PLA Course Subjects

Prior Learning Assessment Course Subjects

arts

More *'s indicate a better match.

Courses 1-8 of 8 matches.
Language Arts for Preschool   (CDS-315)   3.00 s.h.  
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Course Description
This course is an introduction to language development in the child and those language experiences which will be most beneficial. The student will be given an opportunity to explore all aspects of pre-reading and pre-writing skills that are essential in early childhood programs. The student will also develop an understanding of using literature and dramatics with young children.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Articulate the developmental milestones related to emergent literacy development from birth through age 4.
  • Discuss the efficacy of language (receptive and responsive) use and demands in the home as related to emergent literacy.
  • Demonstrate understanding of the development of scribbling as it pertains to early writing skill.
  • Discuss the role of the alphabetic principle as a foundation to pre-reading skills.
  • Determine the role of phonemic awareness in the development of early reading skills.
  • Discuss the role of teacher "read-alouds" in fostering reading fluency and print awareness.
  • Indicate the value of incorporating award winning children's literature (Newbery, Caldecott) into the daily curriculum.
  • Discuss how the Common Core Standards for Literacy develop the use of expository and narrative texts for pre-school aged children.
 
Visual Arts for the Theater   (THA-364)   3.00 s.h.  
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Course Description
Fund raising for nonprofit organizations: corporate, individual and foundation giving. Grant writing.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Explain why nonprofits exist.
  • Define a philanthropic gift and discuss why people make philanthropic gifts.
  • Discuss the importance of an organization's mission in fundraising and the role of a “case for giving” in any fundraising effort.
  • Name, describe and give examples of at least five methods of fundraising from individuals and/or organizations.
  • Use the fundraising cycle to describe the activities possible to secure a charitable gift from an individual.
  • Outline the grant proposal process.
  • Describe the methods to identify a grant prospect and discuss the importance of mission match in this process.
  • Name how volunteers, board members and staff are used in a fundraising effort, and provide a job description of at least one volunteer role.
  • Talk about why commissions are not appropriate in fundraising.
  • Explain why the AFP (Association of Fundraising Professionals) Code of Ethics is an important guide to staff, board and volunteers who engage in charitable gift fundraising.
 
Creative Arts for Preschool Children   (CDS-110)   3.00 s.h.  
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Course Description
Fund raising for nonprofit organizations: corporate, individual and foundation giving. Grant writing.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Explain why nonprofits exist.
  • Define a philanthropic gift and discuss why people make philanthropic gifts.
  • Discuss the importance of an organization's mission in fundraising and the role of a “case for giving” in any fundraising effort.
  • Name, describe and give examples of at least five methods of fundraising from individuals and/or organizations.
  • Use the fundraising cycle to describe the activities possible to secure a charitable gift from an individual.
  • Outline the grant proposal process.
  • Describe the methods to identify a grant prospect and discuss the importance of mission match in this process.
  • Name how volunteers, board members and staff are used in a fundraising effort, and provide a job description of at least one volunteer role.
  • Talk about why commissions are not appropriate in fundraising.
  • Explain why the AFP (Association of Fundraising Professionals) Code of Ethics is an important guide to staff, board and volunteers who engage in charitable gift fundraising.
 
Applied Liberal Arts Mathematics   (MAT-105)   3.00 s.h.  
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Course Description
Fund raising for nonprofit organizations: corporate, individual and foundation giving. Grant writing.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Explain why nonprofits exist.
  • Define a philanthropic gift and discuss why people make philanthropic gifts.
  • Discuss the importance of an organization's mission in fundraising and the role of a “case for giving” in any fundraising effort.
  • Name, describe and give examples of at least five methods of fundraising from individuals and/or organizations.
  • Use the fundraising cycle to describe the activities possible to secure a charitable gift from an individual.
  • Outline the grant proposal process.
  • Describe the methods to identify a grant prospect and discuss the importance of mission match in this process.
  • Name how volunteers, board members and staff are used in a fundraising effort, and provide a job description of at least one volunteer role.
  • Talk about why commissions are not appropriate in fundraising.
  • Explain why the AFP (Association of Fundraising Professionals) Code of Ethics is an important guide to staff, board and volunteers who engage in charitable gift fundraising.
 
