In the Curatorial Practice MFA (CP) program at Maryland Institute College of Art (MICA), all courses and curricular projects must address our program learning outcomes. Members of each CP student's individually tailored Graduate Review Committee—consisting of MICA faculty members, project advisors, and partners—evaluate final Thesis projects using rubrics that break these outcomes into various assessment categories, each scored from Beginning (1) to Exemplary (4).
In 2019, I created a worksheet to offer a different type of feedback: less concerned with passing or failing; more qualitative and open-ended. The eight "axes" in this document prompt students to reflect on how the decisions they make position their projects between and among discourses, institutions, and stakeholders.
With any given project, a student may lean toward one end of a continuum or the other—or even perch ambivalently somewhere in the middle. The worksheet indicates no right or wrong answers per se; instead, it serves as an invitation to become more purposeful and self-aware in planning and producing.
Here are the axes as introduced to students in the first year of the program:
In 2019, I created a worksheet to offer a different type of feedback: less concerned with passing or failing; more qualitative and open-ended. The eight "axes" in this document prompt students to reflect on how the decisions they make position their projects between and among discourses, institutions, and stakeholders.
With any given project, a student may lean toward one end of a continuum or the other—or even perch ambivalently somewhere in the middle. The worksheet indicates no right or wrong answers per se; instead, it serves as an invitation to become more purposeful and self-aware in planning and producing.
Here are the axes as introduced to students in the first year of the program:
