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College of Fine Arts and Communication
The College of Fine Arts and Communication contains the Schools of Art and Design, Communication, Music and Theatre and Dance.
For eight years, the College of Fine Arts and Communication has continually demonstrated that the arts and communication go hand-in-hand. As artists, we work to communicate feelings
and ideas; to provoke; to explain. In communication, there is a true art to crafting messages, either through spoken or written word or mediated images. Art (including communication),
be it theatrical or musical performance, a persuasive oration, or a modern sculpture, is fundamental to the human condition. One does not have to look very far to find that, even in the
most primitive conditions, human beings have an innate need for aesthetic expression. This expression is not simply for entertainment or diversion, but is rather a conduit for the
articulation of one of the most basic human needs. Art is with us in all aspects of life. As human beings we give added meaning to the most mundane tasks through simple aesthetic
means and when we try to comprehend and explore the profound questions of our existence, we do it through Art. Can you imagine any of the world’s great religions without their Art?
What about the celebrated civilizations of antiquity? What is the legacy of their existence? Art—in all its forms.
Because of the indispensible nature of Art, the arts have always played a central role in the life of the Academy. At ECU, the University founders understood this and made the
arts a cornerstone of this institution from the very beginning. Consequently, the arts have flourished at ECU and the vibrant arts community in Greenville and Eastern North
Carolina that has grown around ECU has been integral to the growth and development of the university, the community, and the region. The visionary (indeed, legendary)
Chancellor, Leo Jenkins, was a vigorous and steadfast proponent of the arts in the strong belief that they were central to a university’s prominence among peer institutions.
ECU has worked hard to achieve the Carnegie classification of “Community Engagement.” Our programs are a major, dominant interface between our community and the
university. In fact, only athletics can generate the sort of numbers that we can generate in reaching out to members of the community and region. To many of the donors and
patrons of ECU we are the visible face of the university.
Greenville is a great place to live and work because of the cultural richness provided by the arts programs at East Carolina University. Our university and medical facilities bring
in faculty members, doctors and researchers to work, but many stay here to live because of the cultural resources our community has to offer. The same is true of the large and
growing retirement community in Greenville. Many of these people have the means to settle wherever they like but Greenville offers a cultural atmosphere that they find vibrant
Job creation, economic partnerships, the transmission of news and information and economic development are all important aspects of an arts presence in any community, but
being a catalyst for economic development is only a part of the important work that goes on every day in our schools. We train arts leaders. We encourage creativity and selfexpression. We challenge students to tell others the stories of our times. We are the curators, the keepers, the proclaimers of the world’s rich cultural heritage and at the same
time we dip into this vast store to create new ways to understand our place in the world.
In these economic times it is easy to think of Art as dispensable: as entertainment or a diversion that we do not currently have the disposable income with which to indulge
ourselves. Wrong. Art is as indispensable to the human spirit as food or water is to the human body, and now, more than ever, ECU must step up to our responsibility to the
public good and recommit ourselves to the maintenance of that which has always been one of the cornerstones of our institutional values and an area that has always produced
some of our most outstanding graduates.
We believe that a future of leadership and academic excellence must be built upon the values and priorities on which this institution was founded. The arts at ECU have always
been in the vanguard: on our campus, in our region, in the state, and in the nation. This is an area of undisputed excellence and leadership at ECU and we must not let that slip
College of Fine Arts and Communication
In addition, the college has three other units that contribute to our academic offerings and enrich our region. These units are:
the S. Rudolph Alexander Performing Arts Series, the Institute for Outdoor Drama, and Italy Intensives.
The College of Fine Arts and Communication raised nearly $1,000,000 in donations in 2010-2011
and secured a $1,000,000 endowment for an endowed chair for the Four Seasons Festival in the School of Music.
S. Rudolph Alexander Performing Arts Series
Institute for Outdoor Drama
Italy Intensives
The S. Rudolph Alexander Performing Arts Series, with Family Fare,
Arts Smart and the Southern Circuit Film Festival, served 30,036
individuals across eastern North Carolina in 2010-2011. Eighteen
percent of performance audiences were ECU students. Through 62
distinct events offered, ECU students reflected 26 percent of all
audiences engaged in activities such as master classes, career
workshops and direct experience in the arts via performance and arts
management opportunities. These events ran without direct state
support in service to the region. Ticket revenue ($256,022),
grants/sponsorships and student activity fees represent 76%, 12% and
10% of the budget, respectively. The four titles continue to engage
students in an authentic manner while providing powerful inspiration
in the arts for regional audiences.
