 80% of students will answer correctly 5 embedded questions on the final.

80% of students will score 70% or higher on two out three essays during the Theatre Festival, as scored on a department rubric.

Summary of Data Collected Fall 2008: 105 students completed the final (60%) Question #7, 65 students (61%) answered correctly. Question # 13, 84 students (84%) answered correctly. Question #18, 94 students (89%) answered correctly. Question # 26, 82 students (78%) answered correctly. Question #35, 60 students (57%) answered correctly. Fall 2008: 175 students finished the class. 67 students received a zero for not completing the critique on a Live Play. Those who did complete the assignment (52% of the

Use of Results After assessing the data I found myself assessing the format of the final. The final consisted of mostly fill in questions. I will explore a mixture of options on the next final and diversify the format. It will include multiple choice, matching, fill in, and an essay question.

Many students struggled to see a live play. Our theatre has been under construction and we have not been able to offer many opportunities for a live play on campus. I believe as we are able to offer more on

1

3. Describe the general principles of acting and the process of direction

80% of students will score 70% or higher on their critique on the film version of Death of a Salesman.

4

4. Explain the arts and crafts of play production

70% of students will score 70% or higher on their critique of a live play.

1

5. Discuss the current opportunities in motion pictures, the stage, and television.

70% of students will score 70% or higher on quiz pertaining to 20th century American and minority playwrights.

students) averaged an 85% on the assignment. 28 students received a zero for not completing the critique of a play on video. Those who did complete the assignment averaged an 84% on this assignment. Fall 2008: 175 students finished the class. 35 students received a zero for not completing this assignment. The 145 (82%) students who turned in the assignment averaged an 84% on the assignment. Fall 2008: 175 students finished the class. 67 students received a zero for not completing this assignment. The 108 (61%) students who turned in the assignment averaged an 85% on the assignment.

Fall 2008: 175 students finished the class. 29 students missed both quizzes. The 146 (85%) of the students who took both quizzes

campus opportunities the numbers will raise in this area.

Having Death of a Salesman offered on campus proved to be successful. Supporting the previous assessment, if offered on campus more students will participate in the assignment.

The students who completed this assignment had much more to critique, with most of it being positive. The students expressed themselves in greater detail, using specific theatrical elements as examples. I will continue to use the live play critique and focus on improving the critiques of plays on film. The students did very well on both quizzes. I do not think I will change anything about those quizzes.

averaged 99% on the 20th Century American Playwrights and 96% on the Minority Playwrights.

LA HARBOR COLLEGE Student Learning Outcomes (SLOs) Assessment Report Course Assessment Division: Humanities and Fine Arts

Discipline/Program:

Theater

Course Number and Name: THEATER 130 Playwriting Program Contact Person:

Phone: 310-233-4427

Reviewed by:

Date: 2011 July

Institutional Learning Outcomes 1

1

Course Intended Outcomes 1. Describe how, when, and what to write and be prepared to apply that knowledge to scriptwriting. 2. Use the proper terminology associated with expressing ideas and developing a story through the playwriting process.

1

3. Identify the Three Act Story Structure, the beginning, middle, and end of a script, and diagram their ideas and stories accordingly.

1

4. Recognize, discuss, and compare differences between various media scripts. 5. Develop characters and formulate story ideas. 6. Add technical direction to completed scenes and scripts.

5 5

Means of Assessment and Criteria for Success

Summary of Data Collected

Use of Results

1

7. Plan, categorize and structure a story; develop a treatment and pitch; sequence a script and design a storyboard.

LA HARBOR COLLEGE Student Learning Outcomes (SLOs) Assessment Report Course Assessment Division: Humanities and Fine Arts

Discipline/Program:

Theater

Course Number and Name: THEATER 200 Introduction to Acting Program Contact Person: Juan Baez, Jr._____________________________________ Phone: _______________________ Reviewed by: Attach additional pages as necessary. Institutional Course Intended Outcomes Learning Outcomes 1. Demonstrate an appreciation 5 and understanding of the basic elements in the art of acting

, Academic Dean

Means of Assessment and Criteria for Success 80% of students will score a 2.0 or higher on the rubric for final scenes.

Date: June 2010

Summary of Data Collected Spring 2010: 32 students performed a final scene. 100% scored a 2.0 or higher on memorization and the class average was 3.25. 93% scored a 2.0 or higher on voice and the class average was 2.56. 93% scored a 2.0 or higher on movement and the class average 2.28. 96% scored a 2.0 or higher on characterization and the class average was 2.46. 96% scored a 2.0 or higher on ensemble and the class average was 2.96. 96% scored a 2.0 or higher on overall performance and the class average was 2.84.

Use of Results

1

2. Summarize the tradition and history of acting.

80% of students will produce an introduction for one scene presentation during the semester, stating genre, style and a brief history of literature. 80% of students will be able to verbally communicate their favorite actor and three qualities that actor displays in their art.

1

3. Identify important actors and their contributions.

2

4. Compare different approaches and theories of acting.

70% of students will be able to submit a minimum of 3 theories on acting, upon request by week 10.

1

5. Describe the importance of the playwright to the actor.

90% of students will include an introduction for their final presentation that includes the title, author, and brief biography of the author.