Arts and Crafts in Therapeutic Recreation   (REC-221)   3.00 s.h.  
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Course Description
Fund raising for nonprofit organizations: corporate, individual and foundation giving. Grant writing.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Explain why nonprofits exist.
  • Define a philanthropic gift and discuss why people make philanthropic gifts.
  • Discuss the importance of an organization's mission in fundraising and the role of a “case for giving” in any fundraising effort.
  • Name, describe and give examples of at least five methods of fundraising from individuals and/or organizations.
  • Use the fundraising cycle to describe the activities possible to secure a charitable gift from an individual.
  • Outline the grant proposal process.
  • Describe the methods to identify a grant prospect and discuss the importance of mission match in this process.
  • Name how volunteers, board members and staff are used in a fundraising effort, and provide a job description of at least one volunteer role.
  • Talk about why commissions are not appropriate in fundraising.
  • Explain why the AFP (Association of Fundraising Professionals) Code of Ethics is an important guide to staff, board and volunteers who engage in charitable gift fundraising.
 
Introduction to the Humanities IV: Fine Arts and Architecture   (HUM-104)   3.00 s.h.  
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Course Description
Fund raising for nonprofit organizations: corporate, individual and foundation giving. Grant writing.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Explain why nonprofits exist.
  • Define a philanthropic gift and discuss why people make philanthropic gifts.
  • Discuss the importance of an organization's mission in fundraising and the role of a “case for giving” in any fundraising effort.
  • Name, describe and give examples of at least five methods of fundraising from individuals and/or organizations.
  • Use the fundraising cycle to describe the activities possible to secure a charitable gift from an individual.
  • Outline the grant proposal process.
  • Describe the methods to identify a grant prospect and discuss the importance of mission match in this process.
  • Name how volunteers, board members and staff are used in a fundraising effort, and provide a job description of at least one volunteer role.
  • Talk about why commissions are not appropriate in fundraising.
  • Explain why the AFP (Association of Fundraising Professionals) Code of Ethics is an important guide to staff, board and volunteers who engage in charitable gift fundraising.
 
18th Century History and Philosophy   (HUM-310)   3.00 s.h.  
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Course Description
This course explores the culture of the Age of Reason at its height through the in-depth study of a number of major texts and of certain leading figures. There is an interdisciplinary approach embodying, for instance, historical, literary and philosophical approaches. The works of fiction and poetry, philosophy, history, science, music and art are studied in their own right, bur are also interconnected as mutually illuminating phenomena.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Identify the roots of Enlightenment thought in 17th century achievements in science, politics and the arts.
  • Demonstrate familiarity with the great system builders in epistemology, metaphysics and ethics and the basic principles that characterize their thinking including such thinkers as Bacon, Descartes, Locke, Spinoza, Rousseau, Berkeley, Hume, Adam Smith and Immanuel Kant, Vico, Voltaire.
  • Identify and discuss the development of rationalism and empiricism during this period considered the Age of Reason.
  • Articulate reasoned views on Nietzsche's philosophy, supported by close textual reading and argument.
  • Demonstrate familiarity with some of the critical literature on existentialism.
  • Demonstrate familiarity with some of the critical literature on the period.
 
Production II - Crew   (THA-252)   3.00 s.h.  
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Course Description
Continued participation both on and off the stage in various aspects of play production with a goal of understanding theatre as a synthetic art, and the impact of a variety of play production crew assignments on the performance. Production crew participation is interpreted to mean involvement in the crew's activities from the planning stages through the final performance, including final strike.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Articulate proper shop and theater safety rules as part of a production team
  • Identify theater shop tools used in the construction of scenic elements/ lighting design/sound design/costume construction and/or make-up
  • Identify examples of a director's or stage manager's script breakdown, lighting plots, sound design with explanation of design outcomes, or costume designs
  • Demonstrate proper technical knowledge and backstage conduct in the process of performing running crew duties for productions
  • Present an analysis of a scene or production through the lens of one of the crew positions (noted at the end of this list)
  • Discuss key factors in location scouting
  • Identify historical figures and benchmarks in Western theatre, and theatre /entertainment arts in terms of commercial vs. art -- what constitutes each, and where their own personal aesthetic falls.
  • Articulate the value of production credit
  • Relate the significance of theatre as a collaborative art form and as a “mirror” of the society that produces it
  • Provide evidence of skills required in the different technical areas in terms of ability to work as part of a crew, and an ability to work collaboratively towards a common goal

Students should show this through exemplification of performance, design, analytical or technical skills leading to performance in the capacity of at least one of the following roles in at least one production: Director, Stage Manager, Set/Light/Sound/Costume/Make-Up Designer, or Stage Technician.

 
Courses 1-8 of 8