| 1. Students in all programs demonstrate mastery of practical and
conceptual knowledge of the visual arts (appropriate to the degree
program). |
| 2. Students in all programs demonstrate abilities to: carry out
scholarly and disciplined inquiries in the visual arts; and
participate actively in discourse analyzing critical issues in the
field. |
| 3. Students in all programs demonstrate an ability to engage with
Los Angeles as a major cultural and international center of visual
arts and related industries. |
| 4. Students are qualified for admission into programs of advanced
study and/or entrance into professional careers. |
| 5. Students in all programs demonstrate understanding of diverse
cultural traditions and aesthetic values embodied in the visual
arts, past and present. |
| 6. Students in all programs demonstrate abilities to develop
collegial relationships and work collaboratively with faculty and
students. |
| 7. Students in all programs demonstrate understanding of their roles
and responsibilities to participate actively and ethically in
multicultural societies. |
| 8. Students in all programs demonstrate abilities to: negotiate
complex visual landscapes; derive meaning from the visual arts; and
pursue creative endeavors throughout their lives. |
| 1.1.1 Foundational knowledge—the basic theoretical understanding of
the discipline and its subfields, which includes |
| a. Critical understanding of the key theories, methodologies, and
concepts in Communication and its subfields, |
| b. Ability to explain the verbal and nonverbal, historical and
cultural aspects and issues of communication in various contexts,
and |
| c. Understanding of the key patterns of communication in dyadic,
group, organizational, public, and cultural contexts. |
| 1.1.2 Application learning—important skills, thinking or managing
abilities, which include |
| a. Demonstrated ability to ‘read’ the social texts and write
fieldwork-based or textual analysis of communication issues
(analytical skills), |
| b.Demonstrated ability to speak clearly in public and academic
forums (performance skills), |
| c. Demonstrated ability to critically analyzing the content of
communication (critical thinking) as part of quantitative and
qualitative research, and |
| d. Demonstrated ability to devise practical or innovative solutions
social conflict as a team player (practical/creative thinking). |
| 1.1.3 Integration learning—connecting ideas within various subfields
of the Communication Studies and beyond the discipline, which
includes |
| a. Demonstrated ability to analyze the connections between the
interdisciplinary theoretical learning and human experiences in
everyday life, in written and oral forms, and |
| b. Demonstrated ability to identify communication challenges for
living in a globalized world |
| 1.1.4 Understanding the human dimension of learning—learning about
self and others, which includes |
| a. Demonstrated awareness of the ways people in different cultures
and socio-organizational contexts make sense of life, communicate
and conduct business (self and others), and |
| b. Demonstrated ability to educate others about the complexity of
communication in personal and public life |
| 1.1.5 Caring—adopting new feelings, interests, ideas or values,
which includes |
| a. Demonstrated appreciation of human diversity in the world, |
| b. Cultivated interest in knowing about other cultures, and |
| c. Refined interest in the fight for social justice |
| 1.1.6 Learning how to learn, which includes |
| a. Demonstrated ability to be a better student, |
| b. Demonstrated ability to ‘read’ social interactions and write
about it, and |
| c. Development of a future learning plan for self-directed
life-long learning. |
| A. Literary Coverage |
| Students will demonstrate familiarity with the major writers,
historical periods, and genres of British and American literature,
and demonstrate an awareness of the connection between texts and
their historical and cultural context. |
| B. Literary Analysis |
| Students will demonstrate the ability to analyze and interpret a
text with attention to its genre, formal and rhetorical features,
and historical and cultural contexts |
| C. Theory and critical perspectives |
| Students will understand the history of critical theory and
demonstrate the ability to apply theoretical approaches to texts. |
| D. Linguistics |
| Students will demonstrate knowledge of the grammatical structure of
English and recognition of standard and nonstandard varieties. |
| E. Rhetoric, research and writing |
| Students will understand the writing process and use their
understanding of audience, purpose, form, and other rhetorical
concepts to produce rhetorically and stylistically effective
writing. Additionally, students will demonstrate the ability to
conduct research in the field and effectively incorporate this
research into their analysis and writing |
| Students will: |
| 1. Develop an understanding and appreciation of the power and
beauty of written expression through the study of representative
literary texts from diverse periods, genres, and cultures |
| 2. Practice textual analysis with confidence and skill |
| 3. Develop a multicultural understanding of their own and other