5

6. Appraise and evaluate acting performances.

70% of students will properly articulate comments during post discussion of final scenes using written evaluations.

Spring 2010: 32 students performed scenes. 21 (66%) students provided an introduction that contained the minimum requirements. Spring 2010: Out of 32 students only 10 (31%) were able to articulate any of the qualities that would apply to their favorite actor. Spring 2010: 5 students (15%) were able to provide three theories on acting. 8 students (25%) were able to provide two theories on acting. 11 students (34%) were able to provide one theory on acting. 8 students (25%) were unable to provide a single theory. Spring 2010: 100% of the students provided an introduction that included the author and title but only 25 (78%) provided a brief biography of the author.

LA HARBOR COLLEGE Student Learning Outcomes (SLOs) Assessment Report Course Assessment Division: Humanities and Fine Arts

Discipline/Program:

Theater

Course Number and Name: THEATER 232 Play Production Program Contact Person: Juan Baez Reviewed by:

, Academic Dean

Attach additional pages as necessary. Institutional Course Intended Outcomes Learning Outcomes 1. Students will demonstrate the 4 ability to organize a personal calendar which allows for needed collaboration with co artists. 2. Students will demonstrate the 4 ability to show up for rehearsals, on time, with necessary materials and prepared.

4

5

Phone: 310-233-4427

3. Students will demonstrate an ability to execute their responsibility towards production on a consistent and repetitive manner 4. Students will demonstrate an ability to take notes on responsibilities and personal development pertaining to their

Means of Assessment and Criteria for Success Attendance will maintained for nonscheduled production activities between students. Call sheets will be maintained for all rehearsals and performances. Students will be successful in attending 90% of the rehearsal schedule and 100% of the performance schedule. 95 % of all students will be prepared on specific dates for performance ready execution of duties. All students will be able to organize an individual script that is properly annotated for production

Date:

Summary of Data Collected

Use of Results

1

production area of specification. 5 Students will demonstrate knowledge of basic theatrical terms, theories, and practices.

use. 80% of the students will score 70% or higher on a quiz of theatrical terms and theories.

LA HARBOR COLLEGE Student Learning Outcomes (SLOs) Assessment Report Course Assessment Division: Humanities and Fine Arts

Discipline/Program:

Theater

Course Number and Name: THEATER 250 Children’s Theatre Production Program Contact Person: Juan Baez

Phone: 310-233-4427

Reviewed by:

Date: August 2011

Attach additional pages as necessary. Institutional Learning Outcomes 4 (5)

5

Course Intended Outcomes 1. Students will demonstrate the ability to organize a personal calendar which allows for needed collaboration with co artists. 2. Students will demonstrate the ability to show up for rehearsals, on time, with necessary materials and prepared.

5

3. Students will demonstrate an ability to execute their responsibility towards production on a consistent and repetitive manner

1

4. Students will demonstrate an ability to take notes on responsibilities and personal development pertaining to their

Means of Assessment and Criteria for Success Attendance will maintained for non-scheduled production activities between students. Call sheets will be maintained for all rehearsals and performances. Students will be successful in attending 90% of the rehearsal schedule and 100% of the performance schedule. 95 % of all students will be prepared on specific dates for performance ready execution of duties.

All students will be able to organize an individual script that is properly annotated for production use.

Summary of Data Collected Fall 2010: 21 students were enrolled. 13 students, (61%) scheduled and attended an additional 6 dance rehearsals. Fall 2010: 21 students, (100%) attended all required rehearsals.

Fall 2010: 8 students, (38%) were responsible for most of the lines in the play and were 100% prepared on the specific date required. 11 students, (52%) were heavily involved in all of the dance numbers in the show. 8 of them were complete in the learning of all the musical numbers. 3 students were not complete on the specific date. The remaining 3 students, (14%) were technical support and completed all of their tasks as required by required dates. Fall 2010: 18 students, (86%) turned in their scripts at the end of production. 5 students, (24%) had scripts properly

Use of Results I will continue to stress the importance of extra rehearsals and make spaces available to increase the number of students who participated. I will continue to require all rehearsals be attended.

The students who were not complete with their dance numbers did not attend the extra dance rehearsals because of conflicts. I may have to explore the option of requiring extra dance numbers.

I need to spend more time at the first few rehearsals covering proper annotation in their scripts. I may also need to collect their

production area of specification.

1

5. Students will demonstrate knowledge of basic theatrical terms, theories, and practices.

80% of the students will score 70% or higher on a quiz of theatrical terms and theories.

marked and were comprehensive. 3 students, (14%) had scripts partially marked and comprehensive. 10 students, (48%) turned in scripts with minimal annotations and were not comprehensive at all.

scripts sooner to make these corrections while still in production.

Fall 2010: 17 students, (81%) scored 80% or higher on the quiz. 2 students, (9%) scored 70% or higher. 2 students, (9%) scored 60% or higher.

I was pleasantly surprised at the quiz scores. I will continue with this practice.

