Department of theatre & Dance - University of Wisconsin - Stevens
DEPARTMENT OF THEATRE AND DANCE 2015-16 …€¦ · DEPARTMENT OF THEATRE AND DANCE 2015-16 ANNUAL...
Transcript of DEPARTMENT OF THEATRE AND DANCE 2015-16 …€¦ · DEPARTMENT OF THEATRE AND DANCE 2015-16 ANNUAL...
DEPARTMENT OF THEATRE AND DANCE
2015-16 ANNUAL REPORT (July 1 through June 30)
1. Introduction
In 2015-2016, the department implemented the EdTPA assessment tool in concert with the
College of Education. All of the department’s faculty that teach education classes were
deeply involved in training and in instructing the first batch of students in this process.
We also spent some time this year responding to NAST recommendations in written
response, which happily resulted in the department receiving full renewal of membership.
We now look ahead to the 2016-2017 academic year to produce the self-study for NASD.
Two Departmental probationary faculty members, both in dance, underwent pre-tenure
evaluation. One theatre faculty went through post-tenure highly successfully. Two faculty
members in theatre went through tenure review, of which one was granted tenure and the
other was denied. Replacing this position for 2016-2017 will be a primary task for the
coming year.
Most of the faculty members are earnestly and actively engaged in departmental activities—
recruiting, service, production planning, etc. The one that is not is still a drain on the
program, both in resources and morale. We are experiencing a third year of increased
enrollment in the department, and expect 167 majors registered for classes by Fall 2016. The
largest increase was in Theatre, with dance showing a small reduction from the previous
year.
Strategic concerns continue to include the impact on our department of the curriculum
changes in the College of Education, namely EdTPA, the MAT5, and the new Education
Minor that is now required of its students, the date of its implementation seemingly to be
advancing sooner that advertised. The musical theatre concentration has completed its third
year, and while there is still work to accomplish in its curriculum, enrollment is encouraging
with 25 students officially declaring it as their emphasis. This is a 12% increase from the 21
in 2014-2015, and 3 times the 12 students in the first year, 2013-2014. As articulated by the
latest NAST final accreditation report, there is a strong need for a full-time professor in the
musical theatre and acting curriculum, and NAST clearly recommended that our next hire fill
this gap.
1.1. Department of Theatre and Dance
1.2. Department/Program Mission Statement:
The mission of Winthrop University’s Department of Theatre and Dance is to foster
individual students' aesthetic, intellectual, and creative development within the
context of a liberal arts education as they pursue a Bachelor of Arts in Theatre or in
Dance. Through class instruction, private coaching, mentoring, and performance, the
department advocates both theoretical and creative explorations to achieve an
understanding of the social, political, historical, and technological aspects of theatre
and dance. We strive to afford opportunities for students to develop a significant level
of competency in one emphasis in theatre (performance, design/technical, musical
theatre, K-12 teacher certification) or in dance (performance, K-12 teacher
certification).
Theatre Program Goals:
The goals of the B.A. in Theatre Curriculum at Winthrop are as follows:
1. Students should demonstrate a fundamental understanding of and appreciation for
the creative processes of theatre, the socio-historical contexts and the nature of the
theatrical event.
2. Students will achieve basic skills in performance and production.
3. Students should demonstrate a sense of commitment and a positive attitude that
will foster the creative process.
4. (Certification Emphasis): The student will be an effective decision maker in
directing the education of students.
Dance Program Mission and Goals:
The dance program at Winthrop University prepares students for careers and future
study in dance by fostering their aesthetic, technical, intellectual, and creative
development within the context of a liberal arts education. In order to achieve this
mission, the program provides students with opportunities to participate in studio-
based practices and explorations as well as performance and other relevant
educational offerings. The program serves both the university and local community
in enhancing their knowledge of the discipline of dance from a holistic perspective,
including the political, historical, cultural, and technological events that have
contributed to its evolution.
o To provide a developmentally sequenced curriculum of studio and theory
courses that exposes dance majors and minors to a breadth of skills,
knowledge, and critical thinking.
o To nurture artistic leadership in students through opportunities to perform,
choreograph, teach, design, stage manage, participate in internships, and be
involved in professional organizations.
o To promote collaborative experiences that develop students’ communication
skills, appreciation of diversity, and adaptability to change in all artistic and
interdisciplinary endeavors.
o To prepare students for successful careers as educational leaders in public and
private K-12 education.
