FAWG Mission Statement Guidelines

Draft 1

Amir Ameri


At face value, an art school's mission is to educate/produce artists.  The reductive nature of this statement raises and leaves lingering questions about what/who is an artist, what are her/his role and responsibilities, and directly related to the preceding questions, what is required to educate/produce an artist?  The collective and inevitably nuanced answers to these questions ultimately constitute the unique character of an educational institution. 

Inasmuch as the educational mission of an art school is shaped by a collective understanding of the place and role of the "artist" in the broader societal context, and inasmuch as this understanding itself is conditioned by the broader cultural context of the institution, it may be useful to structure the mission statement of each unit in direct relation to these determinations.

It may be useful to address broadly or specifically what kind/type of artist the department wishes to produce.  In this respect, it would be useful to discuss the department's stance on:

Educational issues

á       The relationship between the various art disciplines (uni-disciplinary vs. a multi-disciplinary approach)

á       The relationship between the arts and the humanities (uni-disciplinary vs. an inter-disciplinary approach)





Professional issues

á       The department's relationship to the wider professional community (the professional community's involvement with the department and the department's involvement with the profession)



Community issues

á       The place and role of art in the wider cultural context, i.e., the relationship between art and culture

á       The modalities of engagement with the local community (social commitments, direct involvement, promotion of the arts, etc.)

á       The modalities of involvement with the regional, national and/or international educational and non-educational communities

Architecture Assessment Plan

Architecture programs are subject to stringent and comprehensive reviews every 5 years by the National Architectural Accrediting Board (NAAB).  A major component of this review is curriculum assessment and student performance evaluation.  NAAB has 37 specific curricular criteria and 3 levels of comprehension for each criterion.  To meet NAAB requirements, every course in the curriculum has a specific place and role.  Every course has to meet specific requirements and evidence it through a comprehensive course syllabus and a diverse sample of student work.  Both are collected and compiled every term. 

Since studio classes are sequential, studio faculty have to be and they are largely aware of what is accomplished in each studio through participation in mid and final reviews.  Each faculty makes necessary adjustments to her/his course content and pedagogic strategy based on student performance in the preceding studio.