Art(ist) Education – Page 10 – Butts In the Seats

An Idea Eight Years In The Making (And Hopefully Not Nine)

February 22, 2012 by Joe Patti

Thursday is the 8th anniversary of this blog. I made my first post on February 23, 2004. I wouldn’t normally call attention to an oddly numbered anniversary (though 8 is considered auspicious in China), however an idea I mentioned in my second post may come to fruition. Actually, the bulk of the idea was expressed in a letter to Artful Manager Andrew Taylor which ended up printed on the Artsjournal site.

In that letter I suggested that arts organizations emulate the overtly proselytizing comic book Chick Tracts. While I am generally offended by the tracts, I appreciate their use of illustrations to catch interest and their portability which lend themselves to easy distribution by handing them off to friends or leaving them in public places. I had suggested using the same format, albeit with a less heavy handed approach, to distribute information about the arts.

That idea has been percolating in my mind as I waited for the opportunity to put it into action. That opportunity seems to have presented itself.

If you recall on Monday I mentioned how I haven taken advantage of the enthusiasm my assistant theatre managers have brought to the job to implement some of my ideas. Well this is one of them.

The current assistant theatre manager had an idea to assemble a Student Media Art Collective (SMAC – her idea) to help us promote the performances at the theatre. Our intention is to have discussions about promotion, techniques and art in general. In time we hope to bring in some guest speakers to talk to the group about various topics. I have pretty much left it up to her to organize and run. I just approve the purchase of pizza, distribution of comp tickets and show up at the meetings.

I have to say, I have been pretty impressed with the way she has run it. Even though we want these people’s help promoting the theatre, she hasn’t really mentioned that at all. What she has basically done is created a place for people to meet, eat pizza and talk about their ideas. Today she had us drawing things on file cards and post-it notes.

We have only had two meetings. Between the first one two weeks ago and the one we had today, two of the people have already started collaborating on a project together. They aren’t ready to talk about it yet. From what I have glimpsed of the proposal the one guy wrote, it seems to be some sort of fictional speculation about the origins of chess as a game.

I like the energy that is developing so far. We have provided a forum for these students who are predominantly visual artists that hasn’t been available before. I think it has been good that we have let the participants talk about their ideas rather than pressing our agenda. It has helped people feel comfortable and share their goals with the group.

I had discussed my idea to emulate the Chick Tracts with the assistant theatre manager about a week ago and while I wanted to mention today, I decided to follow her lead in regard to whether we asked them to do something for the theatre. Near the end of the meeting, she invited me to share the basic concept with the group and a number of them really liked it. During the mingling at the end of the meeting, a few approached me with the ideas they had. I was surprised that many of them were interested in producing a hard copy format rather than a digital manifestation as I had suggested. Apparently having something physical to hold is valued a bit more than I had guessed.

I will follow up by sending out some links to some websites that might provide as basis of inspiration for my Arts Tracts. Then I will step back and see what happens in the next two weeks before we meet again. Hopefully something will have been produced by this time next year.

What Values Matter In Arts Grad Training Programs?

February 21, 2012 by Joe Patti

This weekend Scott Walters quoted an extensive comment made on another blog about the value of MFA acting programs. The gist is, students are ill served by the programs which need to focus on training students for 21st century opportunities.

This struck a chord with me because I had recently read a Fast Company article about how UC Berkeley’s Business School started to screen applicants based on whether they embodied the school’s core values. The school had decided to embrace these values in the interests of creating a “reduction of overconfidence and self-focus, which are perceived to be excessively present among the business graduates and leaders of the top business schools.”

At the time I read it, I was idly wondering if arts training programs at the master level might do something similar to address any perceived (and real) problems with those they graduate. It had been a long time since I was in grad school so I didn’t feel I knew enough about the state of things write a post about it. Having read Walter’s recent post, I am no more certain than before since it is the view of a single unidentified commenter. I do feel fairly confident in assuming that, as with most things, there is room for improvement.

I will readily admit that given my ignorance of the state of things, I don’t have any concrete suggestions about they might be done differently. I will say that one thing that stood out in the Fast Company piece was that Berkeley-Haas instituted significant changes in their program based on their stated values and then required their applicants to adhere to them.

Most remarkably, they are not simply communication tools but drive operations from the curriculum, research priorities to staff programs, and faculty hiring. The curriculum, for example, has been extensively revamped in order to introduce elements of creativity, innovation, collaboration, ethics, and social responsibility.

They made sure they embodied the values before they required the students to do the same. It would have been much easier for them to decide to implement the change by altering their admission criteria and assuming that choosing the right students would result in producing the right graduates. But that is less likely if the infrastructure surrounding the students doesn’t emulate and reinforce the values the school wishes to cultivate in its graduates.