1.3. Goals
1.3.1. New Goals for 2016-17
GOAL: A successful search for a new theatre faculty, credentialed in acting
and/or musical theatre, and proficient in teaching both.
i. A search committee has been created. Following specific guidelines
from the provost office, we are hoping for a successful search that
offers diversity in its candidates.
GOAL : Increase enrollment
i. Specifically in dance that suffered a small hiccup in numbers this
academic year. New recruitment efforts will include reaching out to
community colleges in the state and this region.
GOAL: Revise the acting and musical theatre curriculum to better reflect current
training practices and expectations. This is part of a goal from last year that the
department failed to accomplish.
i. The musical theatre curriculum is in its 4th year, and we have
learned much through assessment since its original planning.
1.4. Current year’s Work Plan (list areas of substantial progress)
1.4.1. GOAL: Continue to monitor Theatre and Dance programs to make sure they are
addressing NASD and NAST accreditation recommendations. RESPONSE: This is
an ongoing, never-changing goal. Our annual reports this past year presented
positive responses to accreditation concerns. The next NASD self-study is due in
2018, and we will address all accreditation standards in our response. All
accreditation concerns/recommendations of NAST and NASD are expected to
be successfully addressed. 1.4.2. GOAL: Continue to seek additional and upgraded spaces, equipment, tools, and
materials for instruction in all departmental areas. RESPONSE: This is an ongoing,
never changing goal. The lighting renovation from summer 2015 was completed in
the fall of 2015, specifically the addition of 40 LED stage lighting fixtures, better
connectivity, a top-of-the line console, and an upgraded (safe) house lighting system
Progress Achieved. 1.4.3. GOAL: Seek new or revised curricula proposals to accommodate our students’
needs in all program areas. RESPONSE: We created a new 1-credit Education
Seminar course, both graduate (THED/DCED 593) and undergraduate
(THED/DECED 393), to serve the EdTPA students as they complete their EdTPA
portfolios. In addition, we created a graduate level DCED/THED 593 Field
Experience class (formally Junior Field Experience) to serve the graduate MAT5
students. We made changes to DCED 391 and THED 391, to align curriculum
revisions made to Professional Education Core in the College of Education. Progress achieved. An ongoing process.
1.4.4. GOAL: Continue with audience development initiatives. RESPONSE: The
season subscription brochure will go in the mail to several thousand patrons by July,
as it has every year—including the members of the revived First Nighters club. The
online ticketing system has increased substantially the credit card sales we are
generating. The Community Engagement and Communication Director for CVPA
(a revised position for 2015-2016) has taken responsibility for promoting our events
on a variety of online media sources. We work together well in complimenting each
other’s efforts. We have continued the student outreach program where we
presented Winthrop Dance Theatre, Jane Eyre, and Legally Blonde: The Musical to
high school and middle school students at a morning matinee. The musical drew the
largest response in attendance, effectively selling out, if not for a last minute
cancellation. Still 262 seats were sold for that performance. Jane Eyre only drew 62
in attendance. This was partly due to the subject, but mostly due to how early in the
year it was for schools. We will continue with the program for 2016-2017 for three
productions, WDT, The Wiz, and Merchant of Venice, and advanced ticket sales are
already outpacing last year. Progress Achieved. This will be an on-going process
1.4.5. GOAL: Focus recruiting efforts on areas of greatest return and procure a
recruitment display that will present the department effectively and professionally.
RESPONSE: The department sent representatives to the state theatre and dance
conferences, to college fairs at the Greenville Fine Arts Center, and Charlotte arts
magnet schools, as well as SETC, NETC, NCTC and SCTA. We did not host the
Palmetto Dramatics Association / SC Thespians annual convention this year, but the
department chair went and served as a scholarship judge, which did directly yield
one student. We partnered again with the Mass Communication Department to host
a recruiting day in our building during the month of September. The department
identified several dance festivals where we should have a presence, and sent two
representatives to the National High School Dance Festival in Norfolk, VA which
yielded 1 new student directly, a dancer from Washington state. Travel to the North
Carolina Theatre Conference (NETC) yielded the Mary Howey-Deckle scholarship
recipient Deven Ginyard. Recruitment efforts have been beneficial. Enrollment for
2016-2017 is up for the department thanks to strong increases in theatre, but is
tempered by a reduction of 6 over-all students in dance from the previous year. The
dance program graduated 11 students in 2015-2016, which partly accounts for the
apparent drop in enrollment numbers. Progress Achieved. This will be an on-
going process
1.5. Budget Status (update from budget request and planning report, including emerging
resource needs)
