A Culturally Proficient Model for Measuring Adult Experiential Learning Marjorie WilliamsCooper University of PhoenixJersey City Campus College of Arts and Sciences Thomas Edison State College ID: 786714
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Borderless Artistic and Creativity Assessment (BACA):A Culturally Proficient Model for Measuring Adult Experiential LearningMarjorie Williams-CooperUniversity of Phoenix-Jersey City Campus, College of Arts and SciencesThomas Edison State CollegeDeBorah Gilbert WhiteUniversity of Phoenix-Philadelphia Campus, College of Humanities
© May 2012 by Marjorie Williams-Cooper and DeBorah Gilbert White. All Rights Reserved. This document is copyright protected. No portion of this document, in part or in its entirety, may be reproduced without written permission of the authors.
Slide2Background: What is Borderless Artistic Creativity Assessment (BACA)? What is the nature of BACA’s cultural proficiency? Problem Statement:Eurocentrism in traditional assessmentsUrgency for a culturally proficient model
Slide3ResolutionBACA Creativity and Artistic Performance DomainBACA Social and Emotional Learning (SEL) DomainBACA Social Psychological Lenses for Cultural Proficiency and Borderless Artistic Creativity Assessment DomainBACA Integrity Assurance DomainLearning Expectations Domain
Slide4BACA Creativity and Artistic Performance DomainFigure 1: Creativity and Artistic Performance Components
Slide5BACA Creativity and Artistic Performance DomainFigure 2: Creativity and Artistic Performance Components (cont’d)
Slide6BACA Creativity and Artistic Performance DomainFigure 3: Creativity and Artistic Performance Components (cont’d)
Slide7BACA Social and Emotional Learning (SEL) DomainFigure 4: SEL Domains Utilized by BACA (Kessler, 2000)Social and Emotional Dimensions of Learning (SEL)
Slide8BACA Social Psychological Lenses for Cultural Proficiency and Borderless Artistic Creativity Assessment Domain Figure 5: Social Psychological Lenses
Slide9BACA Integrity Assurance DomainFigure 6: Two-tiered Self-assessment Components
Slide10BACA Learning Expectations DomainFigure 7: Learning Objectives RubricLearning SituationRequirementsEarned PointsBACA ConceptsImplementation of concepts in BACA’s five learning domains. TBD
Critical
Thinking Skills
Ability to critically think about the creative process and artistic performance.
TBD
Written
Communication
Ability to communicate effectively in scholarly college-level papers.
TBD
Oral Communication
Ability to communicate effectively in oral
presentations
on topics related to creativity and artistic performance.
TBD
Articulation
of Resources
Ability to
articulate
the
nature of ethno-cultural arts presented by portfolio for evaluation.
TBD
Contextualization
Ability to contextualize social, historical, political, and spiritual dimensions of ethno-cultural arts presented by portfolio for evaluation.
TBD
Philosophical
Questioning
Ability to formulate philosophical questions, and answers to those questions, related to the creative process and production of ethno-cultural arts.
TBD
Ethics
and Morality
Understanding of ethical and moral issues related to creativity and artistic performance.
TBD
Score
Total
points earned to be determined by institution (TBD)
TBD
Slide11BACA Learning Expectations DomainFigure 8: Learning Outcomes RubricLearning SituationRequirementsEarned PointsCreator Artist Demographics
Full name, address, phone number(s), email address.
Cultural and ethnic community of creator artist.
TBD
Artistic
Production
Title of artistic work.
Date and time of creation.
Ethno-cultural aspects.
Personal reason(s) for creations.
Portfolio of original examples.
TBD
Nature of the Artistic Work
Statements about
how artistic
work relates
to:
BACA’s Creativity and Artistic Performance Domain, Social and Emotional Learning (SEL) Domain, and Social Psychological Lenses for Cultural Proficiency and Borderless
Artistic
Creativity
Assessment
Domain.
Fourth dimension of art established by metaphysical concepts embedded in art examples.
Spirituality, religion, intuitive processes.
Cultural memory and roles of ancestors.
Embedded
e
thno-cultural messages.
Cultural meanings and worldview.
TBD
Slide12BACA Learning Expectations DomainFigure 9: Learning Outcomes Rubric (cont’d)Learning SituationRequirementsEarned PointsApplication and Interview ProcessesCreator artist must present:
A scholarly essay explaining reasons for applying, ethno-cultural art examples, and why portfolio credit should be awarded.
Evaluators submit written statements explaining:
How experiential learning relates to Creativity and Artistic Performance, Social and Emotional Learning (SEL), and Social Psychological Lenses for Cultural Proficiency and
Borderless Artistic Creativity
Assessment Domains.
In a personal interview creator artist addresses:
How creations
enhance artist’s lived experiences.
How creations
connects to audiences.
How creations impact
artist’s ethno-cultural community.
How
creations influence social ordering of artist’s macro-culture.
How
creations have
potential to add to the broad base of knowledge and wisdom affecting global communities.
New learning and application to artist´s
life
.
