Course Syllabus
The Creative Audience
Facilitators
Program Facilitator: Michael Henry, M.S.Ed., CPTDUMKC Conservatory |
Course Facilitators: Additional Facilitators are being recruitedIf you are interested in becoming a program facilitator:
|
The Creative Audience: Exploring Quality Performing Arts Experiences
COURSE SYLLABUS UNIVERSITY OF MISSOURI - KANSAS CITY
2025 SPRING
Second 8-Week session
March 17 - May 9, 2025
Last day to submit work for credit:
May 9, 2025
Download Printable Version of the Syllabus
Course Details
- The Creative Audience: Exploring Quality Performing Arts Experiences
- Credit Hours: One (1) Credit Hour – Humanities Elective. Also Noncredit Enrichment.
- Modality: Blended Online – Six Self-paced modules and Live Weekly Online Discussions.
- Course Code: UMKC Conservatory Academy TCA 8074
Course Description
How do you know when you have seen a great performance? How can you describe the experience to someone else? How can we enrich our experience and support great performances? This eight week self-paced online program is a learning community, dedicated to exploring how we can be a part of The Creative Audience. Through six self-paced modules and weekly online discussions, we will explore key attributes of a quality performing arts experience, from the essential knowledge we need or gain in the experience, to the risk associated with the event, being able to detect an authentic experience and sharing the experience with others in collective engagement. Participants will self-select at least three live performing arts experiences, from identified local organizations, based on course criteria. Participants will have the opportunity to explore creative engagement, self-expression, self-actualization, and develop connections to local live performing arts events, such as Opera, Ballet/Dance, Music/Symphony, and Theatre in the Kansas City metropolitan area.
The course includes a framework for investigating the performing arts experience, based on a model proposed by Jennifer Radbourne and Hillary Glow in The Audience Experience: A Critical Analysis of Audiences in the Performing Arts, (Radbourne, 2011). This framework will be used as a structure for our investigation in each module and as part of your participation in performing arts experiences.
This course is available for academic credit as well as continuing education and (noncredit) community enrichment. The course will support the development of a community of learners, and facilitate connections between learners to support and promote performing arts attendance. It may be repeated in multiple sessions.
Course Objectives
Following successful completion of the course, participants will be able to
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- Identify Key Quality Attributes of a Performing Arts Experience.
- Access specific knowledge prior to attending a performance.
- Assess the economic, psychological, social and functional risk related to performing arts participation.
- Able to detect authenticity during and after a performance.
- Express a unique and personal perspective, related to a Performance.
- Connect to peers and mentors by identifying a learning goal.
- Collaborate with others to support collective engagement in a Performing Arts Event.
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The course may be taken without credit, as a community enrichment learning experience through the Conservatory Academy, or for academic credit. If the course is taken for credit, an MLA/APA 1500 word paper is required, as well as documented participation in three local performing arts events. Due to the unique performing arts opportunities each semester, the course may be repeated multiple times.
Course Outline
Module One: Performing Arts and Interdisciplinary Inquiry
In this module, we will introduce the framework for exploration as well as present opportunities to get to know each other in this community of learners.
Objectives for this module:
- Preparing a personalized path to engage with others in this learning environment.
- Navigating the course environment to discover resources and elements that may be personally valuable in the learning experience.
- Building connections between the course platform and personal communication tools.
- Assess gaps and strengths in your own personal appreciation of the performing arts.
- Identify ways to strengthen your personal connection to the learning community.
- Recalling Key Quality Attributes of a Performing Arts Experience.
Module Two: What do you need to know prior to attending and what can you learn?
In Module Two we will explore the quality index concept of knowledge. How prior knowledge may enhance a performing arts experience and how you may learn from performing arts events.
Objectives for this module:
- Discover three sources of information to prepare for a performing arts event.
- Identify barriers to attending a live performance.
- Predict the amount of preparation needed to appreciate a specific event.
- Choosing a performing arts experience based on investigation of the event.
- Role playing a conversation with another to attend a performing arts event.
- Plan on attending three performing arts events.
Module Three: What are the Risks associated with Performing Arts?
Risk is often associated with developing and mounting a performance, but risk may also enhance our experience. We will explore the various characteristics of risks in the performing arts and its value.