1.5.1. Using departmental funds, we made more purchases of
1.5.1.1. Sound equipment in support of the musical theatre concentration.
1.5.1.2. Yeager Lighting Lab equipment to supplement the CreatorSpace.
1.5.1.3. Vectorworks CADD software upgrade for the Mac lab.
1.5.1.4. A new washing machine for the costume shop.
1.5.1.5. Percussion instruments for the Music for Dance class.
1.5.1.6. Updated tools for the scene shop.
1.5.1.7. New faculty printers (2).
1.6. Highlights of Faculty/Staff/Student/Program Achievements (use bullet points)
Full renewal of membership with NAST
1.6.1.1. Theatre Master Class with Broadway veterans Erick Buckley and Robin
Irwin.
1.6.1.2. ACDA piece “In the Middle, choreographed by Stacy McConnell was
selected as a gala showcase piece at the festival in Atlanta Georgia.
1.6.1.3. Theatre Master class in African American Monologues with Troy
Scarborough
1.6.1.4. Hosted master class with Keith Martin on “What I need to learn in
Undergraduate School”
1.6.1.5. Ballet Master Class with dancers from Dance Theatre of Harlem.
2. Overview
2.1. Evaluation of Mission Statement (changes, developments)
The department mission statement was lauded by the visitors for NAST in 2013.
2.2. Governance Structure
All faculty and non-student staff report directly to the chair. The Dance Program
Director functions as a liaison between dance faculty and the chair. Student workers in
the department report either to the Administrative Specialist or to individual faculty who
supervise the box office or a production studio.
2.3. Statistics
2.3.1. Headcount of full and part-time Staff
1 @ administrative specialist (full time)
1 @ costume studio supervisor (part time)
1 @ accompanist (hourly staff)
1 @ scenic studio supervisor (part time)
2.3.2. Headcount of faculty: tenured, tenure track, full-time temporary, and part-time
Number of FT faculty (FTE positions)
2 @ full professor (theatre)
1 @ instructor (dance and theatre)
4 @ assistant professor—tenure track (1 theatre/3 dance)
1 @ assistant professor (fixed term) (1 theatre)
2 @ associate professor (3 theatre/1 dance)
1@ full professor of theatre and dance serving as asst. dean and teaching part time
in the dept. and in the MAAA Program
1@ full professor serving as department chair.
Number of Adjunct faculty
5 dance
3 theatre
2.3.3 Headcounts of full-time and part-time undergraduate students
Degree Program Fall 15 Spring 16 Degrees Awarded
(including summer
2015)
BA, Dance Perf. 33 32 8
BA, Dance Ed. 22 21 3
BA, Theatre Perf. 57 51 11
BA, Theatre Ed. 16 17 1
Musical Theatre 18 16 2
BA, Theatre
Design/Tech.
20 18 2
Total All 166 155 27
2.3.4 Student Credit hours of undergraduate students
Undergraduate CHP Summer 2015 Fall 2015 Spring 2016 2015-2016 Total
Theatre and Dance 18 2089 1924 4031
DANA 367 312 679
DANT 392 354 746
DCED 62 29 91
THED 3 45 48
THRA 647 617 1264
THRT 18 618 567 1203
2.3.5 Graduate students—Not applicable
2.3.6 Graduate credit hours—not applicable
2.3.7 Undergraduate degree productivity. See 2.3.3 above.
2.3.8 Graduate degree productivity—not applicable
2.3.9 Analysis: Overall credit generation was almost identical to the past year. Total
majors enrolled has also increased for the third year in a row. Dance enrollment is
slightly down.
2.4. Updates to faculty qualifications based on changes in assignment
None
2.5. Student Services
N/A
2.6. Associated Institutes and Centers
The department has a partnership with Shakespeare Carolina, a regional theatre company
dedicated to production of works by William Shakespeare. The company produces two
shows on the Winthrop campus during the summer in collaboration with the Department
of Theatre and Dance, as well as productions in downtown Charlotte, typically at the
Duke Energy Theatre at Spirit Square. 2011 was the first full year of this collaboration.
The partnership is called Shakespeare Carolina at Winthrop. Approximately 10 students
have worked directly with the company in 2015-2016, either as actors, stage managers,
or designers. Shakespeare Carolina has complete responsibility for the artistic activities
of the program. The university supports the partnership with facilities, marketing, and
instructional support.