The Institute of Outdoor Drama provides leadership for outdoor
theatre companies through training, research and advisory programs
and serves as a clearinghouse for 75 theatres in the U. S. and Canada.
As the only agency of its kind in the nation, the Institute plays a unique
role by contributing to the education, research and cultural enrichment
elements of the University’s mission. The advisory services of the
Institute directly enhance the economic benefits the state enjoys as a
result of having 13 successful outdoor dramas and their contribution to
the travel and tourism industry. In its first year at ECU the IOD raised
$59,000 in non state funds. Its National Outdoor Drama Auditions,
held on the ECU campus, saw 216 students from 23 states and
Scotland representing 91 colleges and universities from across the
country.
The Italy Intensive Program is the premier study-abroad program in
the college and the only year round program of its kind in the UNC
system. This unique offering is centered in Certaldo, Italy and serves
approximately 100 students annually. Currently, the ECU Honors
College is in discussion with the director of the Italy Intensive
Program to possibly advise or require ECU Scholars to participate in
the program on a regular basis.
COLLEGE OF FINE ARTS AND COMMUNICATION
PART A. SUMMARY TABLE
School of Art and
Design
School of
Communication
School of Music
School of Theatre and
Dance
Program
Overall Priority
Bachelor of Fine Arts in Studio
HIGH
Productivity Centrality Quality
Opportunity
Comments Comments Comments
HIGH
HIGH
HIGH
INVEST
Bachelor of Fine Arts in Art Education
HIGH
HIGH
HIGH
HIGH
INVEST
Master of Fine Arts in Studio
HIGH
HIGH
HIGH
HIGH
INVEST
Master of Arts in Art Education
HIGH
HIGH
HIGH
HIGH
INVEST
Bachelor of Science
HIGH
HIGH
MIDDLE
HIGH
INVEST
Master of Arts in communication with an
emphasis in health communication
BM, Music Education
HIGH
MIDDLE
HIGH
HIGH
INVEST
HIGH
HIGH
HIGH
HIGH
INVEST
BM, Performance with a concentration in
HIGH
Sacred Music-Organ; MM, Performance with a
concentration in Sacred Music
Organ/conducting
LOW
HIGH
HIGH
INVEST
BM, Performance with concentrations in:
Piano, Strings, Voice, Wind, and Percussion
MM, Music Education
HIGH
HIGH
HIGH
HIGH
MAINTAIN
HIGH
MIDDLE
HIGH
HIGH
MAINTAIN
MM, Performance with concentrations in
HIGH
Choral Conducting, Instrumental Conducting,
Piano, Voice, Strings, Percussion, Winds, and
Piano Pedagogy
HIGH
HIGH
HIGH
MAINTAIN
Certificate in Suzuki Pedagogy (graduate)
HIGH
MIDDLE
HIGH
HIGH
MAINTAIN
BM, Music Therapy
HIGH
MIDDLE
HIGH
HIGH
MAINTAIN
BM, Theory-Composition; MM, TheoryComposition
BM performance with concentration in Jazz
Studies Instrumental/Vocal
BFA-Theatre Arts
HIGH
LOW
HIGH
HIGH
INVEST
HIGH
MIDDLE
HIGH
HIGH
INVEST
HIGH
HIGH
HIGH
HIGH
INVEST
BFA-Dance Performance
HIGH
HIGH
HIGH
HIGH
INVEST
School of Art and
Design
School of Music
School of Theatre and
Dance
School of Art and
Design
School of
Communication
School of Music
School of Theatre and
Dance
Bachelor of Arts in Art History
MIDDLE
MIDDLE
HIGH
HIGH
MAINTAIN
Bachelor of Fine Arts in Wood Design
MIDDLE
LOW
MIDDLE
MIDDLE
MAINTAIN
Masters of Fine Arts in Wood Design
MIDDLE
LOW
MIDDLE
MIDDLE
MAINTAIN
Masters of Fine Arts in Illustration
MIDDLE
MIDDLE
MIDDLE
MIDDLE
MAINTAIN
Certificate in Advanced Performance Studies
MIDDLE
HIGH
HIGH
MAINTAIN
MM Performance with concentrations in Jazz
Studies Instrumental/Vocal
BFA-Theatre Education
MIDDLE
LOW
MIDDLE
MIDDLE
HIGH
HIGH
MAINTAIN
BFA-Dance Education
MIDDLE
MIDDLE
HIGH
HIGH
MAINTAIN
Bachelor of Fine Arts in Weaving Design
LOW
LOW
LOW
LOW
ELIMINATE
Masters of Fine Arts in Weaving Design
LOW
LOW
LOW
LOW
ELIMINATE
Bachjelor of Fine Arts in Fabric Design
LOW
LOW
LOW
LOW
ELIMINATE
Masters of Fine Arts in Fabric Design
LOW
LOW
LOW
LOW
ELIMINATE
Bachelor of Arts in Studio
LOW
LOW
LOW
LOW
IN THE PROCESS OF