LA HARBOR COLLEGE Student Learning Outcomes (SLOs) Assessment Report Course Assessment Division: Humanities and Fine Arts

Discipline/Program:

Theater

Course Number and Name: Theater 262 Special Projects Program Contact Person: _________________________________________________ Phone: _______________________ Reviewed by: Attach additional pages as necessary. Institutional Course Intended Outcomes Learning Outcomes 1. Evaluate the auditions of 1 other students involved as actors in the project 2. Compare actors who could 1 perform in specific roles 3. Cast actors in a production 5 of a play 4. Assemble cast to begin the 5 rehearsal process 5. Apply the basic principles 5 of stage directing and the fundamental working techniques of the stage director in the staging of a one-act production. 6. Demonstrate the ability to 2 organize a rehearsal and production process for a theatrical presentation. 7. Evaluate, critique, and 1 discuss the work process involved in directing a process and the work that was presented to an audience.

Date:

Means of Assessment and Criteria for Success

May 2011

Summary of Data Collected

Use of Results

LA HARBOR COLLEGE Student Learning Outcomes (SLOs) Assessment Report Course Assessment Division: Humanities and Fine Arts

Discipline/Program:

Theater

Course Number and Name: THEATER 270 Beginning Acting Program Contact Person: _________________________________________________ Phone: _______________________ Reviewed by:

Date: August 2011

Attach additional pages as necessary. Institutional Learning Outcomes 5

5

Course Intended Outcomes 1. Identify the basic concepts of acting, theater terminology, and dramatic literature. 2. Develop an increased personal self-confidence.

Means of Assessment and Criteria for Success 80% of students will be able to properly use blocking, vocal variety, gestures, and facial expressions in post discussion evaluations of final scene presentations. 70% of students will score above 2.5 in the categories of voice and movement on the performance rubric during week 8 of scene presentations.

2

3. Develop analytical abilities in character development and play structure

70% of students will score above 2.5 in the category of character on the performance rubric during week 8 of scene presentations.

5

4. Develop an increased awareness of concentration, discipline, and commitment.

70% of students will score above 2.5 on overall presentation during week 8 using the performance rubric.

4

5. Exhibit an appreciation of teamwork

80% of students will complete all required scenes using multiple acting partners for each scene.

Summary of Data Collected

Use of Results

Spring 2010: 20 students (86%) were able to use blocking, vocal variety, gestures and facial expressions to enhance their scene. Spring 2010: 11 students (48 %) scored a 2.5 or higher in the category of voice and 10 students (43%) scored a 2.5 or higher in the category of movement. The overall average for the class on voice was 2.7 and the over all average for the class on movement was 2.3 Spring 2010: 8 students (35%) scored a 2.5 or higher in the category of character. The overall average for the class on character was 2.3 Spring 2010: 12 students (52%) scored a 2.5 or higher on their overall performance. The overall average for the class on overall performance was 2.6 Spring 2010: 18 students (78%) completed all required scenes using multiple partners.

I am going to continue to use theatrical terminology in all post discussions of scenes throughout the semester. TA 275 students who share this class will be required to perform first and I will use their scenes as examples to follow of expectations in these areas.

TA 275 students who share this class will be required to perform first and I will use their scenes as examples to follow of expectations in this area. TA 275 students who share this class will be required to perform first and I will use their scenes as examples to follow of expectations in this area. I am going to require all TA 270 to perform their first scene with TA 275 students, which will hopefully encourage TA 270 to complete their first scene earlier in the semester.

LA HARBOR COLLEGE Student Learning Outcomes (SLOs) Assessment Report Course Assessment Division: Humanities and Fine Arts

Discipline/Program:

Theater

Course Number and Name: THEATER 275 Scene Study Program Contact Person: Juan Baez

Phone: 310-233-4427

Reviewed by:

Date: July 2011

Attach additional pages as necessary. Institutional Learning Outcomes 5

Course Intended Outcomes (1) Apply the basic concepts of acting, theater terminology, and dramatic literature

Means of Assessment and Criteria for Success 80% of students will be able to properly use blocking, vocal variety, gestures, and facial expressions in post discussion evaluations of final scene presentations.

5

(2) Develop an increased personal selfconfidence.

80% of students will score above 2.5 in the categories of voice and movement on the performance rubric during week 8 of scene presentations.

2

(3) Develop analytical abilities in character development and play structure.

80% of students will score above 2.5 in the category of character on the performance rubric during week 8 of scene

Summary of Data Collected Spring 2011 1 Section 38 Students 77% of the students were able to properly use the theatrical terminology in post discussions of final scenes on their evaluations. Spring 2011 1 Section 38 students, 95% were evaluated. 2 students, 5% were not evaluated. 27 students, 71 % scored higher than 2.5 on voice. 27 students, 71% scored higher than 2.5 on movement. TA 275 is combined with TA 270.Enrollment was quite high and I had to begin evaluating earlier in the semester than anticipated. The scenes evaluated at the end of the semester scored higher in both categories. Spring 2011 1 Section 38 students, 95% were evaluated. 2 students, 5%

Use of Results I will continue to incorporate the terminology into all post discussions.

80% may have been a bit high. Voice and movement come with a lot of rehearsal. I am going to try to score all the scenes later in the semester to see if there is a change in both areas.

I am going to try to score all the scenes later in the semester to see if there is a change in both areas.

5

(4) Develop an increased awareness of concentration, discipline, and commitment

80% of students will score above 2.5 on overall presentation during week 8 using the performance rubric.

4

(5) Gain an appreciation of teamwork.