2.7. Articulation Agreements
The department has a number of agreements beyond the umbrella agreements with York
Tech and the overall SC Tech college system. Go to:
http://www.winthrop.edu/cvpa/THEATREDANCE/default.aspx?id=15080.
2.8. Curricular Information (course changes, new requirements, etc.) and their status. Note
effective date of all changes. Curriculum goals for next academic year. List curriculum
changes coming for the next year.
2.8.1. Required READ 345 OR READ 346 to the Theatre Education and Dance
Education curricula for students entering MAT for Fall 2017.
2.8.2. Created DCED/THED 393 (and graduate 593) capstone Education Seminar, a 1-
credit course taken during Internship II their last semester to aid in the creation of
their EDTPA portfolio. Effective Spring 2017.
2.8.3. Created a graduate level DCED/THED 593 Field Experience class (formally
Junior Field Experience) to serve the graduate MAT5 students. Effective spring
2017.
2.8.4. Made changes to DCED 391 and THED 391, to align curriculum revisions made
to Professional Education Core in the College of Education. Effective fall 2016.
2.9. Curriculum goals for next academic year. List curriculum changes and additions that
you expect (or hope) to submit next year.
2.9.1. Achieve parity in the amount of credits earned in some of the musical theatre
curriculum, specifically with the discrepancy between Musical Theatre Workshop (3
cr.) and Musical Theatre Practicum (1 cr.)
2.9.2. Rename some courses in the Acting curriculum to better align with current
standards and practice.
2.9.3. Create an interdisciplinary course in dance and art history.
3. Department Achievements and Development
3.1. Teaching
3.1.1. Students in Directing II and Lighting Design and the Stage Management classes
collaborated to present the One-Act festival in the fall semester. Students in
Directing II and Stage Management classes collaborated to produce the spring One-
Act Festival.
3.1.2. Collaboration continued with Shakespeare Carolina in our partnership for summer
theatre productions of Miss Julie in the Studio Theatre and The Taming of the Shrew
in the Winthrop Amphitheatre.
3.1.3. Three directed studies classes were completed in 2015-2016.
3.1.4. Senior Zeke Jones directed the full-length play Jeffrey by Paul Rudnick in the
Studio Theatre
3.1.5. Senior Theatre Education student Rodrick Frietas directed the full-length play The
39 Steps by Patrick Barlowe in the Studio Theatre.
3.1.6. Senior Jasmine Gunter Jones directed the full-length play Good Boys and True
by Roberto Aguirre-Sacasa in the Studio Theatre.
3.2. Research and Scholarship
3.2.1. Dance students performed as the “Rockhettes” at the annual Christmasville event
in downtown Rock Hill.
3.2.2. Stacy McConnell’s dance piece, In the Middle, was selected to be performed in
the gala concert at the regional convention of the American College Dance
Association in March at Gordon College in GA.
3.2.3. Meg Schriffin arranged for guest artists from the Dance Theatre of Harlem to
come to campus to give a master’s class. They conducted a master class for dance
students who then got to see the company perform in Charlotte.
3.2.4. 1 dance student was a McNair Scholars for 2015
3.2.5. The department hosted a Masters class in September with Broadway veterans
Erick Buckley and Robin Irwin on the Business of Broadway.
3.2.6. The department hosted a 2 Masters classes with Troy Scarborough, 1 in African
American Monologues and 1 in auditioning classical pieces
3.3. Professional Service and Academic Responsibility
3.3.1. Annie-Laurie Wheat and Dr. Laura Dougherty
served as production respondents during the year for the KC/ACTF.
3.3.2. Stephen Gundersheim, Daniel Gordon, Janet Gray, and Sarah Provencal made
presentations at SETC in March. Faculty members also operated a Winthrop booth
for recruiting.
3.3.3. Various faculty members and students earned recognition from KC/ACTF for the
productions of Legally Blonde and Jane Eyre.
3.3.4. The entire Theatre faculty worked to respond to the NAST Self-Study final
response.
3.4. Development Activities. 3.4.1. We continue to maintain a strong relationship with Flat Rock Playhouse. They
are recruiting our students every year in their internship program and as performers.
3.4.2. The department regularly donates free tickets to various community and campus
organizations when they conduct fundraising events. This includes the Eagles Club,
Friends of the Library, new Winthrop Staff members, a middle school in the Fort
Mill district, etc. The TRIO program brought groups of their students to several of
our productions.