TBD
Slide13BACA Learning Expectations DomainFigure 10: Learning Outcomes Rubric (cont’d)Learning SituationRequirementsEarned PointsEvaluation ProcessInstitution policies and procedures regarding how credits are earned and applied.
Institution policies regarding transcript notation
and
monitoring processes.
Institution policies regarding transcript
request.
Evaluator names, titles, qualifying credentials.
Scores and written narrative comprising results.
Overall credit earned.
Evaluator comments.
TBD
Appeal
Process (if applicable)
Disclosure of appeal process made to creator artist.
Appeal process and procedures performed by institution.
Appeal results made available to student and institution.
TBD
Score
Total
points earned to be determined by institution (TBD)
TBD
Slide14ConclusionBACA challenges to traditional Eurocentric assessment of the artsBACA impact on experiential adult learning and portfolio assessment
Slide15ReferencesAbíódún, R. (1994). Understanding Yoruba art and aesthetics: The concept of Àse. African arts, vol. 27, no. 3. Los Angeles, CA: University of California at Los Angeles Press. Retrieved from https://www.amherst.edu/media/view/93718/original/UnderstandingYorubaArtandAesthetics.pdfBell, D. (2002). Daughters of the Dreaming (3rd ed.). North Melbourne, AU. Spinifex Press Pry Ltd. Retrieved from http://books.google.com/books?id=0MB-m2gjlWwC&printsec=frontcover&source=gbs_atb#v=onepage&q&f=falseBordens, K. S., & Horowitz, I. A., (2008). Social psychology (3rd ed.). Freeload Press.Collier, G., Minton, H. L., & Reynolds, G. (1991). Currents of thought in American social psychology. New York: Oxford University Press. Conrad, D. (2011). The landscape of prior learning assessment: A sampling from a diverse field. The International Review Of Research In Open And Distance Learning, 12(1), i-iv. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/973/1688Council for Adult Experiential Learning (CAEL). (2010). Prior learning assessment (PLA) an introduction (pp. 27-37). Retrieved from http://www.okhighered.org/reachhigher/docs/cael-pla-intro-61810.pdfElias, M. J. , Zins, J. E., Weissberg, R. P., Frey, K. S., . . . Kessler R., Schwab-Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators
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Slide16References (cont’d) Fiddler, M., Marienau, C., & Whitaker, U. (2006). Assessing learning: Standards, principles & procedures, 2nd ed. In Council for Adult Experiential Learning (CAEL). (2010). Prior Learning Assessment (PLA) an Introduction (pp. 27-37). Retrieved from http://www.okhighered.org/reachhigher/docs/cael-pla-intro-61810.pdf. Fisher, R. (1982). Social psychology: An applied approach. New York: St. Martin’s Press. Floyd, Samuel A. (1996). The Power of Black Music: Interpreting Its History from Africa to the United States. New York, NY, and Oxford, England: Oxford University Press. Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18 -34.Gilbert White, D. (2008). Current topics in social psychology. Unpublished manuscript. Union Institute & University. Cincinnati, OH.Groves, R. M. (2011, March 21). The future of the US advertising industry [Web log post]. Retrieved from http://directorsblog.blogs.census.gov/2011/03/21/the-future-of-the-us-advertising-industry/Hoffmann, T., Travers, N. L., Evans, M., & Treadwell, A. (2009). Researching critical factors impacting PLA programs: A multi-institutional study on best practices. In Travers, N., & Evans, M. (2011). Evaluating prior learning assessment programs: A suggested framework.
The International Review Of Research In Open And Distance Learning, 12
(1), 151-160. Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/971
Jones, J. M. (1997).
Prejudice and racism
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Kessler, R. (2000).
The soul of education: Helping students find connection, compassion, and character at school
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Slide17References (cont’d) Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers (pp. 37, 60). New York, NY: Association PressLindsay, R. B., Nuri Robins, K., & Terrell, R. D. (2003). Cultural proficiency: A manual for school leaders (2nd ed.). Thousand Oaks, CA: Corwin Press. Murphy, Joseph M. Working the Spirit: Ceremonies of the African Diaspora. Boston: Beacon Press, 1994. Neill, J. (2004). Field theory – Kurt Lewin. In Wilderdom Outdoor Education Research & Evaluation Center. Retrieved from www.http:/wilderdom.com/theory/fieldtheory.htmlStuart, R. B. (2005, October). Multiculturalism: Questions, not answers. Professional Psychology: Research and Practice, 36(5), 576. Swanson, R. A., & Holton, E. F. (Eds.) In M. S. Knowles, The adult learner: The definitive classic in adult education and human resource development (5th ed.) (1984; rev. ext. 1998). Houston, TX: Gulf PublishingWilliams-Cooper, M. (2009). Teaching philosophy of Marjorie Williams-Cooper, M.A.: A multi-dimensional concept for self-directed adult learning. [Unpublished paper toward doctoral degree]. University of Colorado-Boulder, Education Department, Boulder, ColoradoYawulyu. (n.d.). In Central Art aboriginal art store Aboriginal words glossary. Retrieved from
http://www.aboriginalartstore.com.au/aboriginal-art-culture/yawulyu.php