cultures, past and present, through the historically contextualized
study of language and literature |
| 4. Be aware of the evolving roles of literature, aesthetics,
and critical theory |
| 5. Be able to develop and support original perspectives with
precision, express themselves effectively and with clarity, and
engage in constructive dialog with an awareness of multiple
perspectives |
| 6. Be able to conduct research in the field |
| 7. Develop solid reading, writing, and critical thinking skills |
| 1. Students will demonstrate knowledge of the basic focus, goals,
and approaches of the Physical Sciences, Social Sciences, and the
Humanities, including Cultural Studies and American studies. |
| 2. Students will demonstrate the ability to do detailed
descriptions of cultural sites, cultural performances, practices,
and arts in the multi-cultural and multi/inter-ethnic landscape of
Los Angeles through descriptive qualitative methods. |
| 3. Students will demonstrate their ability to read, critically
analyze, and apply advanced theories of culture to disciplinary
knowledge production in the natural sciences, the social sciences,
and the humanities. |
| 4. Students will demonstrate mastery of the modes of critical
analysis proper to the humanities and fine arts as applied to a
variety of different texts such as films, television shows,
historical essays, novels, news reports, and archival materials. |
| 5. Students will demonstrate understanding of difficult critical
arguments as they are constructed through diverse disciplinary
formations. |
| 6. Students will construct and demonstrate the nature of critical
arguments, how they are structured and what position they take in
relation to the subject matter. |
| 7. All students will complete a senior thesis: an extended well
researched, critically written, coherent, and well developed piece
of original scholarship. |
| In addition to (a)-(h) of the BA, students seeking the Single
Subject Credential in French must demonstrate their understanding
of: |
| (a) Principal concepts of phonetics and phonology, including an
understanding of various phonetic and phonological aspects of French
or Spanish dialectal processes and the ability to transcribe spoken
French or Spanish discourse; |
| (b) Social and socio-historical factors that can affect language
variation and change; |
| (c) Fundamental concepts of the theory of Second Language
Acquisition; |
| (d) Analysis of structures that cause interference in
target-language learners; |
| (e) Theories and methods of language proficiency evaluation; and |
| (f) Broad relationship between language, culture and society. |
| In addition to (a)-(h) of the BA, students seeking the Single
Subject Credential in Spanish must demonstrate their understanding
of: |
| (i) Basic principles of linguistic analysis; |
| (j) Principal concepts of phonetics and phonology, including an
understanding of various phonetic and phonological aspects of French
or Spanish dialectal processes and the ability to transcribe spoken
French or Spanish discourse; |
| (k) Major processes used to form words in French or Spanish
(including the ability to identify and describe parts of speech) and
major sentence structure rules and processes; |
| (l) Social and socio-historical factors that can affect
language variation and change; |
| (m) Fundamental concepts of the theory of Second Language
Acquisition; |
| (n) Analysis of structures that cause interference in
target-language learners; |
| (o) Fundamental concepts of pragmatics and sociolinguistics; |
| (p) Theories and methods of language proficiency evaluation; and |
| (q) Broad relationship between language, culture and society. |
| (a) Demonstrate the ability to communicate successfully with
native speakers of the target language in a large range of contexts,
both personal and professional, and to present their point of view
in a comprehensible, organized, and culturally appropriate manner. |
| (b) Be able to write clearly, coherently and accurately on a
variety of subjects -- personal experience or reflection; cultural,
linguistic, or literary analysis -- and to use a variety of
discourse types, including expository and argumentative essays on
academic topics. |
| (c) Be able to understand spoken and visual messages, live or in
recordings or videos, and to summarize and discuss such messages or
respond to them in an interactive context. |
| (d) Be able to read and discuss texts ranging from advertisements
and newspapers to business correspondence and literary masterpieces,
understanding both the explicit and implicit messages of such texts,
and demonstrating the ability to discuss the ideas in these texts
and their own interpretation of them. |
| (e) Demonstrate a familiarity with the main periods, authors, and
developments in French and Francophone or Spanish and Spanish
American literatures, and the ability to summarize and analyze
literary texts. |
| (f) Demonstrate a familiarity with well-known historical figures
and events, and understand and be able to explain basic cultural
characteristics of the main world regions in which the target
language is spoken. |
| (g) Be able to examine the larger question of how language
