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Borderless Artistic and Creativity Assessment (BACA): Borderless Artistic and Creativity Assessment (BACA):

Borderless Artistic and Creativity Assessment (BACA): - PowerPoint Presentation

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Borderless Artistic and Creativity Assessment (BACA): - PPT Presentation

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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Slide1

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.

Slide2

Background: 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

Slide3

ResolutionBACA 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

Slide4

BACA Creativity and Artistic Performance DomainFigure 1: Creativity and Artistic Performance Components

Slide5

BACA Creativity and Artistic Performance DomainFigure 2: Creativity and Artistic Performance Components (cont’d)

Slide6

BACA Creativity and Artistic Performance DomainFigure 3: Creativity and Artistic Performance Components (cont’d)

Slide7

BACA Social and Emotional Learning (SEL) DomainFigure 4: SEL Domains Utilized by BACA (Kessler, 2000)Social and Emotional Dimensions of Learning (SEL)

Slide8

BACA Social Psychological Lenses for Cultural Proficiency and Borderless Artistic Creativity Assessment Domain Figure 5: Social Psychological Lenses

Slide9

BACA Integrity Assurance DomainFigure 6: Two-tiered Self-assessment Components

Slide10

BACA 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

Slide11

BACA 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

Slide12

BACA 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

Slide13

BACA 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

Slide14

ConclusionBACA challenges to traditional Eurocentric assessment of the artsBACA impact on experiential adult learning and portfolio assessment

Slide15

ReferencesAbíódún, 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

. Alexandria, VA: Association for Supervision and Curriculum Development

Slide16

References (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

. New York: McGraw-Hill.

Kessler, R. (2000).

The soul of education: Helping students find connection, compassion, and character at school

. Alexandria, VA: Association for Supervision and Curriculum Development

Slide17

References (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