Objectives for this module:
- Comparing the risk between two different types of performing arts events.
- After a performing arts experience, reflect on personal risk and performer risk.
- Deconstruct the multiple aspects of risk (economic, psychological, social and functional) for a specific event.
- Examining the value of risk to increase or decrease the quality of a performing arts event.
- Find strategies to reduce personal risk in attending a live event.
Module Four: How do you detect Authenticity?
How do you feel when you experience a beautiful performance? What makes you feel that way? Authenticity has various levels of meaning and often it is difficult to put into words. We will try to share what an authentic performance means to you, as well as how authenticity can elevate your personal experience.
Objectives for this module:
- Interpreting characteristics of a performing arts experience in relation to their “authenticity.”
- Explore the nonverbal expressions of authenticity and categorize authentic characteristics.
- Reflect on authenticity concepts and identify the most valuable concepts in a quality experience.
- After exploring artist interviews, offer insights into the concept of authenticity for yourself.
- Identify an authenticity characteristic from a performing arts event you have attended.
Module Five: What is Collective Engagement?
By its nature, the performing arts are a social experience. How are we connected to each other during a performance? What is the value of social engagement, verbal or nonverbal? How do we benefit from collective engagement in the performing arts?
Objectives for this module:
- Expressing ways you have felt “Social Connection” before, during and after a performing arts event.
- After a recent performing arts experience, reflect on how social connection could have been increased.
- Compose and share your thoughts in social media related to a recent performing arts event you have experienced.
- After sharing an experience in social media, evaluate the comments and evaluate how the comments have changed your perspective.
Module Six: Connecting, Sharing and Exploring More.
As a member of this learning community, you are in a special group of perceptive audience members. You have the skill to share performing arts experiences from knowledge you may gain, risk you may observe, authenticity you may feel to the social engagement experience. You have the opportunity to share what you know and encourage others to experience live performing arts. In this module we will encourage you to demonstrate your understanding, by communicating your experience in a local performing arts event.
Objectives for this module:
- Reflect on the value of knowledge, risk, authenticity and social connections to your personal appreciation of the performing arts.
- Identify ways to practice using your understanding and appreciation.
- Compose an analysis of knowledge, risk, authenticity and social connection based on a recent performing arts event.
- Project: Share your personal analysis of a performance in a short video, audio or written social media post.
Recommended Materials
There are no required readings, however there are several journal articles and books that are recommended in this course. Participants will self-select readings based on their needs and interests. For those seeking academic credit, discussion posts and the final paper will require MLA/APA citations for relevant articles and sources.
RADBOURNE, J., Glow, H., Johanson, K. (2013). The Audience Experience: A Critical Analysis of Audiences in the Performing Arts. 184 pages. ePub. ISBN 9781841507781 (Online)
ANDREWS, B. W. (2016). ARTS APPRECIATION. Counterpoints, 502, 51–58. http://www.jstor.org/stable/45157390
Radbourne, J., & Glow, H. (2011). Audience experience: measuring quality in the performing arts. International Journal of Arts Management. (Online)
Course Details
General Education Core Program Student Learning Outcomes:
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Communication Skills: Through online discussions, students will communicate and debate their own performing arts experiences based on the rubric.
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Arts and Humanities: Explore the human condition through at least three performing arts experiences. Participants will be able to articulate the historical, cultural and social contexts of these experiences. Students will demonstrate an understanding of the connections between the humanities and other areas of intellectual inquiry.
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Interdisciplinary and Innovative Thinking: Consider new modes of analysis drawn from a range of fields. Students will be able to see and understand how thinking beyond disciplinary boundaries leads to innovation in all fields.
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Civic and Community Engagement: Collaborate with the local community to engage in social, political, and cultural issues. They will engage with the UMKC community of learners, and beyond.
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Outcome Assessments: Video and written MLA/APA Essay (1500 words) - Follow Key Attributes of a Quality Experience to reflect and review three performing arts experiences.
High School College Partnerships
- This program participates in the High School College Partnerships (HSCP) offering the same curriculum to qualified area High School students. Course work is evaluated using the same on-campus evaluation.