90% of students will complete all required scenes using multiple acting partners for each scene.

were not evaluated. 26 students, 68% scored higher than 2.5 in characterization. TA 275 is combined with TA 270. Enrollment was quite high and I had to begin evaluating earlier in the semester than anticipated. The scenes evaluated at the end of the semester scored higher in this category. Spring 2011 1 Section 30 students, 78 % scored higher than 2.5 on their overall performance. TA 275 is combined with TA 270.Enrollment was quite high and I had to begin evaluating earlier in the semester than anticipated. The scenes evaluated at the end of the semester scored higher in this category. Spring 2011 1 Section 32 students, 80% completed all of their required scenes using multiple partners.

I am going to try to score all the scenes later in the semester to see if there is a change in both areas.

Fall 2011: The enrollment is high again in both TA 270/275. I am going to begin scene work earlier in the semester for the TA 275 students.

LA HARBOR COLLEGE Student Learning Outcomes (SLOs) Assessment Report Course Assessment Division: Humanities and Fine Arts

Discipline/Program:

Theater

Course Number and Name: THEATER 291 Rehearsals and Performance I Program Contact Person: Juan Baez

Phone: 310-233-4427

Reviewed by:

Date: August 2011

Attach additional pages as necessary. Institutional Course Intended Outcomes Learning Outcomes 1. Students will demonstrate the 4 (5) ability to organize a personal calendar which allows for needed collaboration with co artists.

5

2. Students will demonstrate the ability to show up for rehearsals, on time, with necessary materials and prepared.

Means of Assessment and Criteria for Success Attendance will maintained for nonscheduled production activities between students.

Call sheets will be maintained for all rehearsals and performances. Students will be successful in

Summary of Data Collected

Use of Results

Fall 2010: This production contained many smaller scenes which required rehearsal outside of production rehearsals schedule for the entire company. The students acted as actors and crew for this production. 12 students, (30%) scheduled at least 3 extra rehearsals outside of production schedule. 18 students, (45%) scheduled at least 2 extra rehearsals outside of production schedule. 7 students, (17%) scheduled at least 1 extra rehearsal outside of production schedule. 1 student, (3%) did not schedule any outside rehearsal time. 2 students dropped out at the beginning of the project.

I was satisfied with the amount of students who were organized enough to schedule outside rehearsal time. It was apparent in their performances.

Fall 2010: 29 students, (73%) attended 100% of the rehearsals and performances. 5 students, (13%) attended 90% or higher of all rehearsals and

Some students had conflicts with other classes meeting during rehearsal times. I made some exceptions and will continue to when other classes

attending 90% of the rehearsal schedule and 100% of the performance schedule.

5

3. Students will demonstrate an ability to execute their responsibility towards production on a consistent and repetitive manner

95 % of all students will be prepared on specific dates for performance ready execution of duties.

1

4. Students will demonstrate an ability to take notes on responsibilities and personal development pertaining to their production area of specification.

All students will be able to organize an individual script that is properly annotated for production use.

1

5 Students will demonstrate knowledge of basic theatrical terms, theories, and practices.

80% of the students will score 70% or higher on a quiz of theatrical terms and theories.

performances. 4 students, (10%) attended 70% or higher of the rehearsals and performances. 2 students, (5%) attended the first meeting or did not show up at all. Fall 2010: 33 students, (83%) were complete and prepared by designated date. 5 students, (13%) were not complete and prepared by designated date. 2 students, (5%) did not make it to the designated date. Fall 2010: 22 students, (55%) turned in an acceptable annotated script at the end of the production. 9 students, (23%) turned in a partially annotated script. 7 students, (17%) did not turn in a script at the end of production. 2 students, (5%) did complete production.

are involved.

Fall 2010: 8 students, (20%) scored 100 % on the quiz. 21 students, (53%) scored 80% or higher on the quiz. 9 students, (11%) scored below 70% on the quiz. 2 students, (17%) did not take the quiz.

I feel many of the students that scored poorly on the quiz did not take the quiz serious, not because they did not know the information.

I was satisfied with the results.

I forgot to announce to everyone to bring their scripts to the final day. I will need to remind everyone to turn their scripts in at the end of production.

LA HARBOR COLLEGE Student Learning Outcomes (SLOs) Assessment Report Course Assessment Division: Humanities and Fine Arts

Discipline/Program:

Theater

Course Number and Name: THEATER 292 Rehearsals and Performance II Program Contact Person: Juan Baez

Phone: 310-233-4427

Reviewed by:

Date: August 2011

Attach additional pages as necessary. Institutional Learning Outcomes 4 (5)

5

Course Intended Outcomes 1. Students will demonstrate the ability to organize a personal calendar which allows for needed collaboration with co artists.

Means of Assessment and Criteria for Success Attendance will maintained for non-scheduled production activities between students.

2. Students will demonstrate the ability to show up for rehearsals, on time, with

Call sheets will be maintained for all rehearsals and performances. Students will be successful in attending 90% of

Summary of Data Collected

Use of Results

Spring 2011: This production contained many smaller scenes which required rehearsal outside of production rehearsals schedule for the entire company. The students acted as actors and crew for this production. 18 students, (39%) scheduled at least 3 extra rehearsals outside of production schedule. 14 students, (30%) scheduled at least 2 extra rehearsals outside of production schedule. 5 students, (11%) scheduled at least 1 extra rehearsal outside of production schedule. 9 students, (20%) did not schedule any outside rehearsal time. 8 students dropped out at the beginning of the project.

