Student Learning Assessment

Student learning is assessed through critiques of artworks, studio critiques, prize judging, grading of artist statements, collecting samples of student artworks, and research papers graded for various academic classes. 

The Student Learning Assessment Plan lists procedures for gathering and documenting evidence of student learning so that it can be used in a systematic way to evaluate student learning in light of learning goals set by the school, and to make improvements based on the results.

PAFA's Eight Learning Goals

Eight Learning Goals are common to all programs at PAFA. By graduation, all students are expected to demonstrate mastery of the skills and abilities represented by the goals.

1. ART MAKING SKILLS:  Proficiency with art making technical skills

  • All students should demonstrate proficiency in a number of studio media and to have an advanced level of proficiency in at least one medium or form of art expression.

  • In practice, students should demonstrate a general knowledge of studio art media craftsmanship and studio art making skills, and an advanced level of technical knowledge and art-making skills in at least one medium or art form.

2. CORE DISCIPLINES: Knowledge and experience of the core disciplines of the studio fine arts

  • All students should have some familiarity with drawing, painting, sculpture and printmaking. 
  • In practice, students should demonstrate some experience or knowledge of drawing, painting, printmaking and sculpture, although this need not require the completion of specific courses or artwork. 

3. AREA OF FOCUS: The ability to produce a body of art works in a specific discipline that displays perceptual acuity, conceptual understanding and technical proficiency

  • All students should demonstrate technical, aesthetic and imaginative mastery of at least one chosen artform or art discipline. 
  • In practice, this would mean the completion of work within a degree or major program, and the creation of a body of artworks in a specific artform that is aesthetically sophisticated, well crafted and expressive of a personal style or point of view.

4. PROFESSIONAL SKILLS: The ability to function independently as professional artists

  • All students should work at a professional level and to have the professional skills necessary to function independently as artists.
  • In practice, this would mean the ability to mount an exhibition of professional quality work, the demonstration of basic skills in self-promotion, and knowledge of the gallery and professional art world.

5. PERSONAL SELF- EXPRESSION: The ability to articulate aesthetic ideas in a variety of artistic, written and verbal methods 

  • All students should clearly express their artistic ideas and aspirations through verbal and written methods as well as through visual art.
  • In practice, students should be able to speak and write effectively about ideas in critiques, classes and in discussions about art.

6. CRITICAL CONTEXT: A breadth of intellectual knowledge that will allow the formulation of an aesthetic and cultural context for artwork

  • All students should have an intellectually sophisticated awareness of art that is informed by many areas of knowledge.
  • In practice, students should be able to think broadly and intelligently about art and art making, and to relate art knowledge to other areas of knowledge.

7. ART HISTORY: A general knowledge of art history and a more specific knowledge of the history and methodology of a chosen art discipline

  • All students should have a general knowledge of art history, and a more specific knowledge of the art of their chosen studio art discipline.
  • In practice, students should demonstrate a general knowledge of historic and contemporary art and a more detailed knowledge of the art and artists important within their own artform or art discipline. 

8. ARTIST’S STATEMENT: An ability to formulate and articulate a personal philosophy and aspiration for making art

  • All students should be able to articulate their personal goals and intentions for making art.
  • In practice, students should create an effective and informed artist’s statement, and to be able to talk and write effectively about their artwork.

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