ELIMINATION
Media Production concentration--BS
LOW
MIDDLE
HIGH
Bachelor of Arts
LOW
MIDDLE
HIGH
Certificate in Jazz Studies
LOW
Jazz Studies Minor
LOW
BM, performance with a concentration in Piano
Pedagogy
MM, performance, concentration in:
Accompanying, Vocal Pedagogy, Woodwind or
Brass Specialist
Certificate in Suzuki Pedagogy
(undergraduate)
BM, performance concentration in Musical
Theatre
BM, MM in Performance with a concentration
in organ performance
BM, performance with a concentration in
Sacred Music - voice
BA-Theatre Arts
LOW
HIGH
INVEST
ELIMINATE
ELIMINATE
LOW
ELIMINATE
LOW
ELIMINATE
LOW
ELIMINATE
LOW
ALREADY ELIMINATED
LOW
LOW
ELIMINATE
LOW
LOW
LOW
LOW
ELIMINATE
LOW
LOW
MIDDLE
MIDDLE
INVEST TO IMPROVE
OR ELIMINATE
College of Fine Arts and Communication
Low Productivity Programs
School of Art and Design
School of Music
Art History and Appreciation Current faculty and courses
would remain high.Present art history courses are required
of art and design majors. Students who do not get into
studio concentration may still be retained in the Art
History degree. No monetary savings will be incurred by
eliminating the degree program. The University Low
Productivity report of 2009 identified the Art History
Concerns regarding low productivity programs in SOM: Theory /Composition:
Theory, Composition and Musicology form a core of studies that is required of all musicians regardless of concentration. Therefore, many of the courses required to satisfy a degree in
theory or composition are already in place in any school of music. By offering the degree, we simply add value to the school in a way that touches every part of what we do. It attracts a
level of faculty that would not come here if they did not have the opportunity to work with their own majors. The added value is that these faculty members work with ALL of our
students providing a quality experience not found everywhere. Furthermore, having student and faculty composers in our school provides the opportunity for all students to work closely
with living composers allowing for distinctive experiences and leadership opportunities. In addition to these benefits, the faculty members from the department housing this degree
provide the following resources:
Program. The current enrollment is 30 and graduating
seniors numbers 10 for 2011/2012. Elimination of the
degree program would negatively impact attracting and
retaining outstanding Art History faculty members. The
• In addition to teaching courses for our majors, we draw on this faculty, specifically, to teach our large sections of non-major offerings. This provides critical SCH to help offset the
“SCH deficit” created by the large numbers of faculty engaged in the one-on-one teaching of the applied studios.
• Second year graduate students in the theory degree are able to provide tutoring for our undergraduate students and also are the instructors of record for our on-line-non-major theory
offerings that generate additional SCH for the school.
number of BFA Studio students double majoring in Art
History has increased (need numbers). Elimination of the
degree program would negatively impact studio students.
The overall reputation of the School of Art and Design
would diminish if the BFA in Art History degree were
eliminated. Faculty have produced 3 textbooks in the last
two years and 4 undergraduate were admitted into graduate
school.
After our last response to GA’s Low Productivity Report, the Provost designated the Theory Composition degree as an “area of excellence” for the School. Because of the quality and
centrality of this program, it is the very heart of what we are about, we have designated it as a HIGH priority. We are recommending investment in this area, as a way to have the faculty
members in place that can continue to generate needed SCH in the School of Music.