- Collaborative Teaching with Faculty (CTF) courses are led by UMKC faculty members in collaboration with approved high school teachers who support student learning in the high school classroom.
- High school students who participate in dual-enrollment courses will have the opportunity to engage in experiences on campus. Enrollment is awarded competitively.
- See the High School College Partnerships (HSCP) program on the UMKC website for more information.
Attendance Verification
Maintaining accurate enrollment records throughout the term is a partnership between instructors and students. Instructors are responsible for verifying student attendance and participation within the first three weeks (8 week course) through the Attendance Verification Survey (administered through UMKC Connect) as well as maintain records of participation throughout the term so that the last date of attendance for students with recorded “F” or “W” final grades may be submitted.
Visit the undergraduate catalog for more detailed information regarding the policy.
Recording Class Sessions
The weekly discussion and all live sessions will be available as a recording following each session. Instructor(s) will take care not to disclose personally identifiable information from the student education records during the recorded lesson. Students may opt out of the live sessions, but they will be required to review the recording.
Recommended Technology
You will need access to the computing resources necessary to complete this course through personal and/or University channels (e.g., computer labs). Our course will take place within the Canvas LMS and utilizing various software technologies that facilitate interaction and communication. Below is a list of some helpful computer requirements for full participation in this class:
- The latest version of Adobe Reader
- A current version of word processing software A headset with microphone
- A webcam
- Google Chrome, Firefox, or Edge for Windows computers Google Chrome, Firefox, or Safari for Apple computers
Broadband Internet connection is preferred. Examples of broadband Internet connection are high-speed DSL or a Cable modem.
Technology Assistance
The links below will connect you with answers and information for the most common technical questions and issues students experience.
UM System Student Learning Support UM System Teaching Tools
Course Expectations
Academic misconduct is not acceptable behavior and will not be tolerated. Academic misconduct includes, but is not limited to cheating, fabrication and falsification, plagiarism, or facilitating academic misconduct. If a student engages in academic misconduct it will result in a failing grade for the assignment in question and possible dismissal from UMKC. See the Student Conduct Policy for full details.
Policy on late assignments
Late work is not accepted unless documented extenuating circumstances prevent the submission by the posted deadline.
Evaluation and Grading
This course may also be “Audited” without academic credit, as a community enrichment noncredit learning experience. If you are taking the course for credit, not that each milestone activity includes a grading rubric. All work must be submitted prior to the session end date.
Final Project Date and Time
There is no final examination for this course. The academic requirements include, discussion participation, at least three live performing arts events, and a reflection essay paper MLA/APA (1500 words). Please review the course schedule below. All work must be submitted prior to the session end date for this eight week course. See dates on the academic calendar and below.
Online Participation Guidelines
Frequency and Quality of Participation:
- As part of this learning community, you are expected to participate in online discussions at least three times per week. This includes one original post and at least two thoughtful responses to peers.
- Contributions should be substantive, meaning they should add new insights, ask questions that deepen the discussion, or provide relevant examples. Simple agreements or short statements like “I agree” do not count as substantive participation.
Expectations for Contributing to Discussions:
- Your posts should be directly related to The Creative Audience program and specific prompts in each module. Those seeking academic credit should reference course readings, lectures, or external sources to support their points.
- Responses to others should be constructive, providing feedback, asking questions, or offering alternative perspectives that contribute to a meaningful dialogue.
- Posts should be well-organized, clearly written, and free of spelling and grammatical errors.
Netiquette Statement
Netiquette for The Creative Audience:
- Use Appropriate Language and Tone: All communication in this course, whether in discussions, emails, should be respectful. Avoid using slang, sarcasm, or informal language that could be misinterpreted.
- Respect Diverse Perspectives: This learning community includes students from various backgrounds and with different experiences. When discussing or debating topics, be open-minded and respectful to others’ point of view. Disagreement and debate is encouraged, but do so respectfully and constructively.
- Be Mindful of Your Audience: Remember that your posts and messages are visible to others in the community and facilitators. Write in a way that is inclusive and considerate of others.
- Protect Privacy: Do not share personal information about yourself or others in public forums. If you need to discuss something sensitive, contact the facilitators directly.
