An interesting article. I attended a BFA program that used GPA system. Recently, I was an adjunct at a university program that used a pass/fail system. As an educator, I prefer GPA system for the following reasons:
1. Accountability
• How do we establish accountability, beyond our personal commitment, in co-operative settings? Grades allow for accountability between students, teachers/university, and parents(whoever is paying for the education). As adults, we have deadlines, due dates, call times, and contract terms to govern how we operate. Grades are more than a judgement of progress or one educator’s opinion about a student’s talent. It is a tool that teaches accountability.
2. Universiality
• As stated in the article, arts education is embedded into academia. The system uses GPA for admission, promotion and scholarship. It keeps us connection to widely accepted practices. I feel like the arts has enough struggles for its sustenance, and we need more universal practices. I see GPA as a practice that’s keeps us in advancement conversations with science and technology.
3. Discipline
• While teaching under a pass/fail system, my heart broke for some of the very talented students who didn’t have the discipline to thrive under an attendance-based model. If they missed too many of their classes, they have the opportunity to make up, but that doesn’t not help the atrophy of muscle memory, skill building, and overall growth as a aspiring professional. Grades allow for detail feedback about progress, and can serve as an indicator for professional readiness. It’s certainly not the only indicator, but it’s part of the equation. Grades allow the student to set his/her own goals and and allows them to govern themselves in such a way that allows them to reach those goals. It’s encourages a detail approach to growth. Students know what the rubric entails- it’s not a secret (at least it shouldn’t be).
Though I’m an advocate for grades, I believe there is much room for innovation. Should we still be assessing degrees of rotation and extension, when some bodies are genetically predisposed to have less? Should the majority of the assessment be based on codified dance practice measurements; particularly Classical Ballet? How do we facilitate learning for a diverse cohort of students? Those are just a few prompts to spark further (necessary) conversations. I believe it’s time for an nuanced examination and intentional experimentation in how we educate and assess dancers.
#danceeducation #dancemagazine #bfaprograms
#danceeducator #jamiejthompson #dancebfa #collegeprograms
How much weight are BFA programs really putting on grading—and how much do students’ grades matter during, and after, their time in college?
Let's dive into it: https://lnkd.in/ehsWHtk6
#dancebfa #grades #collegedance
![Do Grades in BFA Programs Really Matter?]()
Do Grades in BFA Programs Really Matter?
dancemagazine.com