Music Therapy:
Our music therapy program has a long and distinguished history at ECU. In the 1960’s it was one of the pioneering programs and it remains one of two therapy programs in the UNC
System. The program went through a difficult period in the last two decades as it suffered from declining interest and lower enrollments. However, in recent years enrollment has
picked up significantly as a result of new research and increased public awareness. This is a program that has the potential for significant growth in the coming decade. In the last five
years, enrollment in this program has grown to over 40 majors from a low of 14. This program also has the ability to interact with the medical campus in a way that no other music
program can, thus tying us to another strategic direction: “HEALTH CARE AND MEDICAL INNOVATION.”
Because of the potential for growth in this area, because it is one of only two therapy programs in public institutions, and because of its centrality to the university’s mission, we have
designated the music therapy program a HIGH priority.
Jazz and Sacred Music issues:
The jazz program had a full-time faculty member leave two years ago. At that time, it was determined that we could better use our resources if we used the funds to hire adjunct faculty
members to teach in the various areas where we needed them: jazz guitar, improvisation, combo coaching, jazz keyboard. None of these areas needed full-time people, so adjuncts were
the most suitable and adaptable use of our limited resources. Now, with the loss of virtually all lapsed salary money in the School of Music, a wise use of resources has become a death
sentence for an important program.
The organ/sacred music program has suffered a similar fate. When Dr. Janette Fishell left ECU to take over the organ program at the Jacobs School of Music at Indiana University, our
replacement search was frozen mid-search because of the budget cut of 2008. Since then we have been running the program with a halftime adjunct. This has kept the enrollment down
because we have been forced to keep the load to .5 FTE. It also has been difficult to offer all of the courses needed for majors in this program. With the loss of lapsed salary, this
program will no longer continue to be viable unless we invest in a full-time position. This is the only public sacred music program in the state. It is also an area where we enjoy
significant community support and the loss of this program will have significant repercussions in our community.
Because of the quality both programs have enjoyed and their absolute centrality to either the School of Music or the community, we have designated both of these areas as HIGH
priorities with the understanding that they cannot survive another year without INVESTMENT.
PART B. SHORT NARRATIVE
College of Fine Arts and Communication
DRAFT Self Study and Response to the Program Prioritization Committee
In the initial PPC report to CFAC, the following were listed as areas of concern. In this document, we will respond to those concerns and indicate where
we believe more accurate data/information will shed light on the true productivity of the units in the College of Fine Arts and Communication.
The most serious issue facing our college as a result of the response by the PPC is their misunderstanding of our teaching loads and scholarly productivity.
I. Instructional Productivity
In the PPC report, three of the schools (SOAD, SOTD, SOM) were noted for relatively low instructional productivity.
We believe this judgment was inaccurate, and that the following items will lead to a more factual conclusion about the instructional productivity of the college.
A.
Absence of Delaware model in analysis
For many years, ECU has calculated FTE generation and has allocated resources based on the Delaware model. CFAC has abided by this model even when we felt its use was unnecessarily punitive to several units, particularly the
School of Communication and the School of Music. Five years ago, these two schools emerged as over funded through the application of this model. As a result, both units cut a significant number of positions and increased
SCH generation in order to fall in line with the resources allocated according to the model.
Unfortunately, in this initial review by the PPC, by not applying the model, all units were essentially treated as being in category I of the model. This has been a real hardship to those schools in other categories that have been funded and
held accountable based on the Delaware model. In CFAC, the SOAD, SOM, and SOTD, have all been listed at category III programs with only the SOC being listed in category I.
By the criteria of the Delaware model category III, the SOTD generates MORE THAN SUFFICIENT student credit hours to justify all its faculty positions. In fact, the SOTD generally has been considered to be underfunded
vis a vis sch production. Additionally, SOAD is on par with required SCH production and the School of Music is only slightly overfunded.
School of Art and Design
School of Communication
The School of Art and Design (SOAD) is the largest and most
comprehensive art and design school in the state. SOAD has
twice as many MFA students than any other program in the
North Carolina system and has the largest BFA program in the
UNC system. SOAD faculty teach eighteen contact hours per
semester (eighteen is the maximum that our national
accreditation organization, National Association of Schools of
Art and Design, allows).The visual arts have been a major
component of instruction at ECU since the first faculty class
was hired in 1909 (Kate Lewis). ECU has always believed that
knowledge of and participation in visual art and design
preparing graduates to deal with the complexity, diversity, and
ambiguity of human societies, qualities required of strong
leaders. The School has been accredited by NASAD since
1963.