Feedback Plan
Types of Feedback:
- We will provide written comments on the final assignment in each module, focusing on what was done well and areas for improvement.
- For major assignments, such as the final project, we will also offer audio feedback to provide more detailed, personalized insights.
- Rubrics will be used for all graded activities to ensure clear and consistent evaluation criteria.
Timeline for Providing Feedback:
- Feedback on weekly assignments and discussions will be provided within 3 business days of submission.
- For larger projects, such as the midterm and final assessments, feedback will be provided within one week to allow for a more thorough review.
Strategies for Constructive and Supportive Feedback:
- Feedback will focus on both strengths and areas for growth, highlighting specific aspects of the work that were well-executed as well as offering concrete suggestions for improvement.
- I will encourage students to view feedback as a tool for learning and improvement, not just as a critique. Students are welcome to reach out with questions or requests for further clarification or feedback.
- In addition to individual feedback, I will provide general feedback to the entire class, highlighting common strengths and areas for improvement after each major assignment.
Basic Needs
It can be challenging to do your best in class if you have trouble meeting basic needs like safe shelter, sleep, and nutrition. If you have difficulty affording groceries or accessing sufficient food to eat every day, or lack a safe and stable place to live, UMKC is here to help. The UMKC Basic Needs webpage has information on resources for food assistance, housing assistance and financial literacy. The Kangaroo Pantry is a free resource for all UMKC students that provides food and other items to those in need. Check out the Kangaroo Pantry website for details on hours and locations. I strongly encourage you to set up an appointment with UMKC Basic Needs and/or me if you have a need for this type of assistance.
Academic Calendar
Academic Integrity
The Board of Curators of the University of Missouri recognizes that academic honesty is essential for the intellectual life of the University. Faculty members have a special obligation to expect high standards of academic honesty in all student work. Students have a special obligation to adhere to such standards. Academic dishonesty, including cheating, plagiarism or sabotage, is adjudicated through the University of Missouri Student Conduct Code and Rules of Procedures in Student Conduct Matters.
Academic Support and Mentoring
The department of Academic Support and Mentoring (ASM) offers a wide range of services and programs to help students meet their academic goals. ASM offers peer tutoring, writing and presentation assistance, SI study groups, instructional videos and many more resources that are valuable to your success in this class. Information can be found on the ASM website. You can use RooLearning+ for scheduling appointments and viewing when support for this class is available. Access RooLearning+ by downloading the app from the App Store (Apple) or Google Play (Android) and sign in with your SSO. The URL for the RooLearning+ site
Attendance Policy
Students are expected to attend and participate in classes as indicated by the course modality (Classroom based, Online, etc. available on Pathway). For more information on UMKC course modalities, please visit the Registrar's page.
Successful attendance in The Creative Audience requires that you sign in to the course at least once each week.
In order to comply with federal regulations associated with eligibility rules for federal financial aid, students not attending/participating a course during the first three weeks of the term will be administratively dropped from the specific course. Advance notice of attendance policies of academic units and individual instructors should be given, and such notice should be in writing. Students should notify instructors of excused absences in advance, where possible. Students who have an excused absence are expected to make arrangements with instructors for alternative or make-up work. Such arrangements should be made in advance of the absence, where possible. Instructors should accommodate excused absences to the extent that an accommodation can be made that does not unreasonably interfere with the learning objectives of the course or unduly burden the instructor. Attendance policies shall be applied in a non- discriminatory manner. Enrollment as a student is required to attend any class unless otherwise pre-approved by the instructor. Instructors are responsible for verifying student attendance and participation within the first three weeks (16 week course) through the Attendance Verification Survey (administered through UMKC Connect) as well as maintain records of participation throughout the term so that the last date of attendance for students with recorded “F” or “W” final grades may be submitted.
Campus Safety
UMKC Connect
Important information is available to undergraduate students in UMKC Connect a central location for faculty, advisors, student services and students to communicate and collaborate on a strategic plan for each student's academic success. Throughout the term, students may receive emails regarding course grades or academic performance. Students should regularly check their Connect dashboard and are expected to address information posted in a timely manner. This information may be shared with the student’s Success Network made up of his or her academic advisor(s) and other campus resources so that UMKC may fully support the student’s success.