3.4.3. The chair met with the Chair’s Advisory Council this year.
3.4.4. We have been working with students in Graphic Design, under the mentorship of
Jason Tselentis, to design posters, recruiting materials and cover art for various
publicity items for our department. This will continue for 2016-2017.
3.4.5. We collaborated with Dr. Aimee Meader in Mass Comm to allow one of her
students to create promotional video for Legally Blonde. It was very successful and
should continue in 16/17.
3.4.6. The department continued the practice of holding opening-night receptions for the
main stage productions in Johnson Theatre. We also hosted an alumni/scholarship
student reception in April. The department continued the ice cream social reception
for all new students at the end of welcome week.
3.4.7. The department hosted a residency with Maria Caruso from the dance company
Bodiography, who set a work for Winthrop Dance Theatre.
3.5. Recruiting Activities
The Department of Theatre and Dance sponsored two sessions of scholarship auditions, and
the department continued accepting online auditions through a third-party company
Getacceptd.com. With these sessions the department was able to continue its recruiting
efforts of talented students. These audition sessions, in addition to the regularly scheduled
Winthrop Preview Days and the World Wide Winthrop Day in April, allowed for a
successful promotion of the department and of our programs as a whole. Faculty from the
department also conducted recruiting activities in selected cities along the eastern seaboard,
in Greensboro NC, Greenville SC, Charlotte NC, Washington, DC metro area, at the annual
state theatre conference (SCTA), at the state one-act festival (PDA), at the National High
School Dance Festival in Roanoke VA, at the Charlotte Dance Festival, at several
Admissions Office sponsored recruiting sessions around the state, at the New England
Theatre Conference, and at the Southeastern Theatre Conference convention. At SETC: 41
performance students called back to table, 22 showed up. 20 design/ tech students called
back, 13 showed up. We continue to identify other state conferences to attend, where
prospective students can be reached and where the new Mary Howey-Deckle Scholarship can
be most effective.
3.5.1 The recruitment initiative to reach out to the pre-college formative mentors of our
current students continues.
3.5.2 We are working to identify theatre and dance programs at community colleges to
recruit to that market.
3.6. Instructional Technology
3.6.1. See new equipment in 1.5 above.
3.7. Activities Related to GLI
3.7.1. Jane Eyre, Legally Blonde, and Slaughter City were approved as Global Cultural
Events.
3.7.2. Winthrop Dance Theatre in November was approved as a Global Cultural Event.
3.7.3. Dr. Laura Dougherty was awarded a Professional Development Grant to travel to
the Hemispheric Institute of Performance and Politics, in Santiago Chile.
3.7.4. Dr. Laura Dougherty was awarded a GLI grant of $500 for to travel to Phoenix
AZ as dramaturg for the Rising Youth Theatre production of Antonia: A Hop-Hop
Antigone.
3.7.5. Emily Morgan was awarded a GLI Professional Development Grant to attend the
2nd annual International Dance Conference to present a paper on Indian classical
dance.
3.8. Special Events
3.8.1. In April the department hosted a reception to honor majors who earned
scholarships for the upcoming year. The reception occurred after a performance of
the Junior Choreography Showcase in the Johnson lobby. Several special guests
attended to present certain endowed scholarships. The event passed off with great
success.
3.8.2. In conjunction with the Department of Mass Communication, we hosted the
annual Mass Comm/ Theatre/ Dance Open House, offering dozens of workshops to
over 200 high school students.
4. Faculty/Staff Achievements and Development
4.1. Academic Responsibility
4.1.1. The faculty advise a proportionally large of amount of students due to full-time
faculty who have no advisees for various reasons.
4.2. Intellectual Development (Teaching)
4.2.1. Numerous faculty in the department attended EdTPA training sessions throughout
the year.
4.2.2. Meg Schriffen taught a directed study in dance administration to senior Devon
DiFederico in spring 2016.
4.2.3. 23 students attended the 2016 American College Dance Association. 12
choreographers and dancers, 11 other participants, escorted by three faculty, Emily
Morgan, Kelly Ozust, and Stacy McConnell
4.2.4. Emily Morgan’s Winthrop Dance Theatre piece We Go Together was performed
at the Greensboro Fringe Festival by 5 students, Mason Diaz, Kaila Dockal, Sarah
Fetner. And La’Raine Turlington.