• SCH Generation—In the 2010-2011 academic year, the
School of Communication offered 186 sections with an
enrollment of 5,300 students. This includes students who are
majoring in one of our concentrations, minoring in
communication studies, or studying in our graduate program,
as well as the many others on campus taking our foundations
classes.
• Service to ECU—In order to meet the needs of ECU
students, in 2010 we created a large lecture course on the
Fundamentals of Speech Communication, COMM 2020. In
Fall 2011, we will offer over 800 seats in this course, along
with continuing to offer an additional 250 seats in COMM
2410/2420. Further, more than 100 students each semester
take COMM 1001, Communication Theory, to meet the
social science foundation requirement.
In the fall of 2010, the media production concentration in the
SOC was discontinued and the program moved (along with the
faculty) to the SOAD to begin the process of creating the
CAMP concentration. During this time, those five faculty
members continued to teach courses in the SOC to graduate
remaining media production students, generating approximately
1300 sch per academic year. SoAD included these additional 5
FTE without any SCH counting toward their benefit. There are
now 67 MPRD students in the SoC. MPRD is transitioning out
of SoC and will become CAMP (Cinematic Arts and Media
Production) at SoAD. Two years from now all MPRD students
will have graduated and all CAMP majors, an anticipated 130
students, will be in SoAD. When the CAMP program is
established, it is estimated that between 130 students will be
enrolled in that concentration, greatly increasing the sch
generated by courses offered by the CAMP faculty. In addition,
it would be beneficial for ECU to consider bringing the Interior
Design program back into the School and align their design
work with SoAD’s programs. The challenge is that they need to
retain their space.
School of Music
School of Theatre and Dance
Accreditation must be taken into account when considering instructional In the SOTD faculty have 4/4 instructional loads. Many teach
productivity. NASM has set national standards for applied teaching at
voluntary overloads every semester in student practicum projects,
18 hours per semester. This is the full load and 18 one-hour applied
necessitated by the curriculum, to facilitate student progress
lessons is equivalent to a 4:4 teaching load. The master/apprentice
towards graduation. Faculty members also serve as advisors to all
approach to music instruction is extremely labor intensive and
majors. Instruction-related contact hours vary from 18-40 or more
expensive. It generates few SCH per FTE. Specifically, our current full- per week, including course-related crew supervision. In addition
time applied faculty roster totals 20 people. If each of those faculty
to teaching, a typical faculty member working on a missionmembers teaches 18 students per semester (the NASM standard) at 2
specific Playhouse or Storybook Theatre production works in a
credit hours per lesson that is 36 credit hours per semester or 72 credit range from 155 hours to 200 and more per production, of which
hours per year. If one were simply to divide those faculty salaries by the there are 2 in fall semester, 3 in spring. There are 16 faculty
number of credit hours generated, the School of Music likely has the
working regularly in production. Further, SOTD voice faculty
highest cost-per-credit-hour ratio on campus and it should be easy to see teach both group and private voice, and accompany techniques
why. In the SOM, most faculty members are assigned the equivalent of classes which involves 30-45 contact hours per week. Theatre
4/4
and Dance Performance and Design-Production Faculty are
also expected to recruit students actively both in and out of state.
teaching loads. Because of the ‘lab’ nature of much of what we do,
contact hours are far higher than load assignments suggest. We have
many 1 credit hour courses that involve contact of up to six hours per
week. In addition, all applied teachers schedule weekly studio classes
that are not assigned any load credit. Additional rehearsals and
performances involving nights and weekends are a regular expectation
but are never figured into faculty workloads. Finally, unlike other
faculty members, who have classes automatically filled with students,
every faculty member teaching applied music and composition has to
recruit every student who comes to the School of Music. This is very
similar to athletic recruiting and involves personal contact, emails,
letters, lessons and travel to meet and solicit students and local teachers.
This is a task that is totally foreign to most on campus but it is the
lifeblood of a professional school of music. Every one of our majors has
been courted and groomed by one of our faculty members long before
they matriculate. The expectation of scholarly and creative activity is in
addition to these already heavy teaching assignments in the School of
Music.
II. Scholarly Productivity
For three of the four units in CFAC (SOC, SOTD, SOM), the initial PPC report indicates we have relatively low scholarly productivity given
size of faculty. Again, there are several issues that must be addressed in order to more accurately assess our productivity in this area.