Students may schedule appointments to meet with members of their Success Network through UMKC Connect.
Grade Appeal Policy
The University grade appeal procedure is available only for the review of allegedly capricious grading and not for review of the instructor's evaluation of the student's academic performance. Capricious grading, as that term is used here, comprises any of the following:
The assignment of a grade to a particular student on some basis other than the performance in the course;
The assignment of a grade to a particular student according to more exacting or demanding standards than were applied to other students in the course; (Note: Additional or different grading criteria may be applied to graduate students enrolled for graduate credit in 300- and 400-level courses.)
The assignment of a grade by a substantial departure from the instructor's previously announced standards.
Student Disability Services and Accommodations
To obtain disability related accommodations and/or auxiliary aids, students with disabilities must contact Student Disability Services as soon as possible by calling 816-235-5612. Once verified, our office will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. You are also welcomed to contact Scott Laurent at the Office of Disability Services as soon as possible by calling (816) 235-5696 or via email at laurentr@umkc.edu.
Privacy Policies
Counseling Services and Student Health & Wellness
UMKC students may experience many challenges in their lives while attending college – stress, depression, suicidality, trauma, relationship issues, health concerns, etc. As an institution, we care about your success and well-being, and want to make you aware of some helpful resources on campus. UMKC Counseling Services, located at Brookside 51 Building, 5110 Oak Street, Suite 201, offers a wide range of supportive services to students. Appointments can be made by calling 816-235-1635. UMKC Student Health and Wellness, located at Brookside 51 Building, 5110 Oak Street, Suite 201, offers a full range of supportive services to students. Appointments can be made by calling 816-235-1635.
UMKC Student Health and Wellness , located at Brookside 51 Building, 5110 Oak Street, Suite 237, offers a full range of health care and promotion services. Appointments can be scheduled online or by calling 816-235-6133.
The MindBody Connection is located in the Student Union, 3rd floor, room 303G & 303H. The MindBody Connection provides space for students to learn how to relieve stress and learn more about mindfulness. Featuring massage chairs, art supplies, and a quiet space, the MindBody Connection is a great place for students to unwind and get back in touch with their minds and bodies and offers a variety of stress-reduction services.
Students are encouraged to review UMKC’s Policy on Suicide Prevention Resources, which provides resources, referral information, and training opportunities to help recognize signs of distress in yourself and your peers as well as how to make appropriate referrals for support and assistance.
Students may contact the UMKC Student HelpLine (or call 816-235-2222) with any questions or concerns. Students may also utilize the Complaint Policy to file a complaint online.
Equal Opportunity & Educational Access
UMKC is committed to providing equal opportunities to all students without unlawful discrimination on the basis of a protected identity, including race, color, national origin, ancestry, religion, sex, pregnancy, sexual orientation, gender identity, gender expression, age, disability, protected veteran status, or any other status protected by applicable state or federal law.
Discrimination & Harassment: Compliance with UM System Collected Rules and Regulations (CRRs) 600.000 is monitored by the Office of Equity & Title IX , but it is the responsibility of the entire university community to provide equal opportunity through relevant practices, initiatives, and programs. If you or someone you know has experienced discrimination or harassment based on their protected identity, we encourage you to visit Making a Report.
CRR 600.010 prohibits protected identity discrimination and harassment. It also prohibits sexual harassment and sexual misconduct by a student, employee, volunteer, or visitor that is not covered under CRR 600.020 and Title IX (see below), that occurs within a UMKC educational program or activity, on- or off-campus, including when the conduct occurs off-campus and interferes with or limits the ability of any person to participate in or benefit from UMKC’s educational programs or activities or employment. For those who have experienced discrimination or harassment, please see the Support and Connections pages of our Equity & Title IX website for a list of campus and community support services.
Sexual Harassment under Title IX: UM System Collected Rules and Regulations (CRRs)
600.020 prohibits all students, employees, volunteers, and visitors from engaging in sexual harassment, including sexual assault, dating violence, domestic violence, and stalking, in a university education program or activity against a person in the United States. If you or someone you know has experienced sexual harrassment, please visit the Support and Connection pages of our Equity & Title IX website for a list of support services on campus and in the community. For information on how to make a report to the university, visit Making a Report.