functions as a communicative system and a social construct, and the
role of the target language in the world. |
| (h) Demonstrate familiarity with library and information
technology as part of a well-rounded education in the Humanities,
and exploit such technology to find resources in the target
language. |
| (a) Demonstrate their ability to handle successfully a variety of
predictable and concrete oral exchanges necessary for survival in
the target culture (e.g., personal information covering self,
family, home, daily activities, interests and personal preferences,
as well as physical and social needs, such as food, shopping, travel
and lodging). |
| (b) Demonstrate their ability to read and write short, simple
communications, compositions, descriptions, and requests for
information that are based on personal preferences, daily routines,
common events, and other topics related to personal experiences and
immediate surroundings. |
| (c) Perform (a) and (b) in culturally appropriate ways. |
| (d) Demonstrate their understanding and ability to discuss cultural
similarities and differences between Chinese or Japanese culture and
the students' own or American culture. |
| (e) Be able to understand and analyze major literary works in the
socio-historical contexts of the literary production, and to explain
the authors of the texts. |
| (f) Be able to understand and explain basic linguistic terminology
and socio-cultural aspects of the target language, as well as
differences of sound and grammar structures between the target and
English languages. |
| (g) Demonstrate familiarity with library and information technology
as part of a well-rounded education in the humanities, and exploit
such technology to find resources in the target language. |
| (a) Demonstrate their ability to handle successfully many
uncomplicated tasks and social situations requiring an oral exchange
of basic information related to work, school, recreation, particular
interests and areas of competence, and orally to narrate and
describe in major time frames using connected discourse of paragraph
length. |
| (b) Be able to meet practical reading and writing needs such as
understanding and producing uncomplicated letters, simple summaries,
and compositions related to work, school experiences, and topics of
current and general interest, and to write simple descriptions and
narrations of paragraph length on everyday events and situations in
different time frames using a limited number of cohesive devices. |
| (c) Perform (a) and (b) in culturally appropriate ways. |
| (d) Demonstrate their understanding and ability to discuss cultural
similarities and differences between Chinese or Japanese culture and
the students' own or American culture. |
| (e) Be able to understand and analyze major literary works in the
socio-historical contexts of the literary production, and to explain
the authors of the texts. |
| (f) Be able to understand and explain basic linguistic terminology
and socio-cultural aspects of the target language, as well as
differences of sound and grammar structures between the target and
English languages. |
| (g) Demonstrate familiarity with library and information technology
as part of a well-rounded education in the humanities, and exploit
such technology to find resources in the target language. |
| The ability to perform on their instrument or voice with technical
proficiency and sufficient artistry to perform a variety of
appropriate repertoire. |
| Rudimentary knowledge of the MIDI protocol and the ability to use
basic computer technology for music notation, music example
realization (sequencing), recording, and research. |
| The ability to comprehend all aspects of music theory, including
analysis, part-writing, ear-training, and sight-singing. |
| The ability to comprehend all aspects of music history including all
historical periods, genres, and styles. |
| Knowledge of music literature from a variety of times and places
representative of the western European tradition. |
| Knowledge of the literature and stylistic characteristics of various
world musics (i.e., music from diverse cultures and styles). |
| The ability to play the keyboard with sufficient technique to
perform scales, chord progressions, score reading, and simple
accompaniments. |
| The ability to perform on their instrument or voice. The ability to
comprehend all aspects of music. |
| Students will demonstrate: |
| 1. The ability to perform on their instrument or voice with
technical proficiency and sufficient artistry to perform a variety
of appropriate repertoire. |
| 2. Rudimentary knowledge of the MIDI protocol and the ability
to use basic computer technology for music notation, music example
realization (sequencing), recording, and research. |
| 3. The ability to comprehend all aspects of music theory,
including analysis, part-writing, ear-training, and sight-singing. |
| 4. The ability to comprehend all aspects of music history
including all historical periods, genres, and styles. |
| 5. Knowledge of music literature from a variety of times and
places representative of the western European tradition. |
| 6. Knowledge of the literature and stylistic characteristics of
