Track
Research Proposal / Assessment of Student Learning
Abstract
Biggs & Tang (2007) posit a well-aligned curriculum helps students to construct learning more effectively and independently. During the Self-Study process for reaccreditation, university faculty focused on intended learning outcomes (ILO) in the Bachelor of Fine Art (BFA) and Bachelor of Science in Art Education (BS Art Ed) degrees in visual art. This presentation presents a SoTL application as faculty developed horizontal and vertical “constructive alignment” (Angelo, 2013) for six foundations courses leading to portfolio review. A specific example is ART 2990: Concepts, Creativity and Studio Practice, designed as a result of external feedback indicating student work lacked conceptual inventiveness.
Session Format
Presentation Session
Location
Room 4
Recommended Citation
Fisher, Jonathan K. and Gregory, Diana Dr., "Pinning Down Constructive Alignment of Conceptual Inventiveness In Visual Arts" (2017). SoTL Commons Conference. 68.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2017/68
Pinning Down Constructive Alignment of Conceptual Inventiveness In Visual Arts
Room 4
Biggs & Tang (2007) posit a well-aligned curriculum helps students to construct learning more effectively and independently. During the Self-Study process for reaccreditation, university faculty focused on intended learning outcomes (ILO) in the Bachelor of Fine Art (BFA) and Bachelor of Science in Art Education (BS Art Ed) degrees in visual art. This presentation presents a SoTL application as faculty developed horizontal and vertical “constructive alignment” (Angelo, 2013) for six foundations courses leading to portfolio review. A specific example is ART 2990: Concepts, Creativity and Studio Practice, designed as a result of external feedback indicating student work lacked conceptual inventiveness.