A. Innacurate/missing data.
B. Inappropriate selection criteria for judging scholarly productivity.
In selecting juried performances as a criteria, the PPC punishes academic areas that do not use this measure for productivity.
School of Art and Design
School of Communication
School of Music
School of Theatre and Dance
Even with the high number of contact hours our faculty
have been very productive. The SOAD faculty are
recognized nationally and internationally for their work;
during the last three academic years our faculty participated
in 746 exhibitions and professional presentations in 35
states and 16 countries. It is important to point out that our
graduate students are also very productive professionally.
During the academic years of 2008-2009 and 2009-2010
(the last time these statistics were gathered) graduate
students in SOAD participated in 428 exhibitions in 26
states and they received 110 honors, scholarships and
awards.
A. Inaccurate/missing data. For the scholarly productivity
of the SOC, the numbers being used by the PPC to reach its
original conclusions were incorrect. In reviewing the
number of articles, book chapters and presentations
documented in Sedona by our tenured and tenure track
faculty, we found that the original numbers reviewed were
substantially lower than actual faculty productivity. Below
we present the data and calculated based on Sedona entries.
It is our understanding that in this initial review, only
juried/peer-reviewed works were considered. For the
School of Music, this is not an accurate measure of creative
activity, as virtually no opportunities exist in the category of
“juried performance.” Faculty members in the SOM
actually engaged in 2345 creative activities that were not
captured by SEDONA in a way that was meaningful for the
PPC. Members of the committee have expressed concern
that this number does not give an assessment of the relative
quality of each of these activities. Certainly, we can work
to address this issue as we move forward. However, before
we discard the entire group as meaningless, it needs to be
pointed out that this figure includes not only local activities,
but activities that spanned 19 foreign countries and 31
states. It is also important to remember that this number of
creative
C. SOTD mission/charge in relation to scholarly productivity. Most
of the creative productivity of the School of Theatre and Dance is
closely aligned with the School’s core mission “... to offer
professional quality theatrical production for the University
community and the greater community of eastern North Carolina.”
[from Mission Statement, Unit Code of Operations; also Strategic
Plan]. That is the very charge upon which Chancellor Leo Jenkins
founded the unit in 1963. It makes production and public
performance coequal to the School’s teaching mission. Each
production requires the participation of 10 faculty at minimum to 16
or more (typical musical). The School produces a total of 7 mainstage
productions annually—5 in Playhouse, 2 in Storybook Theatre. The
total numbers of faculty hours in mission-specific production is
extraordinarily high. External peer reviewers of faculty in tenurepromotion letters often remark at the very heavy production schedule
for a faculty of this size.
2009
2010
2011
Articles/chapters (avg. per tenured/tt)
Original
.64
.91
.89
Actual
.92
1.13
1.22
Presentations
Original
1.16
1.13
.88
Actual
1.76
1.35
1.17
The tenure track and tenured faculty in the SOC teach a 3-3
with the fixed term faculty teaching a 4-4 and many times a
4-5. For our faculty who are expected to conduct scholarly
activity, this is a higher load than many units on campus
and nationally. In fact, often our external reviewers in
tenure cases remark on the amount and quality of
scholarship when teaching loads are so high.
activities is being generated by a group of faculty
members who, for the most part, carry the equivalent of
4:4 teaching loads. Finally, these faculty members, with
4:4 teaching loads and significant numbers of creative
activities are also busy recruiting students for their
studios.
To hold the SOTD to a standard that is out of line with its original
charge is unfair and unreasonable. It is SoTD policy and practice
that the core mission has priority in individual faculty creative
agendas and must be served fully and first. External creative
activities, in which several faculty engage regularly, are secondary
in priority. Of its 25 full-time faculty, 21 are engaged directly in
core mission-related creative activity; 1 tenured engages in dance
education-related research, supervises dance education teaching
interns; 1 fixed-term supervises teaching interns in theatre education;
1 is EPA-Administrative (managing director functions as associate
director). All Fixed-term faculty in performance programs also
engage in mandatory creative activity for the unit. There are virtually
no juried performance opportunities in the field of Theater and
Dance; therefore juried performance is not an appropriate measure of
the quality of creative productivity. For qualitative evaluation of
creative work in the ECU/Loessin Playhouse (incl. Dance Theatre),
Summer Theatre and Storybook Theatre, we rely largely upon the
following: • Audience response to performances, by informal written
responses following production, and by attendance figures (annual
average attendance academic-year ECU/L Playhouse (incl Dance)
and Storybook Theatre, 22,000+). • Rigorous “post-mortems” of
productions and performances by unit administrator and select
faculty committee to evaluate both individual work and the
individual production process and outcome. • Accreditation team
visitors from the National Association of Schools of Theatre attended
an ECU/Loessin Playhouse production (Brigadoon, 2010) and cited
it in the final report for the high quality of its production values, its
staging and “remarkably good” student performances. One made the
verbal comment that he consistently forgot that he was watching
undergraduate-centered theatre because the quality of the work was
so high.