4.2.5. Janet gray supervised student Zach Morrison as wardrobe supervisor for the
departmental production of Legally Blonde.
4.3. Research and Scholarship
4.3.1. Janet Gray designed costumes or worked as designer for the production of The
Little Mermaid at Flat Rock Playhouse in Flat Rock, NC.
4.3.2. Sandra Neels taught during summer 2016 at Ballet Spartanburg.
4.3.3. Daniel Gordon designed lighting and scenery for the Palm Beach Shakespeare
Festival’s production of Taming of the Shrew, for the 26th anniversary of
Shakespeare by the Sea in Jupiter, FL.
4.3.4. Biff Edge designed scenery for the CPCC summer production of Beauty and the
Beast
4.3.5. Dr. Andrew Vorder Bruegge presented a paper on Using Blackboard Tools to
Measure Correlations Between Student Engagement and Student Achievement at the
Winthrop Conference on Teaching and Learning
4.3.6. Janet Gray designed costumes for the South Carolina Children’s Theatre
production of The Miracle Worker in April 2016.
4.3.7. Kelly Ozust performed in the dance piece Ox on the Roof with UNCC and
Winthrop University. Charlotte, NC and Rock Hill, SC (September 2015 -December
2015).
1.1. Service
1.1.1. Annie-Laurie Wheat was regional chair (region 4) for KC/ACTF.
1.1.2. Daniel Gordon served as an adjudicator for SETC’s annual Stage Manager
Olympics in March 6.
1.1.3. Daniel Gordon served as a pro bono theatrical consultant for the Fort Mill
Playhouse in choosing a new venue to move their performances.
1.1.4. Stephen Gundersheim served on the board of directors for the American Alliance
of Theatre and Education.
1.1.5. Emily Morgan presented her dance piece We Go Together to What End at the
Greensboro Fringe Festival in January 2016.
1.1.6. Emily Morgan performed two classic Indian dance pieces at the SC Dance
Association SCDancing Festival.
1.1.7. Meg Schriffen serves on the board for Kinetic Works Dance in Charlotte.
1.1.8. Kelly Ozust served as choreographer for Winthrop Homecoming
1.2. Development Activities
1.2.1. Kelly Ozust, Stephen Gundersheim, Andrew Vorder Bruegge, Daniel Gordon,
Meg Schriffen, and Emily Morgan again attended numerous workshops for the
implementation of EdTPA.
1.2.2. Meg Schriffen attended workshops on arts standards at the American College
Dance Association conference
2. Student and Student Organization Achievements and Development
2.1. Research and Scholarship
2.1.1. Based on assessments of their performances by regional representatives, several
Winthrop theatre majors were nominated for the annual KC/ACTF Irene Ryan
Scholarship Competition at the regional festival. Several students also were
acknowledged with merit awards for their work as designers and stage managers.
2.1.2. Three advanced theatre student directed full-length plays. These students
gathered an artistic team of fellow students to produce the show. The budget
allocated by the department for these production was $250 each for production
materials.
2.1.3. Seniors Riley Ketcham and Jasmine Gunter were nominated as Winthrop Women
of Excellence.
2.1.4. Junior Dance performance student Sydney Carr received a competitive
scholarship of $600 to attend the American Dance Festival this summer in Durham,
NC
2.1.5. Students attended the SEWSA 2016 Conference (Southeastern Women’s Studies
Association)
2.1.6. Rayana Briggs was selected as a WU Orientation leader for Orientation 2016
2.1.7. William Keen was selected as a student staff coordination for WU Orientation
2016.
2.1.8. Zachary Morrison was accepted for the prestigious internship in the costume
shop/wardrobe management at the Flat Rock Playhouse, the state theatre of North
Carolina in Flat Rock, NC for the summer 2016.
2.1.9. Kaila Dockal’s student choreography was adjudicated and accepted for inclusion
in the Charlotte Dance Festival for summer 2016.
2.1.10. Dance student Devon DiFederico has been accepted to the Bates Dance Festival
summer intensive in Maine.
2.1.11. Mason Diaz has accepted an offer to dance professionally with Full Radius Dance
Company in Atlanta, GA.
2.1.12. Alumnus Allyn Hunt, BM music/Minor Theatre 2014, earned an MFA in Musical
Theatre from Boston University in May 2016
1.1. Service
1.1.1. Students in the department hosted the Caroline Awards to recognize student
achievement and to raise funds for the American Cancer Society.