Including this many people in a production is difficult and requires a lot of extra outside work. It was tougher but I think it is important because it gave a lot of students their first opportunity to be on stage.

Spring 2011: 26 students, (57%) attended 100% of the rehearsals and performances. 11 students, (24%) attended 90% or

Most students were great with the schedule. A couple of students had class conflicts which I made some exceptions

5

1

1

necessary materials and prepared.

the rehearsal schedule and 100% of the performance schedule.

higher of all rehearsals and performances. 1 student, (2%) attended 70% or higher of the rehearsals and performances. 8 students, (17%) attended the first meeting or did not show up at all.

3. Students will demonstrate an ability to execute their responsibility towards production on a consistent and repetitive manner 4. Students will demonstrate an ability to take notes on responsibilities and personal development pertaining to their production area of specification.

95 % of all students will be prepared on specific dates for performance ready execution of duties.

Spring 2011: 37 students, (80%) were complete and prepared by designated date. 1 student, (2%) was not present on the designated date. 8 students, (17%) did not make it to the designated date. Spring 2011: 15 students, (33%) turned in an acceptable annotated script at the end of the production. 7 students, (15%) turned in a partially annotated script. 16 students, (35%) did not turn in a script at the end of production. 8 students, (17%) did complete production.

5 Students will demonstrate knowledge of basic theatrical terms, theories, and practices.

80% of the students will score 70% or higher on a quiz of theatrical terms and theories.

All students will be able to organize an individual script that is properly annotated for production use.

Spring 2011: 15 students, (33%) scored 100 % on the quiz. 18 students, (39%) scored 80% or higher on the quiz. 5 students, (11%) scored below 70% on the quiz. 8 students, (17%) did not take the quiz.

for. The 8 students that failed the class signed up not knowing what they signed up to do. They signed up for a short term class needing units and were unable to make the schedule. They did not drop the class and received a failing grade. I am going to close the class and sign students up by add slip. This will ensure the people signing up have committed to the schedule and are not talking a class simply for the units. I was satisfied with the outcome. 95 % was a little high for the amount of students that were involved in this production.

I need to collect scripts on designated date of “off book”. Most students couldn’t find their scripts by the end of production. There were so many separate scenes that were photo copies; it was difficult to get them all back. I might try and collect one script from each scene that is turned in by the pair or group. I was satisfied with scores.

LA HARBOR COLLEGE Student Learning Outcomes (SLOs) Assessment Report Course Assessment Division: Humanities and Fine Arts

Discipline/Program:

Theater

Course Number and Name: THEATER 293 Rehearsals and Performance III Program Contact Person: Juan Baez Reviewed by:

, Academic Dean

Attach additional pages as necessary. Institutional Course Intended Outcomes Learning Outcomes 1. Students will demonstrate the ability to organize a personal 4 calendar which allows for needed collaboration with co artists. 2. Students will demonstrate the 4 ability to show up for rehearsals, on time, with necessary materials and prepared.

4

4

Phone: 310-233-4427

3. Students will demonstrate an ability to execute their responsibility towards production on a consistent and repetitive manner 4. Students will demonstrate an ability to take notes on responsibilities and personal development pertaining to their

Means of Assessment and Criteria for Success Attendance will maintained for nonscheduled production activities between students. Call sheets will be maintained for all rehearsals and performances. Students will be successful in attending 90% of the rehearsal schedule and 100% of the performance schedule. 95 % of all students will be prepared on specific dates for performance ready execution of duties. All students will be able to organize an individual script that is properly annotated for production

Date:

Summary of Data Collected

Use of Results

1

production area of specification. 5 Students will demonstrate knowledge of basic theatrical terms, theories, and practices.

use. 80% of the students will score 70% or higher on a quiz of theatrical terms and theories.

LA HARBOR COLLEGE Student Learning Outcomes (SLOs) Assessment Report Course Assessment Division: Humanities and Fine Arts

Discipline/Program:

Theater

Course Number and Name: THEATER 300 Introduction to Stage Craft Program Contact Person: Juan Baez Reviewed by:

, Academic Dean

Attach additional pages as necessary. Institutional Course Intended Outcomes Learning Outcomes 1. Identify various areas of the 1 theater 2. Describe scenic construction 1 tools using proper terminology. 3. Demonstrate proper use of 5 tools and equipment in the theater scene shop. 4. Identify and describe the 1 properties of various materials commonly used in theatrical stage construction. 5. Identify and duplicate 1 various joining techniques commonly used in the construction of stage scenery. 6. Build and cover a soft cover 5 flat, identify the parts and kinds of various theatrical drops. 1

Phone: 310-233-4427

7. Identify parts of a counterweight system, describe how to safely hang scenery and properly load weights.

Means of Assessment and Criteria for Success

Date: August 2010

Summary of Data Collected

Use of Results

1

5

1 1

1

2 5

8. Explain additive color theory, identify various tools and processes associated with creating a 2-dimensional scenic element 9. Demonstrate a mastery of painting certain techniques, which may include; foliage, bricks, wet blend, dry brush, marble, and fabric. 10. Identify the elements of scenic design. 11. Recognize various theatrical presentation styles and associate with appropriate theatrical forms. 12. Identify tools used in theatrical drafting, including line weights and symbolism. 13. Create a floor plan of a theatrical presentation 14. Create a 2-dimentional color, perspective rendering of a theatrical presentation.