Failure to Accommodate Students with Disabilities: UM System Collected Rules and Regulations (CRRs) 600.010 prohibits discrimination against students with disabilities and ensures these students receive educational accommodations as issued by Student Disability Services. If you believe an employee of the university has failed to accommodate your disability, visit Making a Report or contact the Office of Equity and Title IX at (816) 235-1771 or eqtix@umkc.edu.
Accommodating Pregnancy & Related Conditions: UMKC provides reasonable accommodations to students related to pregnancy and childbirth, including adjustments to attendance requirements, course due dates, leaves of absence, and other accommodations. If you have questions or would like to request arrangements, please visit Pregnancy & Related Accommodations or contact the Office of Equity & Title IX at (816) 235-1771 or eqtix@umkc.edu.
Mandated Reporting: Nearly all UMKC employees, including your course instructors, advisors, and other support staff, are required to report all information related to any known or suspected discrimination, harassment, or sexual misconduct to the Office of Equity & Title IX and cannot offer confidentiality. However, students may seek confidential support from RISE: Resources, Intervention, Support, & Education, Counseling Services, and Student Health & Wellness.
Employees of these offices are exempt from mandated reporting so long as the disclosure of prohibited conduct occurs in a confidential communication while they are acting as support advocates, professional counselors, or medical personnel. An exemption does not extend to these employees when the disclosure is made in non-confidential setting. If you have a question about confidentiality when making a disclosure to RISE, Counseling Services, or Student Health & Wellness, you should first ask whether the exemption applies.
Right to Free Expression
It is vitally important for UMKC to foster and maintain an educational environment that promotes free discussion, inquiry and expression by students inside the classroom and beyond, without fear that their exercise of such rights will have negative repercussions in areas over which the university has responsibility. It is equally important that students understand the narrow line separating their First Amendment rights and the legal and privacy rights of others so that students can exercise those rights within appropriate boundaries.
Per UM System Collected Rules and Regulations (CRRs) 200.015 your instructors should encourage free discussion, inquiry, and expression in courses, conferences and meetings. Student performance shall be evaluated solely on an academic basis, not on opinions or conduct in matters unrelated to academic standards.
Classroom Expectations: In exercising your right to free expression, UMKC requests students adhere to these five guidelines:
Share responsibility for including all voices in the conversation, leaving sufficient time for others to engage in the discussion. Listen respectfully, avoiding interruptions or distractions.
Recognize how your own identity and experiences inform your opinions and reactions to others. Be open to changing your perspectives when exposed to the ideas of others.
Speak with care, acknowledging that your words may be perceived as disrespectful, marginalizing, biased, or harmful.
Understand that everyone makes mistakes; view these mistakes as valuable in the learning process. Notice your own defensive reactions, and channel them into furthering a productive discussion.
Differentiate between safety and comfort; accept discomfort as necessary for learning and exploring ideas through a social justice lens.
Although your right to free expression is protected, your instructors have the authority to take action under CRR 200.010 when they believe the conduct of any student unreasonably disrupts the classroom environment and prevents others from learning or threatens or endangers the
health or safety of any person. If you feel your instructor was in error in taking action under CRR
200.010 related to your right to free expression, visit Making a Report.
Expressions of Perceived Bias
UMKC is committed to equity, diversity, inclusion and respectful interaction. In support of our campus community, the university provides the opportunity for students, employees, volunteers, and visitors to report expressions of perceived bias and to request UMKC respond to such expressions.
An expression of perceived bias may occur when someone believes that they have been subjected to harassment, bullying, stereotyping, microaggressions, abuse, marginalization, or any other form of targeted misconduct because they identify or are associated with a particular group. If you believe you have experienced an expression of bias or you become aware of such an expression, visit Making a Report.
Support: If the conduct of others prevents you from fully participating in the classroom or in university activities, UMKC offers confidential support through Counseling Services and RISE: Resources, Intervention, Support, & Education. Additional campus and community support services are listed on the Support and Connections pages of our Equity & Title IX website.
See Course Summary and Schedule Below.
Course Summary:
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