Departments

VISUAL & PERFORMING ARTS

Commonalities within the Visual and Performing Arts

Important to start with entry-level courses:

• Teach Terminology

• Cover vocabulary specific to discipline

• In-class assignments, critique, discussion, refinement and other activities

• Engage students in using terminology and

• vocabulary
  
  Reinforce use of terminology and vocabulary in daily practicum
  
  Write and speak critically about process, theory and culture
  
  In the arts, the assessment process requires students to assemble a new body of work each semester. We encourage students to take courses in sequence. The proper sequence of courses enables each student to develop foundation, in order to advance their artistic skills.
  
  We encourage personal growth and goal setting
  
  Each art form infuses the curriculum with real world exposure to connect theory and practice. In Fine Art and Graphic Art, the students are required to go to museums and art exhibits in order to develop and reinforce aesthetic principles and vocabulary, and to deepen their understanding of Global Art.
  
  One example of Assessment:
  
  Graphic Art requires the development and completion of a portfolio that is entered into city competition with other 2 and 4 year institutions.
  
  City College students have consistently earned top-honors as well as scholarships to major institutions with the quality of their work.
  
  Class and faculty critique each project designed or created by the student to help them refine their work for inclusion into their portfolio.
  
  Another example of Assessment:
  
  Drama students are constantly videotaped. They are asked to view the video as a class, utilizing vocabulary that is discipline specific. “She is too far upstage.” “He has his back to the audience.” “You need to cheat out more to the audience.” etc. The student's mid-term (a performance) is videotaped and critiqued by faculty and students. The final scene work is video-taped an critiqued by faculty and students. In addition, the final scene work is presented in front of an audience in order to give the acting student a sense of a public performance.
  
  Additionally, the students are asked to provide weekly feedback on the assignments in class using e-mail, sent to the instructor. This allows a discussion and dialogue to be held in private. Many times the students are more forthcoming in e-mails than in classroom discussions.
  
  Fine Art ID, 2D and 3D is a constant process of introducing, integrating and reinforcing vocabulary and aesthetic principles required to develop understanding and skill in their various art forms. The student is constantly producing something tangible to see, view and critique.

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