1.1.2. During the past year, students in the department contributed over 100 hours of
volunteer service to the department at receptions, recruiting events, etc.
1.1.3. Alpha Psi Omega, the honorary theatre (and dance) fraternity, inducted 10 new
members this year. 1.1.4. The Dance honors organization Terpsichore worked to assist with recruiting in the
department and raise awareness of the dance program campus wide. 1.2. Development Activities
1.2.1. The theatre faculty repeated the career forum in November 2015. 8 alumni of the
programs came to speak to the current students about career options.
1.2.2. Kelly Ozust, Stacy McConnell, and Emily Morgan escorted a large group of
dance majors to the regional ACDA, where they performed, viewed performances,
and took classes.
2. Budget Status
2.1. Personnel
2.2. Operating
2.3. Non-Recurring
2.3.1. The department has used its own revenue to significantly augment the Yeager
Light Lab, housed in the CreatorSpace in Rutledge, in support of the Technical
Production and Design emphasis curriculum. This was a need listed in last year’s
report.
2.4. Accreditation/Assessment
2.4.1. The department spent some time this year responding to NAST recommendations
in written form, which resulted in the department receiving full renewal of
membership.
2.4.1.1. New state-of-the-art LED lighting equipment in both the Studio Theatre
and the Johnson Theatre.
2.4.2. A listed need in last year’s report, an effective monitoring device for students in
the greenroom and dressing rooms to hear program from the stage has been
installed.
2.4.3. A listed need in last year’s report, updated Clear-Com communication devices for
both Johnson Hall and the Studio Theatre has been purchased.
2.4.4. A piano has been allocated to the Dunlap-Roddey room (J109) to provide a room
for musical theatre accompanist to work with students. This was a need reported in
last year’s annual report.
2.5. Equipment
2.5.1. More intelligent lighting fixtures, known as moving lights
2.6. Facilities
2.6.1. We need:
2.6.1.1. Another rehearsal/dance studio in support of the musical theatre program.
The addition of ballet barres in West 206 would help.
2.6.1.2. New carpeting in the Theatre/Dance main office, J115, as it is a place for
prospective students to visit.
3. Assessment
3.1. Narrative of how assessment is done in department, summary of SLO for each program
and department goals (recruiting, retention, faculty development, etc.)
The department has an assessment plan, located on the department website at:
http://www.winthrop.edu/uploadedFiles/cvpa/THEATREDANCE/library/pdfs/Assessment_Data
bank/TDassessmentplanforwebsiteS11(2).pdf. Assessment of student learning outcomes in the
Department of Theatre and Dance occurs within the context of the following general principles:
1. Much of the assessment that takes place in the classroom is evaluative, and faculty
members employ assessment tools everyday in many ways.
2. The department’s academic programs have a wide array of educational objectives, so
the department does not have a ―one-plan-fits-all‖ approach to assessment.
3. Academic assessment does not replace curricular, departmental, and other types of
ongoing review for improvement: it supplements and improves it.
4. Faculty ownership of and participation in assessment activities is essential. Assessment
is embedded in the culture of the entire teaching/learning enterprise of the department.
5. The department has a history of making programmatic changes based on assessment
results.
Assessment measures in this department demonstrate:
A. that we have an assessment plan that tracks the where, how and when learning occurs
for students during their academic careers in the dance or theatre major at Winthrop.
B. that the learning that occurs in all aspects of the dance and theatre programs aligns
with the broader learning goals of the department, college, university, and external
accrediting organizations.
C. that we always attain the important symbiotic connection between assessment and
change.
D. that we regularly review all components of our department’s assessment plan.
Dance SLOs
Students should attain competency of at least intermediate level in the
respective required technique series in the B.A. Dance degree curriculum.
Students should integrate dance technique in ways that facilitate
performance in a variety of dance styles.
Students should demonstrate openness to new ideas, new ways of working
and new ways of moving and respond to these opportunities in accordance
with this value.
Students should demonstrate the ability both to understand the craft of
choreography and to experience the choreographic process as the creator
of a dance work.
Students should view dance from a cultural-historical perspective that
recognizes the multiple forces that impact the art form.
Students should demonstrate knowledge of the science of dance
movement and apply that knowledge to foster longevity of the dancer
Students should demonstrate effective strategies for entry-level dance
teaching in selected dance forms/styles.
Students should demonstrate performance skills commensurate with
personal technical ability and appropriate to a particular choreographic
work.