III. Centrality
School of Art and Design
School of Communication
School of Music
School of Theatre and Dance
Education for a New Century: ECU will prepare our students to compete and succeed in the global economy.
Music education—SOM has one of the largest programs in the
state that is fully accredited by both NASM and NCATE. We
enjoy a reputation for excellence in the field and have a virtually
100% placement rate for our graduates. The School of Music
offers career-advancing opportunities for music educators
through an MM that is predominantly on-line and requires only
one semester of residence during the summer months
Art education. SOAD has the largest BFA and MAEd
programs in Art Education in the state. BFA graduates find
positions in the K-12 system or other art professions related
to instruction. MAEd graduates move into supervisory
positions in K-12 education, community college teaching
positions, museum education, or doctoral programs. MAEd
and BFA programs are fully accredited by NCATE/NCDPI.
The School has fully-accredited (NCATE/NCDPI) Theatre
Education and Dance Education teacher-training degree
programs, with virtually 100% job placement of its
graduates.
Economic Prosperity in the East: ECU will create a strong, sustainable future for the East through education, innovation, investment and outreach.
Nonprofit and public sector arts organizations working directly with the North Carolina Arts Council in 2005 provided more than 1,200 full-time jobs earning more than $47 million in total salaries and involved nearly
43,000 volunteers whose time is valued at $13 million. Every 100 jobs in the arts in North Carolina can be expected to support an additional 29 jobs in other industries.
The United States arts industry supports: $5.7 million jobs; 100,000 nonprofit arts organizations; 612,000 arts-centric businesses; $29.6 billion in tax revenues; $166.2 billion total economic impact.
Outstanding communication skills is the number one skill employers seek out in their employees. The bureau of labor statistics estimates growth from 2008-2018 in the areas of PR specialist/manager (24/13% growth),
HR and training (22%), and technical writer (18%).
Youth Expressions Art Project seven-month program
provides curriculum, trains teachers, and ends with an
exhibition of 400 K-12 artworks seen by 3,000 viewers at
the Greenville Mall (in place for five years). Partners
include Pitt County Schools, the Greenville Police
department, the Pitt County Council on Drug Abuse, and
Citizens United Against Violence and many private
businesses. Art Education: on-campus provides the After
School Art Programs for Typical and Special Needs sudents
(40 year-old-program) and off-campus art literacy classes at
the Lucille Gorham Intergenerational Community Center.
Print Summit – the 2012 printmaking summit brought
national artists to campus in conjunction with the ―Survey
of Contemporary Printmaking‖ exhibition in the Gray
Gallery. • Art Without Borders is a series of events, that
introduced the goal of building and strengthening ties
between the diverse groups that make up our community,
and between ECU and the broader community in eastern N
C. Hosting Jingdezhen’s White and Blue | A Ceramics
Conference Celebrating the Tradition of Chinese Porcelain:
This two-day event brought attendees from schools and
ceramics studios throughout North Carolina. SOAD is
developing interdisciplinary and cooperative partnerships
with the North Carolina Pottery Center in Seagrove.
Partnerships with Emerge Gallery, Greenville Museum of
Art. The successful Youth Arts Festival, now in its eighth
year, is a service activity which gives ECU students
important opportunities in Service Learning and is attended
by more than 4000 children and their families from our
region.
