Borderless Artistic and Creativity Assessment BACA A Culturally

Borderless Artistic and Creativity Assessment (BACA): A Culturally Proficient Model for Measuring Adult Experiential Learning Marjorie Williams-Cooper University of Phoenix-Jersey City Campus, College of Arts and Sciences Thomas Edison State College De. Borah Gilbert White University of Phoenix-Philadelphia Campus, College of Humanities © May 2012 by Marjorie Williams-Cooper and De. Borah 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.

Background: What is Borderless Artistic Creativity Assessment (BACA)? What is the nature of BACA’s cultural proficiency? Problem Statement: Eurocentrism in traditional assessments Urgency for a culturally proficient model

Resolution BACA Creativity and Artistic Performance Domain BACA Social and Emotional Learning (SEL) Domain BACA Social Psychological Lenses for Cultural Proficiency and Borderless Artistic Creativity Assessment Domain BACA Integrity Assurance Domain Learning Expectations Domain

BACA Creativity and Artistic Performance Domain Figure 1: Creativity and Artistic Performance Components Cultural Attitudes and Taboos Ritual Performance Mythology Spirituality and Religion Food/Drink Preparation and Consumption Patterns Gender and Sexual Orientation Environment and Climate Change

BACA Creativity and Artistic Performance Domain Figure 2: Creativity and Artistic Performance Components (cont’d) Metaphysical Concepts of Divinity Roles of Ancestors Cultural Memory

BACA Creativity and Artistic Performance Domain Figure 3: Creativity and Artistic Performance Components (cont’d) Languages and Dialects Oral and Written Traditions Cultural Worldviews

BACA Social and Emotional Learning (SEL) Domain Figure 4: SEL Domains Utilized by BACA (Kessler, 2000) Character Building Conflict Resolution Cultural Diversity Authentic Expression Independent Critical Thought Social and Emotional Dimensions of Learning (SEL) Imagination and Creativity Questioning and Seeking Answers Silence and Reflection Intuition Human Spirituality Community Service Nature and Natural Environment

BACA Social Psychological Lenses for Cultural Proficiency and Borderless Artistic Creativity Assessment Domain Figure 5: Social Psychological Lenses CULTURAL PROFICIENCY SOCIAL IDENTITY (Ethno-Cultural) BACA MODEL EQUITY (Inclusiveness of Diversity) FIELD (Environment)

BACA Integrity Assurance Domain Figure 6: Two-tiered Self-assessment Components Evolution of Assessment Model Credit Earned for Actual Learning Publicized Assessment Standards Institutional Commitment to PLA Evaluator Qualifications and Credentials Institutional Support of PLA Self-reflective Assessment and Revision Financial Costs of Assessment Evaluator Certification Full Disclosure of Processes Credit Assessed and Applied College Transcripts Noted and Monitored Credit Earned for Artistic Contexts Evaluation While Learning Informed Assessment Experts

BACA Learning Expectations Domain Figure 7: Learning Objectives Rubric Learning Situation Requirements Earned Points BACA Concepts Implementation 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 collegelevel 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. 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 Total points earned to be determined by institution (TBD) TBD Score TBD

BACA Learning Expectations Domain Figure 8: Learning Outcomes Rubric Learning Situation Creator Artist Demographics Artistic Production Nature of the Artistic Work Requirements • Full name, address, phone number(s), email address. • Cultural and ethnic community of creator artist. • • • Title of artistic work. Date and time of creation. Ethno-cultural aspects. Personal reason(s) for creations. Portfolio of original examples. 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 ethno-cultural messages. • Cultural meanings and worldview. Earned Points TBD TBD

BACA Learning Expectations Domain Figure 9: Learning Outcomes Rubric (cont’d) Learning Situation Application and Interview Processes Requirements Earned Points Creator artist must present: • A scholarly essay explaining reasons for applying, ethnocultural 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 macroculture. • 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

BACA Learning Expectations Domain Figure 10: Learning Outcomes Rubric (cont’d) Learning Situation Evaluation Process Requirements • Institution policies and procedures regarding how credits are earned and applied. Earned Points TBD • 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. Appeal Process (if applicable) Score • Disclosure of appeal process made to creator artist. • Appeal process and procedures performed by institution. • Appeal results made available to student and institution. Total points earned to be determined by institution (TBD) TBD

Conclusion BACA challenges to traditional Eurocentric assessment of the arts BACA impact on experiential adult learning and portfolio assessment

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