Personal Artistry -
Graduates of Grand Canyon University’s College of Arts and Media programs will be able to demonstrate a developed personal creative voice in creative content that is informed by discipline-specific history and theory.

• Articulate the foundations of personal creative identity.
• Apply discipline-specific theory to personal practice.
• Apply discipline-specific historical foundations to personal creative voice.
• Craft ethical, values-driven creative content that is true to personal creative voice.
• Create work that connects with and serves diverse communities.

Entrepreneurial Skills -
Graduates of Grand Canyon University’s College of Arts and Media programs will be able to survey and leverage technologies and platforms to produce and publish quality on-brand creative content for target audiences.

• Examine marketplace needs and opportunities.
• Assess emerging technology and tools to support creativity, production, and distribution.
• Effectively collaborate as a member of a team.
• Develop a personal brand and marketing plan.
• Adapt creative content to connect with target audience(s).

Theatre History -
Graduates of Grand Canyon University’s Bachelor of Arts in Theatre for Secondary Education program will be able to explain the historical foundations and trends of theatre and drama.

• Evaluate the impact of major theatrical movements in historical context.
• Analyze the impact of major theatrical works in the context of social movements.
• Analyze the worldviews and philosophies of artists during major theatrical periods.

Dramatic Literature -
Graduates of Grand Canyon University’s Bachelor of Arts in Theatre Education program will be able to analyze major works of dramatic literature from a historical context.

• Critique major works of dramatic literature.
• Analyze dramatic literature.
• Contrast the context of a play through the lens of a playwright’s worldview and time period with a current worldview.

Theatrical Design -
Graduates of Grand Canyon University’s Bachelor of Arts in Theatre Education program will be able to integrate the elements of design within production.

• Demonstrate a practical knowledge of scenographic rendering.
• Apply play analysis to develop a design concept.
• Unify a design concept to a production concept.
• Apply the tools of design to a production.

Acting -
Graduates of Grand Canyon University’s Bachelor of Arts in Theatre Education program will be able to apply principles of contemporary acting theory and practice.

• Demonstrate ability to maintain focus and integrity in a performance.
• Utilize tactics within a performance.
• Analyze a text for character development.

Directing -
Graduates of Grand Canyon University’s Bachelor of Arts in Theatre Education program will be able to assimilate directing theory, play analysis, and directing skills.

• Apply play analysis to directing projects.
• Compare directing styles of influential directors across theatre history.
• Create a prompt book for the direction of a play.
• Communicate a director’s concept using industry terminology.
• Evaluate personal practice of directing.
• Evaluate the professional practice.

The Learner and Learning -
Candidates design and implement developmentally appropriate learning experiences and inclusive learning environments that enable each learner to meet high standards, are based on how students grow and develop, and recognize that patterns of learning and development vary individually within and across cognitive, linguistic, social, emotional, and physical areas. (InTASC 1, 2, 3)

• Create developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate their learning.
• Design instruction to address each student’s diverse learning strengths and needs and create opportunities for students to demonstrate their learning in different ways. [MC2]
• Bring multiple perspectives to the discussion of content, including attention to learners’ personal, family, and community experiences and cultural norms. [MC1, MC3, MC5]
• Collaborate with learners, families/guardians, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry. [MC1, MC3, MC5]
• Manage the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, technology, and learners’ attention. [MC3]

Application of Content -
Candidates apply the central concepts, tools of inquiry, and structures of the disciplines he/she teaches to engage students in critical thinking, creativity and collaborative problem-solving, making the content accessible and meaningful to assure mastery. (InTASC 4, 5)

• Apply content knowledge by engaging learners in diverse perspectives that question and challenge assumptions and approaches in order to master content and foster metacognition, innovation, and problem solving. [MC2]
• Evaluate and modify instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for their learners.
• Create opportunities for students to learn, practice, and master academic language in their content. [MC1]
• Facilitate learners’ collaborative use of current technology, tools, and resources to maximize content learning in varied contexts and support learner’s growth in international and global perspectives. [MC2]
• Develop and implement supports for learner literacy development across content areas. [MC1]

Instructional Practice -
Candidates plan and implement inclusive instruction using a variety of instructional strategies and multiple methods of assessments that support every student in meeting rigorous learning goals by drawing upon knowledge of content areas, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (InTASC 6, 7, 8)

• Select and adapt formative and summative assessments that minimizes sources of bias to support, verify, and document learning.
• Plan for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest. [MC2]
• Analyze assessment data to effectively provide feedback and inform future instructional practices. [MC1]
• Select and create learning experiences and assessments that are appropriate for curriculum goals and content standards, aligned to learning objectives, and are relevant to learners. [MC2]
• Select appropriate strategies, develop appropriate sequencing, and provide multiple ways to demonstrate knowledge and skill. [MC2]
• Plan collaboratively with colleagues and other professionals who have specialized expertise to design and jointly deliver appropriate and effective learning experiences to meet unique learning needs. [MC1]
• Guide learners in using a range of technology tools to access, interpret, evaluate, and apply information in content area learning and application.

Professional Responsibility -
Candidates engage in ongoing professional learning and use evidence to continually evaluate and improve their ethical, professional practice, as well as seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. (InTASC 9, 10)

• Engage in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences within the context of local and state standards. [MC2]
• Reflect on their personal biases and access resources to deepen their own understanding of cultural, ethnic, gender, and learning differences to promote ethical practice, build stronger relationships and create more relevant learning experiences. [MC3, MC5]
• Work collaboratively with peers and school colleagues to build ongoing connections with digital and community resources to enhance student learning and well-being. [MC1, MC4]
• Engage in leadership roles to advocate for meeting the needs of learners, strengthening the learning environment, and enacting system change. [MC4, MC5]
• Uphold the expectations of the profession including codes of ethics, professional standards of practice, learner dispositions, and relevant law and policy. [MC2]