The BS with a concentration in
interpersonal/organizational communication (IOC)
currently serves more than 175 SOC’S High School Media
Workshop—The SOC High School Media Workshop, cosponsored by the North Carolina Scholastic Media
Association, offers a one day series of speakers and handson panels for high school students in eastern North
Carolina. The event is consistently one of the largest in the
state. • SOC’S Puppet Project—Dr. Deborah Thomson and
Dr. Rebecca Dumlao, as a part of their honors class in the
spring of 2011, developed a ‖Kids on the Block‖ puppet
show, performing at schools and community organizations
in the Greenville area. The puppet shows targeted firstthrough third-graders and focused on the topics of diabetes
and nutrition. Almost 300 children attended the shows held
in nine locations in 2011. • SOC’S Professional
collaboration—We consistently interact with the profession
by bringing in speakers to our classes and student
organizations—examples include: Mick Mixon, voice of
the Carolina Panthers; Bobby Burns, Online Editor for the
Daily Reflector; John Clark, Vice-President of promotions
for Madison Square Garden; and Margaret O’Conner,
former photo editor for the New York Times.
SOM Community arts outreach in the form of after school music SoTD’s ECU/Loessin Playhouse (including Dance Theatre)
programs such as KidsMusic and the String Project.• SOM music and Summer Theatre, and Storybook Theatre. Average
therapy community programs, internships and partnership with attendance for all productions over the last three years was
PCMH.• SOM Suzuki outreach in Bath and Wahl-Coates
26, 839—second only to athletics for ECU public events.
Elementary School.• SOM opera and jazz outreach to local
Attendance figures mean that extraordinarily large numbers
schools.• SOM instrumental and vocal lessons available to local of people from the ECU community, the community of
residents through our students and faculty. SOM Church
Greenville, and the eastern NC region have attended our
organists and musicians that serve countless congregations in the ECU/Loessin Playhouse productions annually, making the
East and beyond.• A symphony orchestra capable of performing Playhouse the ―theatre of choice‖ for the area—virtually the
the full range of standard repertoire here in Greenville and in run- regional theatre of Eastern NC--a truly extraordinary and
outs for surrounding communities.• A world-class choral
enviable position for a university theatre, particularly an
ensemble that has performed at the national and regional ACDA undergraduate one• The School’s Storybook Theatre offers
conventions and recorded two CDs on a national label.• Two
live theatre performance/production to approx. 7000 PK-8
fully staged opera productions each year. .•A Symphonic Wind students yearly. Each semester, Storybook sends out touring
Ensemble as well as two ―feeder‖ bands. • The ECU Marching companies of mini-productions to PK-8 schools, most of
Pirates as well as pep bands to support a variety of athletic
which are underserved in the arts. Its major productions (6
activities.• An awardwinning jazz ensemble as well as ―feeder‖ performances per year) perform to PK-8 children in
groups and combos which perform regularly in the community.• Wright Auditorium and the Turnage Theatre in
World-class chamber music through the Four Seasons Chamber Washington, NC. Theater and Dance education. SoTD
Music Festival.• Cutting edge performance and composition with Theatre for Youth school tours –performs small Storybook
the NewMusic@ECU Festival. • Live popular offerings through productions at underserved K-8 schools in the eastern NC
our annual Motown and Billy Taylor Jazz Festivals as well as
region. Toured to six schools in 2010-11. • SoTD Drama
Jazz@Christinne’s.• Faculty recitals of a quality not heard
Camp—two-week summer camp serves K-12 area students
outside of the New York concert halls.• Church organists and
in three divisions; established 2nd camp in Southern Pines
musicians that serve countless congregations in the East and
in 2011. • SoTD D&P faculty hold educational/recruitment
beyond.
workshops in area high schools.
Health Care and Medical Innovation: ECU will save lives, cure diseases and positively transform the quality of health care for the region and state.
College of Fine Art and Communication has helped has helped to establish a Fine Arts and Communication core in the Health Disparities Research Center. Several faculty members are involved in an internal grant with the
health disparities research center. The grant focuses on creating messages aimed at African American women regarding breast cancer. The grant also supports a 12-month graduate student.
•The SOC MA in communication with an emphasis in
health communication educates individuals in the principles
of communication related to promoting positive health
behaviors.•The 2010 external reviewers' report focused on
the MA as a stength of the school, noting its "successful
establishment of a master's degree with an emphasis in
health communication can be a growth center for the school
and the university as it is leveraged for opportunities to
expand research and professional collaborations, to
ingrease TA/GA resource allocations, and to serve
community, regional and state needs".
The HDRC collaborates with SOTD "Young Playwrights"
program by providing materials for underserved schools.