LA HARBOR COLLEGE Student Learning Outcomes (SLOs) Assessment Report Course Assessment Division: Humanities and Fine Arts

Discipline/Program:

Theater

Course Number and Name: THEATER 323 Stage Management and Production Program Contact Person: _________________________________________________ Phone: _______________________ Reviewed by:

, Academic Dean

Attach additional pages as necessary. Institutional Mission Course Intended Outcomes Means of Assessment & Goals and Criteria for Success 1. Demonstrate an understanding of the theater facility and its workings. 2. Practically apply theories and concepts from class in a practical demonstration 3. Demonstrate an understanding of theatrical organization 4. Demonstrate an ability to allocate time in a theatrical environment. 5. Demonstrate an ability to allocate resources in a theatrical environment. 6. Demonstrate an understanding of the personnel and their responsibilities.

Date:

Summary of Data Collected

Use of Results

LA HARBOR COLLEGE Student Learning Outcomes (SLOs) Assessment Report Course Assessment Division: Humanities and Fine Arts

Discipline/Program:

Theater

Course Number and Name: THEATER 505 History of Motion Pictures Program Contact Person: _________________________________________________ Phone: _______________________ Reviewed by: Attach additional pages as necessary. Institutional Mission Course Intended Outcomes & Goals 1. Identify, explain, and evaluate the major/key artistic, technological, cultural/ social trends which allowed for the development of the motion picture business and art form. Compare how it coincides with the development of computer technology at the end of the 20th century. 2. Identify influential persons and developments which contributed to the aesthetic and financial development of the art form. 3. Identify the innovations contributed by Griffith and explain how they contributed to the development of a common cinematographic language. 4. Discuss how the European cinema of the silent era contributed to the narrative

, Academic Dean

Means of Assessment and Criteria for Success

Date:

Summary of Data Collected

Use of Results

process 5. Analyze how the historic elements of the American silent cinema contributed to censorship and the development of the studio system. 6. Compose an argument demonstrating how the American studio system affected the financial and aesthetic development of the American Cinema. 7. Formulate how genre films of the thirties developed out of the studio system. 8. Propose how WWII affected world cinema. 9. Examine the external forces which changed the financial structure of American films in the 1950s 10. Analyze ways in which the Italian neo-realism period affected the American Cinema. 11. Propose ways in which the aesthetic elements contained in the works of French New Wave directors affected the American cinema. 12. Synthesize historical data and express how the social and political factors, as well as the European story telling techniques changed the complexion of the American cinema. 13. Analyze ways technological developments of the 1970s affected the

quality and structure of the American cinema. 14. Evaluate how alternative story structures have affected the films of the late 20th Century. 15. Evaluate how the contemporary move towards independent film production is an outgrowth of external factors facing the contemporary film industry.

LA HARBOR COLLEGE Student Learning Outcomes (SLOs) Assessment Report Course Assessment Division: Humanities and Fine Arts

Discipline/Program:

Theater

Course Number and Name: THEATER 550 Multimedia Production For The Stage Program Contact Person: _________________________________________________ Phone: _______________________ Reviewed by: Attach additional pages as necessary. Institutional Mission Course Intended Outcomes & Goals 1. Develop awareness and appropriate use of the various new technologies which are being incorporated into the performing arts, including video conferencing, digital alteration of recorded programming and video production. 2. Operate equipment used in the new technologies. 3. Demonstrate performance skills needed for new technologies. 4. Create new ways of incorporating digital technology with live performance. 5. Work in a team environment with knowledge of necessary personnel and their job functions. 6. Work in a team environment

, Academic Dean

Means of Assessment and Criteria for Success

Date:

Summary of Data Collected

Use of Results

to create digitized productions

Theatre 100: Introduction to Theatre Spring 2011 Course Syllabus MW 8:00am – 9:25am, MU 101 Instructor: Email: Office: Phone:

Juan Baez [email protected] DS 105 310-233-4427

Office Hours MW 7:30am- 8am, TTH 9:30am-10:30am, or by appointment.

Course Description: This course is designed to provide the beginning student with a general knowledge of theatre, television, motion pictures, and their influences on modern society. It emphasizes the historical growth, basic vocabulary skills, and crafts of the theatre. This course offers students a basis for critical analysis through attending and evaluating theatrical and motion picture productions which aid in a greater appreciation and understanding of theatre and other entertainment.

Student Learning Outcomes: 1. Summarize a brief but comprehensive view of the theater. 2. Demonstrate a cursory knowledge of the central core of the theater, plays, and playwrights, thus arousing an investigative curiosity. 3. Describe the general principles of acting and the process of direction 4. Explain the arts and crafts of play production 5. Discuss the current opportunities in motion pictures, the stage, and television.