Theatre SLOs
Students should demonstrate a fundamental understanding of and
appreciation for the creative processes of theatre, the socio-historical
contexts and the nature of the theatrical event.
Students will achieve basic skills in performance and production.
Students should demonstrate a sense of commitment and a positive
attitude that will foster the creative process.
(Certification Emphasis): The student will be an effective decision maker
in directing the education of students.
3.2. Identify changes in assessment from previous academic year.
3.2.1. The department’s faculty reviewed assessment tools according to our cycle of
review adopted in 2010-11.
3.2.1.1. Production reflection Essays in THRA 470, 471, THRT 395, DANA 444,
DANA 443, and DANT 301
3.2.1.1.1. The faculty reviewed this process and affirmed its value as an
instrument for collecting data about student’s experience in departmental
productions, as either an actor, choreographer, or director. It was
determined that the format for the essay will be revised in 2016-2017.
Recorded in Curriculum Committee meeting minutes.
3.2.1.2. Chair’s Advisory Council Review (theatre and Dance)
3.2.1.2.1. Department faculty determined that this council should continue to
meet approximately 5 times each year. The council has a student
representative from each of the department concentrations: Theatre
Performance, Musical Theatre, Technology Design, Dance, Dance
Education, and Theatre Education, as well as representatives from Alpha
Psi Omega, Terpischore, and Improv This!. Recorded in faculty meeting
minutes.
3.2.1.3. Adjudication of DANT 301 dance pieces
3.2.1.3.1. Dance faculty determined that faculty should continue to
adjudicate student choreographers in DANT 301, and in addition bring in
outside professionals to also provide adjudication of the pieces. This will
begin in Spring 2017.
3.2.1.4. All 300-level theatre and dance classes which serve the general education
curriculum were recertified.
Other assessment changes include:
3.2.1.5. PROGRAM CHANGES
3.2.1.6. COURSE CHANGES
3.2.1.6.1. For Dance Education (K-12 certification) students in the last
semester of their senior year, taking Internship II, they will be exempt
from the requirement to enroll in DANA 185 Conditioning Lab. New
requirements in the COE make this exemption required.
3.2.1.6.2. DCED 391, THED 391: To align curriculum revisions made to
Professional Education Core in the College of Education, Co-requisite of
EDUC 401 has been added. Method of evaluation has been amended to
include exam lesson plans, portfolio, and practical application.
3.2.1.6.3. DCED 342: Dance Pedagogy. DANA 252: Jazz II has been added
as an option of one of the pre-requisites required for this class. Acting
upon our accreditation organization(NASD), all dance course descriptions
and goals were reviewed, updated and revised for better consistency
across the curriculum. This change reflects current trends from peer and
aspirants.
3.2.1.7. PROGRAMMATIC CHANGES
3.2.1.7.1. Acting on recommendations from the College of Education READ
345 and READ 346 are now required in the Theatre Education and Dance
Education Curriculum.
3.2.1.7.2. We created a new 1-credit Education Seminar course, both
graduate and undergraduate, graduate (THED/DCED 593) and
undergraduate (THED/DECED 393) to serve the EdTPA students as they
complete their EdTPA portfolios. This course is taken in the same
semester as internship II. In addition, we created a graduate level
DCED/THED 593 Field Experience class (formally Junior Field
Experience) to serve the graduate MAT5 students. We made changes to
DCED 391 and THED 391, to align curriculum revisions made to
Professional Education Core in the College of Education. 3.3. Assessment Results: Narrative of what was discovered as a result of assessment
Also See 3.2
3.4. Use of Results: Changes that have been made in the curriculum, course content,
assignments, etc. as a result of analyzing results
See 3.2
3.5. Evidence and Documentation: what kind of evidence and where is it? Where are results
documented?
See 3.2
3.6. Progress on incorporating ULCs in program assessment
3.6.1. ULC achievement has been included in the theatre sophomore and junior reviews.
3.6.2. The senior exit survey includes prompts about the ULCs
8.0. Other (Optional) Advising, Gen Ed, GLI, Technology, Accreditation, Community
Engagement, Special Events, etc. Strategic Planning.
8.1 The faculty work very hard to guide students towards summer opportunities,
internships, work outside the department, etc. to help them develop the skills they need to
succeed as dance and theatre artists. More students are taking advantage of study abroad
opportunities. 5 students form the department studied abroad in 2015-2016
3 Theatre and Dance faculty taught sections of ACAD 101 in 2015-2016.