various world musics (i.e., music from diverse cultures and styles). |
| 7. The ability to play the keyboard with sufficient technique
to perform scales, chord progressions, score reading, and simple
accompaniments. |
| Expected learning outcomes for undergraduate programs focus on (a)
knowledge of philosophy, and (b) acquisition of the interpretive,
analytic and critical skills of philosophical inquiry, including the
ability to construct and evaluate arguments. |
| Knowledge Outcomes: |
| 1. Knowledge of some of the major philosophical texts in the history
of Western philosophy. |
| 2. Knowledge of contemporary philosophical methods. |
| 3. Knowledge of some of the main currents and issues in contemporary
philosophy for example, in metaphysics, epistemology, logic,
philosophy of language, philosophy of mind, philosophy of science,
philosophy of law, ethics, political philosophy, and aesthetics. |
| 4. Knowledge of the fundamentals of logic and critical thinking. |
| Ability Outcomes: |
| 5. The ability to understand, analyze, and critically evaluate
complex arguments and theories. |
| 6. The ability to identify and critically evaluate the underlying
presuppositions of methodologies, theories, and arguments in various
areas, e.g., science, law, religion, and public policy. |
| 7. The ability to develop reasoned support for one's own opinions on
theoretical and practical matters. |
| 8. The ability to interpret and explicate texts from different
cultural and intellectual contexts. |
| 9. The ability to explain, both orally and in writing, difficult
ideas in a clear, informed, effective, and coherent manner. |
| 10. The ability to write an essay satisfying the terms of the
assignment, with a recognizable thesis and a coherent supporting
argument. |
| 11. The ability to apply the above philosophical skills in new
contexts. |
| 12. The ability to apply some of the philosophical skills listed
above to one's own life, in self-reflection and life-long learning. |
| 1. Students will demonstrate creative skill sets in the production
of audio/video and writing for media (Skills). |
| 2. Students will critically analyze contemporary media productions,
practices, and impacts (Skills). |
| 3. Students will know the structure, fundamental professional
practices, and established professional standards of contemporary
media industries (Knowledge). |
| 4. Students will develop the skills for effective career building
self presentation in their professional interactions,
communications, negotiations, and collaborations in media industries
(Skills). |
| 5. Students will know the industrial, historical and aesthetic
components of media production (Knowledge). |
| 6. Students will develop a greater appreciation for the necessity
of collaboration, as well as the collaborative ethics of
professional media production (Attitudes). |
| 7. Students will have a greater appreciation for the social
responsibilities of contemporary media, including responsibilities
engaging notions of identity, ethics, politics and culture
(Attitudes). |
| 1. Students will demonstrate creative writing skills in the
production of projects, screenplays and/or scholarly essays
(Skills). |
| 2. Students will gain competence as potential researchers and
scholars in the field, whether in doctoral study or other
research-based positions (Skills). |
| 3. Students will demonstrate advanced abilities to employ critical
theories and insights in analysis of contemporary media productions,
practices and impacts (Skills). |
| 4. Students will know the industrial, historical and aesthetic
components of television and film production (Knowledge). |
| 5. Students will have a greater appreciation for the social
responsibilities of contemporary media, including responsibilities
engaging notions of identity, ethics, politics and culture
(Attitudes). |
| 1. Improve oral, written, and critical thinking skills. |
| 2. Improve computer literacy through the required design classes. |
| 3. Improve library skills by learning how to conduct research in
theatre and performance |
| 4. Learn how to write about performances |
| 5. Learn how to put performance in a cultural, historical, and
theoretical context |
| 6. Learn the history of theatre and performance in major western and
non-western cultures |
| Acting/Directing |
| 1. Learn to be aware of and to perform and/or direct in at least six
major genres of westernperformances. |
| 2. Learn to be aware and to perform and/or direct in at least three
cultural artistic traditions |
| 3. Learn to be aware and to perform and/or direct in at least three
acting theoretical traditions |
| 4. Learn to select, analyze, incrementally organize, and prepare to
rehearse a scene or a play |
| 5. Learn to block a script on paper and communicate effectively the
directorial design to actors. |
| 6. Learn (as an actor) how to audition competently within the
professional market place: theatre,TV, film or dance. |
| Technical |
| 1. Learning outcomes in Scenic, Costume, and Lighting design courses
have been developed to allow the student to acquire skills related
to design and technical production. |
| 2. Learn the basic tools and techniques of scenery construction.