Required Text: An Enemy of the People by Henrik Ibsen All My Sons by Arthur Miller Oedipus by Sophicles Fences by August Wilson Beyond Therapy by Christopher Durang

Points Breakdown: Attendance: 255 Quizzes: 225 5 Papers: 250 Test: 100 Theatre Festival: 300 Final: 100

Grading Scale: 1230 - 1107 1106 - 984 983 – 861 860 – 738 737 – 0

A B C D F

Classroom Polices: Class starts at 8:00 am PROMPT. 10 attendance points are given daily. ALL assignments due at 8:00 am. All assignments must include name, date, and student ID Number in heading. Keep a copy of ALL assignments for YOUR files. All assignments must be double spaced typed pages. No Food, Drinks, or Electronic Devices (CELL PHONES) in class Late Work: Any assignments turned in after 8:00am are LATE 10% of max points possible is taken off for each class session that the assignment is late. Attendance Policy: The student is expected to attend every meeting of all classes for which he or she is registered. A student absent from classes for emergency reasons must inform his or her

instructor of the reason for the absence. Students who have pre-registered for a class and who do not attend the first meeting of the class forfeit their right to a place in the class. Mitigating circumstances may be considered by the instructor. Whenever absences “in hours” exceed the number of hours the class meets per week, the student may be excluded from class by the instructor. It is the student’s responsibility to drop from class. Any drops or exclusions that occur between the end of the 4th week and the end of the 12th week (between 30% and 75% of the time the class is scheduled to meet, whichever is less) will result in a “W” on the student’s record which will be included in the determination of progress probation. Drops are not permitted beyond the end of the12th week (or 75% of the time the class is scheduled to meet, whichever is less)

Tardy Policy: If a student is more than 15 minutes late to class may be marked absent for the day and required to make up any material missed that day.

Make up Work: If a student is absent and misses an assignment it is their responsibility to inquire about missed assignments. Make tests must be scheduled on an individual basis with instructor. Quizzes may NOT be made up.

Extra Credit: 5 assignments at 25 points each will be made available for extra credit throughout the semester. You may not do extra credit in place of an assignment. You may only use extra credit to add to your point total.

Disclaimer: Students in this class may be subjected to material which the student may find offensive. These may include visual or text representations from the following areas: Sex Profane language Religious theories Economic theories

Plagiarism: Plagiarism is a form of cheating. Any student who uses the published or unpublished writing, ideas, and/or words of another person without crediting the author will receive a FAIL for the assignment. Further disciplinary actions may be taken. If a student copies from another student's paper, this is also plagiarism. In this case, both students will fail the assignment.

THEATRE FESTIVAL 1. No Class Monday, April 11th and Wednesday, April 13th 2. Class resumes on Wednesday, April 27th, 2011. 3. DUE Wednesday, April 27th, 2011 @ 8:00 a.m., “THREE CRITIQUES” • Each 100 point value for a total of 300 points {100 x3= 300} • Please put all three critiques in one folder • Name on each critique • Name on outside of folder • One must be a critique of A Raisin in the Sun • One must be a live performance, staple ticket and/or program to paper. • One can be either a live play or a play that is available on video, i.e.:

The Crucible, Rent, Les Miserables, etc.

* Each critique must be a minimum of two typed pages. *Remember this critique is not a summary, but what you like and what you don’t like about the Play/Video. 4. A Raisin in the Sun will be shown in class in two parts, on Monday, April 11th and Wednesday, April 13th @ 8:00 A.M. PROMPT!

Theatre 200: Introduction to Acting Spring 2011 Course Syllabus MW 9:35am – 11:00am, DS 107 Instructor: Email: Office: Phone:

Juan Baez [email protected] DS 105 310-233-4427

Office Hours MW 7:30am-8:00am, TTH 8:30am- 9:30am, or by appointment

Course Description: The course covers introductory exercises in voice, diction, movement, and personality projection. Students will perform introductory level scene work.

Student Learning Outcomes: 1. Demonstrate an appreciation and understanding of the basic elements in the art of acting 2. Summarize the tradition and history of acting. 3. Identify important actors and their contributions. 4. Compare different approaches and theories of acting. 5. Describe the importance of the playwright to the actor. 6. Appraise and evaluate acting performances.

Required Text: Shorts by Grant Evans William Tierney

Points Breakdown: Attendance: Terminology Quiz: Grant Evans Scenes: William Tierney Scenes: Evaluations: Final Scenes:

275 10 100 200 50 100

Grading Scale: 835 - 751 750 - 668 667 – 584 583 – 501 500 – 0

A B C D F

Classroom Polices: Class starts at 9:35am PROMPT. 10 attendance points given daily. No Food, Drinks, or Electronic Devices (CELL PHONES) in class Attendance Policy: The student is expected to attend every meeting of all classes for which he or she is registered. A student absent from classes for emergency reasons must inform his or her instructor of the reason for the absence. Students who have pre-registered for a class and who do not attend the first meeting of the class forfeit their right to a place in the class. Mitigating circumstances may be considered by the instructor. Whenever absences “in hours” exceed the number of hours the class meets per week, the student may be excluded from class by the instructor. It is the student’s responsibility to drop from class. Any drops or exclusions that occur between the end of the 4th week and the end of the 12th week (between 30% and 75% of the time the class is scheduled to meet, whichever is less) will result in a “W” on the student’s record which will be included in the determination of progress probation. Drops are not permitted beyond the end of the 12th week (or 75% of the time the class is scheduled to meet, whichever is less).

