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Generative Dramaturgy Specialization

Overview: 

MFA in Generative Dramaturgy program emphasizes the creative, generative nature of the dramaturgical craft. Students will gain a rigorous knowledge of theatre history and dramaturgy history throughout the course of the program. Students will also gain skill-based experiences to create and express artistic thoughts and concepts in a variety of academic and professional settings.

Expected Learning Outcomes: 

By completion of the MFA Theatre Production – Generative Dramaturgy Specialization a student will

  1. Demonstrate advanced knowledge of:
    1. the dramaturgical/creation process
    2. the varying and novel modes in which contemporary dramaturgs work: classic plays, new play development, playwriting, devised performance work, gallery/installation work, dance, film/television, etc.
  2. Demonstrate the ability to express artistic thought and concepts in a professional manner relative to their dramaturgical and/or creative area of emphasis through the following:
    1. research relating to an assigned production project
    2. ability to analyze dramatic literature as part of dramaturgical process
    3. ability to present dramaturgical and creative ideas to a group of collaborators
  3. Demonstrate strong ability in collaborative skills within a theatrical production team.
  4. Demonstrate leadership in their chosen area of specialty in dramaturgy and creative work.
  5. Demonstrate strong ability in organizational and management skills in relationship to professional dramaturgical and creative organizations/productions.
  6. Demonstrate mastery of skills compatible with the working principles and standards of the American professional theatre and a mastery of skills compatible with the working principles and standards of the contemporary academic and professional theatre, and an understanding of the expectations of academia.
Assessment Activities: 

1. Production Assignment Evaluation

MFA candidate Learning Outcomes 1a, 2a-c, 3, 4, 5 & 6 are assessed at the end of each semester. All students are assessed. Faculty use a common rubric to evaluate the production work of each student. The scored rubrics are filed and available for the student to review. The rubric scores are compiled to provide a snapshot across the MFA program.

2. Portfolio Review

Students in the MFA Generative Dramaturgy sub-plan present a portfolio of their work to the faculty every semester. MFA candidate Learning Outcomes 1c, 2a, 2b, 2c & 6 are assessed before and during these reviews. Faculty use a common rubric to evaluate the portfolio and presentation of each student. The scored rubrics are filed and available for the student to review. The rubric scores are compiled to provide a snapshot across the MFA program.

3. Semester Evaluation

MFA candidate Learning Outcomes 1a,1b, 3, 4, 5 & 6 are assessed at the end of each semester. All students are assessed. A common rubric is used by the student’s faculty advisor to evaluate the individual student performance. The scored rubrics are filed and available for the student to review. The rubric scores are compiled to provide a snapshot across the MFA program.

4. MFA Exit Survey

Upon completion of the program, all graduating MFA students in Generative Dramaturgy will be asked to complete an exit survey that captured the student’s perceptions of their knowledge and competencies as reflected in the student learning outcomes for their degree. This indirect measure provides a beginning snapshot of how students view their learning.

5. Master’s Report Evaluation

In the third year of study, all MFA candidates must successfully complete a comprehensive project demonstrating mastery of artistic expression, scholarly and creative ability, organizational skills and professional working standards. Instructors provide verbal and written evaluation of each project. MFA candidate Learning Outcomes 1a, 1b, 2a, 2b, 5 & 6 are assessed in the Master’s Report. A common rubric is used by faculty to evaluate the individual student’s performance. The scored rubrics are filed and available for the student to review. The rubric scores are compiled to provide a snapshot of MFA student outcomes at degree completion.

6.  Thesis Project Evaluation

In the third year of study, all MFA candidates must successfully complete a Master’s Thesis Project demonstrating mastery of: artistic and technical ability, quality of collaborative and organizational skills. MFA candidate Learning Outcomes 1a, 2a, 2b, 2c, 3, 4, 5 & 6 are assessed in the Thesis Project. A common rubric is used by faculty to evaluate the individual student’s performance. The scored rubrics are filed and available for the student to review. The rubric scores are compiled to provide a snapshot of MFA student outcomes at degree completion.

Assessment Findings: 

Indirect Outcomes Assessment

MFA Exit Survey – to be completed in Spring 2019.

*An informal survey was administrated during Fall 2016 to all first year students. Student responses indicated a strong level of satisfaction with the program.

Assessment Findings: 

(Data reported and changed each summer on our Assessment web site)

Assessment Tool

Outcomes

FALL 2016

Average (n=5)

SPRING 2017

*Average (n= 4)

Portfolio Review

(35 points possible)

1c, 2a, 2b, 2c, 2d, & 6

 27

 30.25

Semester Evaluation

(25 points possible)

1a, 2c, 2d, 3, 4, 5 & 6

 22

 22

*At the end of Spring semester, 1 student withdrew from the program and did not complete the assessment activities.

Assessment Tool

Outcomes

FALL 2016

Average (n=3)

SPRING 2017

Average (n= 4)

*Production Evaluation

(35 points possible)

1a, 2c, 2d, 3, 4, 5 & 6

 35

 33

*Not all students complete a production assignment every semester.

Assessment Tool

Outcomes

 

MFA Exit Survey

1 - 6

First third year: AY 2018-2019

Master’s Report Evaluation

1a, 1b, 2a, 5 & 6

First third year: AY 2018-2019

Thesis Project Evaluation

1 - 6

First third year: AY 2018-2019

 Narrative Interpretation of Findings:

Based on the three assessment tools used in the first year of the students’ candidacy (Portfolio Review, Semester Evaluation and Production Evaluation), the MFA candidates are performing at a satisfactory or above level in terms of the expected learning outcomes associated with the criteria of those assessment tools. The increase in scores for portfolio review from fall to spring indicate a familiarity with the expectations of the review and individual growth in the first year of program.

Change in Response to Findings: 

The findings suggest that teaching and mentoring are successful and producing desired outcomes. No changes are deemed necessary to current assessment methods, though faculty will review at the end of the 2019 and make necessary changes based on the first cohort to complete the program.

Updated date: Tue, 05/30/2017 - 15:50