experience in the Fine Arts.

limits on their potential for g growth, success and personal appi

Anthony A: Gonsalves ; ie 7

 

6. ‘To what extent do you attempt t to discover and crystallize the ideas an artist is s suggesting in a work of art
you admire? (Organization of a Value Sy}
(a) Never--12.4%-1.4%; (b) Hardly ever--27. 8%- 5.7%; (¢) Sometimes--41. 434.0%; (d) Very “often, a.
38.3%: (ve) As often as possi le--4, 1% -20.6%
7. ‘lo what extent are you will ing to explore and tolerate new and seemingly | confusing art forms as a means
of increasing your understanding and appreciation of unfamiliar art forms? (Internalized ‘Characterization.
of a Value Complex) a
(a) Unwilling to accept any new art forms--2.4%-1.4%; (b) Only slightly willing--18.. -7, 8%; 0 To
moderate or limited extent--36.7%-19.9%; (d) Often a and tolerant--28.4%-47.5%; fey Consistent " open
and tolerant-9.5%-19.9%

  
  
  

S25

 

 
    
   

‘This is at best a partial exploration of affective chan ee with sa a oe of Lae ques-
tionnaires; but: the benefits of the exploration outweigh the short of the test des . In sp a oh ne fact
that individual student responses are anonymous, seeing es st Ss fe i
changes for the student and confirms the fact that more “learning” has occurred than. we 1 ~ Le:
results can produce a substantial objective verification. of the instructor’s success in shaping positive atti AC
and/or create a workable framework for crystallizing changes one would wish to produce. Bs pte a the s

vey can be as simple or as involved as discipline or instructional needs dictate. -

   
    

 
 

A long-term (five-year) study was further developed to meas ure attitudinal changes with the F passag; ve of
lime. Generally speaking, the mail survey indicated some somewhat similar negati reel reflected in
the earlier pre test, but there was a minimal decrease in” the percentage of students who sti I felt strongly rsi-
live about the Visual Arts. There remained a high ree satisfaction, tolerance, : and an cented ppt for

    

Surveys measuring - affective outcomes can be useful checks on student learning asieearetergen For
exam ple, itis obvious that students training | for work in service industries require. affective training | to be effec-

tive in their work and that some procedure by which outcomes of that training can be measured is crucial to |
course evaluation. But instructors in any discipline can develop questions that probe students’ affective | experi-

ences in the interest of | developing and strengthening positive attitudes toward learning. Students educated only
value the:

  

 

 

in cognitive skills often lack the overall a areness and “sensi r ly ve es and the complexity,
of the demands made on them. Lacki \ ir wor and le amning, in cee ‘places

 
  

 

:

Coordinator of Fine Arts
Burlington County College

Kor further information, contact the author at Burlington County College, Pemberton-Browns Mills Road,
Pembe ‘rton, NJ 08068, A

   
 

;
i

POUCLAS couege |
ARCHIVES ~

|
| :

MW
Editor's Note: “Communication Skills for the Future,“ Innovation ae Vol. vu No. 19, ca carried an | approved |
eredil line that did not include ‘the author's name: Dr . Ronale Tt Education pp atthe Univer
sity of C onneeticut, Please note a typographical crror and subst ute k cine

 
 
 

ee ———— = ———a ——— eS ee

Suanne- D. Roueche, Editor
September 28, 1984, Vol. VIL No. 25

INNOVATION ABSTRACTS is a publication of the National Institute for Staff and Gigpteaionet Development, EDB 348, The University. of ieee ae Austin,
171. ibscrig 5 are available to nonconsortium members for $35 per year. Funding in part by the W. K. Kello

ft

ssued weekly when classes are in session during fall and spring terms and monthly duiring the summer,

  
 

   
 

Foundation at

«+ The University of tense at Austin, 1984 : 7 as
Further duplication is permitted only by MEMBER institutions for their own personnel. ISSN 0199-106