Learn basic drafting techniques. |
| 3. Learn costume paint and dye techniques as well as wardrobe
plotting. |
| 4. Learn the basic principles of costume design and construction as
well as understanding the historical nature of costume from ancient
to modern times. |
| 5. Learn costume rendering layout and construction techniques. |
| 6. Learn scenery design including working drawings model making and
perspective rendering. |
| 7. Learn the theory and practice of lighting design, including basic
electricity, optics, color, light plots, the use of lighting
equipment and its control systems. |
| Arts Management |
| 1. Learn the history of arts management. |
| 2. Learn the various functions of management in the arts. |
| 3. Learn to be familiar with and how to create, utilize, or access
incorporation of non-profit and profit organizations. |
| Stage Management |
| 1. Learn to create an understanding and appreciation for the
practical function of theatre stage managers. |
| 2. Develop a working knowledge of the research and tools used by
professional stage manager. |
| 3. Learn about unions, associations, contracts, and rules that
govern the professional theatre. |
| 4. Learn how to use the technology available to the professional
stage manager. |
| 1. Improve oral, written, and critical thinking skills |
| 2. Learn how to conduct research in dance and performance |
| 3. Learn how to write about performances |
| 4. Learn how to put performance in a cultural, historical, or
theoretical context |
| Technique/Artistic Perception |
| 1. Learn to process, analyze and respond to sensory information
through the language and skills unique to dance. |
| 2. Demonstrate increased movement skills, concentration and physical
control in performing movement for artistic expression. |
| 3. Learn to discriminate and use a wide range in the used of time,
space, and energy. |
| 4. Learn to memorize and reproduce long movement sequences. |
| Choreography/Creative Expression |
| 1. Learn to use choreographic principles and processes to express
perceptions, feelings, images, and thoughts through dance, working
alone, with a partner, or in small groups. |
| 2. Learn to manipulate the elements of dance, shape, space, time and
energy, to create short studies that demonstrate development as well
as a beginning, middle and end. |
| 3. Learn to create and perform dance works of art showing
proficiency in investigating complex thematic materials, universal
themes, and incorporate simple dance performances, e.g.: music,
lighting, scenic design, costuming and analyzing how these will
affect the performance of the work. |
| Multicultural Context |
| 1. Gain understanding of historical and cultural dimensions of the
dance arts. |
| 2. Students will be able to analyze, discuss and write about the
role and development of dance in past and present cultures
throughout the world noting human diversity as it relates to dance
and dancers. |
| 3. Understand, articulate and write about artist/work of
art/different dance forms and the effects of society on artwork and
of artwork on society. |
| Verbal and Written Aesthetic Evaluation |
| 1. Learn to respond to, analyze, articulate and make judgments about
artwork. |
| 2. Students will critically assess the meaning of works of dance and
performance of dancers based on the cultural and historical contexts
of the dance and their aesthetic principles. |
| Community Outreach |
| 1.Students will have a heightened sense of community, cultural
sensitivity and respect through community-based performances and
teaching dance. |
| 2. Students will have a heightened sense of commitment towards civic
duty/community involvement as future teachers, performers, or
workers in community agencies. |
| 3. Students will have a heightened sense of the impact of their
performing on community audience members. |
| 1. Improve oral, written, and critical thinking skills. |
| 2. Learn how to conduct advanced research in theatre and performance
ranging from fieldwork to databases and web sites. |
| 3. Learn the criteria and process of submitting articles for
publication. |
| 4. Learn the contemporary theorists, critics, and practitioners in
theatre and performance. |
| 5. Develop a vocabulary for describing diverse forms of theatre and
performance. |
| 6. Gain an understanding of the relationship between contemporary
theatre and performance to that of other areas and cultures. |
| 7. Learn how to contextualize theatre and performances. |
| 8. Demonstrate the relationship of theory to practice in performance
criticism. |
| 9. Learn the relationship between theatre & performance and society. |
| 10. Gain a clear knowledge of Asian performance. |
| 11. Gain pedagogical experience. |
| 1. Students will demonstrate creative writing skills in the
production of projects, screenplays and/or scholarly essays
(Skills). |
| 2. Students will gain competence as potential researchers and
scholars in the field, whether in doctoral study or other
research-based positions (Skills). |
| 3. Students will demonstrate advanced abilities to employ critical
theories and insights in analysis of contemporary media productions,
practices and impacts (Skills). |
| 4. Students will know the industrial, historical and aesthetic
components of television and film production (Knowledge). |
| 5. Students will have a greater appreciation for the social
responsibilities of contemporary media, including responsibilities
engaging notions of identity, ethics, politics and culture
(Attitudes). |
| 6. Students will refine the skills for effective career building
self-presentation in their professional interactions,
communications, negotiations, and collaborations in the realms of
higher education and media industries (Skills). |