Tardy Policy: On performance days please enter in between scenes and do not knock on the door Disclaimer: Students in this class may be subjected to material which the student may find offensive. These may include visual or text representations from the following areas: Sex Profane language Religious theories Economic theories

Theatre 270: Beginning Acting Spring 2011 Course Syllabus MW 11:10am – 12:35pm, DS 107 Instructor: Email: Office: Phone:

Juan Baez [email protected] DS 105 310-233-4427

Office Hours MW 7:30am- 8:00am, TTH 8:30am-9:30am, or by appointment

Course Description: This is an introduction to the acting process with supervised practice in characterization, interpretation, body movement and concentration through exercises and improvisation. The selection study and preparation of short scenes are emphasized.

Student Learning Outcomes: 1. Identify the basic concepts of acting, theater terminology, and dramatic literature. 2. Develop an increased personal self-confidence. 3. Develop analytical abilities in character development and play structure. 4. Develop an increased awareness of concentration, discipline, and commitment. 5. Exhibit an appreciation of teamwork

Required Text: You will be required to perform a minimum of 4 scenes for the semester. Your first scene will be provided by the instructor. The remaining three scenes will be provided by the student. Evaluations: Students will fill out a total of five evaluations on other student’s scenes throughout the semester. The evaluations will show the students knowledge in the areas of blocking, vocal variety, characterization, and theatre terminology.

Points Breakdown: Attendance: 275 Quiz: 10 Scenes: 200 Evaluations: 50

Grading Scale: 535 - 481 480 - 428 427 – 374 373 – 321 320 – 0

A B C D F

Class Participation: Students will be expected to participate during the post discussion following each day of performances. Classroom Polices: Class starts at 11:10am PROMPT. 10 attendance points given daily. No Food, Drinks, or Electronic Devices (CELL PHONES) in class Attendance Policy: The student is expected to attend every meeting of all classes for which he or she is registered. A student absent from classes for emergency reasons must inform his or her instructor of the reason for the absence. Students who have pre-registered for a class and who do not attend the first meeting of the class forfeit their right to a place in the class. Mitigating circumstances may be considered by the instructor. Whenever absences “in hours” exceed the number of hours the class meets per week, the student may be excluded from class by the instructor. It is the student’s responsibility to drop from class. Any drops or exclusions that occur between the end of the 4th week and the end of the 12th week (between 30% and 75% of the time the class is scheduled to meet, whichever is less) will result in a “W” on the student’s record which will be included in the determination of progress probation. Drops are not permitted beyond the end of the 12th week (or 75% of the time the class is scheduled to meet, whichever is less).

Tardy Policy: On performance days please enter in between scenes and do not knock on the door Disclaimer: Students in this class may be subjected to material which the student may find offensive. These may include visual or text representations from the following areas: Sex Profane language Religious theories Economic theories

Theatre 275: Scene Study Spring 2012 Course Syllabus MW 11:10 – 12:35pm, DS 107 Instructor: Email: Office: Phone:

Juan Baez [email protected] DS 105 310-233-4427

Office Hours MW 7:30am-8:00am TTH 8:30am-9:30am or by appointment

Course Description: Students are given the opportunity to plan, rehearse and stage their own scenes.

Student Learning Outcomes: 1. Apply the basic concepts of acting, theater terminology, and dramatic literature 2. Develop an increased personal self-confidence. 3. Develop analytical abilities in character development and play structure. 4. Develop an increased awareness of concentration, discipline, and commitment 5. Gain an appreciation of teamwork.

Required Text: You will be required to perform a minimum of 4 scenes for the semester and 1 monologue. You must provide your own material for all scenes. At least one of your scenes must be performed with a student from TA 270. Evaluations: Students will fill out a total of five evaluations on other student’s scenes throughout the semester. The evaluations will show the students knowledge in the areas of blocking, vocal variety, characterization, and theatre terminology.

Points Breakdown: Attendance: 295 Quiz: 10 Scenes: 250 Self Evaluations: 50

Grading Scale: 605 – 544 543 – 484 483 – 423 422 – 363 362 – 0

A B C D F

Class Participation: Students will be expected to participate during the post discussion following each day of performances.

Classroom Polices: Class starts at 11:10am PROMPT. 10 attendance points given daily. No Food, Drinks, or Electronic Devices (CELL PHONES) in class Attendance Policy: The student is expected to attend every meeting of all classes for which he or she is registered. A student absent from classes for emergency reasons must inform his or her instructor of the reason for the absence. Students who have pre-registered for a class and who do not attend the first meeting of the class forfeit their right to a place in the class. Mitigating circumstances may be considered by the instructor. Whenever absences “in hours” exceed the number of hours the class meets per week, the student may be excluded from class by the instructor. It is the student’s responsibility to drop from class. Any drops or exclusions that occur between the end of the 4th week and the end of the 12th week (between 30% and 75% of the time the class is scheduled to meet, whichever is less) will result in a “W” on the student’s record which will be included in the determination of progress probation. Drops are not permitted beyond the end of the 12th week (or 75% of the time the class is scheduled to meet, whichever is less).

Tardy Policy: On performance days please enter in between scenes and do not knock on the door

Disclaimer: Students in this class may be subjected to material which the student may find offensive. These may include visual or text representations from the following areas: Sex Profane language Religious theories Economic theories