Successful realization of any goal is easier for any entity if all members are aligned toward attaining it. Probably the most powerful thing an arts training program can do to convince applicants that it can prepare them to ply their craft in the current environment is to point to a major realignment of priorities to that end.

As the commenter that Walters quotes, SayItLoud, notes, theatre training programs often cite successful graduates and places their students have worked or can intern at. As impressive as that is, the reality is the path those graduates took to success may no longer be viable.

What training programs may really need to do is say to applicants, “We’ve changed ourselves from top to bottom and what success requires now is to push you off the conventional path. This is not the place to pursue training in becoming a triple-threat, actor/singer/dancer. You may have become a video editor/painter/acrobat or a ecologist/architect/percussionist or all six plus four things we aren’t mentioning. Do your interests, values and practices align with ours?”

At the very least, it will get everyone thinking about the whole training process. Given that the current conversation is that arts organizations need to change the way they operate and interact with audiences, you aren’t leading students astray by telling them they need to obtain a wider spectrum of skills. Like as not, they will be the ones helping to drive the change with the types of works they develop.

Stuff To Ponder: What About Engaging Arts Organizations?

February 14, 2012 by Joe Patti

Taking up where I left off yesterday, one of the last things I mentioned was that arts people might have an easier time shifting their perceptions to be more inclusive of what constitutes artistic practice and works of art than the general public might.

The thing is, while arts people may be more able to make the shift in thinking, they may not think it is necessary unless the necessity of doing so is pointed out to them. There is a lot of effort being made on a national, regional and local level to communicate the benefits of the arts to the general public but there isn’t a complementary effort to let the arts community know what their role is.

You can help in that effort by passing on or retweeting this post! 😉

But really, I recently realized the effort to get the general public to invest in the arts is a little one sided. Americans for the Arts will run ads telling people there are things they can do give their kids more arts experiences but most of the burden is on the parents to go online to the Americans for the Arts site and seek out arts organizations in their community. There may be an assumption that whatever arts organizations are doing to generate public awareness of themselves will be enough.

While Americans for the Arts had some requirements if you wanted to partner in their last kids and the arts campaign, what perhaps they should have also done is gone to the arts organizations and said, listen, we are going to run a slew of ads in your area encouraging people to take their kids to performances and museums and sign them up for classes. We are going to tell them to look for this little smiley guy logo. You can benefit by putting this logo on your website, in your ads and on the side of your building like the Safe Place logo they have on fire stations so people can easily identify organizations that offer these services.

The NEA starting a long term campaign communicating a “its all art and you should be reaching out” message to arts organizations through various channels would help to get arts organizations on the same page with them. That way the arts groups can start providing a public message complementary to the NEA’s and begin to shift themselves and the community to a more inclusive mindset.

Heck, what might actually be effective is a national campaign like the one Dominos recently ran that acknowledges people’s complaints about arts experiences. It could simultaneously address public sentiment and let arts organizations know they have a responsibility in the relationship as well.

Of course, lacking the unified will of a corporation, the campaign can’t make concrete promises of improvement across the arts sector. And honestly, unless it was incredibly well-designed and coordinated, it could alienate the general public, arts organizations or both.

But it would also be the first time that these issues were acknowledged and addressed nationally. Those of us who regularly read blogs and attend conferences are likely well aware of the need for change. But many arts people, including board members, aren’t participating in these conversations and may not be as aware of the shifting realities. This would put the topic front and center.

There isn’t just a need to do a better job of communicating our message to our local community, we need to apply the same techniques to communicating among ourselves. Which may in turn increase the number of organizations effectively communicating with their local communities.

There are already a few communication channels being used to rally arts organizations and their supporters to contact their legislators prior to crucial votes. Those are a good starting point to mobilize arts organizations but the message needs to come from different sources: blogs, television, radio, YouTube video, tweets, Facebook. In other words, the same channels we are urged to use to engage our communities can be used to engage arts organizations.

Whatever the message is needs to be light and encouraging rather than declarative and directive. Just like our audiences, arts organizations should be hearing more from their national, state and local leadership than OHMYGOD! THEYAREALLAGAINSTUS YOUMUSTMOBILIZENOW!

There should be Van Goghurt commercials made to encourage arts organizations to do better and point out resources organizational leaders can consult.

The nonprofit arts world in the U.S. is so decentralized it is hard to effectively communicate with most of the organizations. If the government provided higher levels of funding, more organizations might have closer relationships with central funders and it would be easier to provide training and information in best practices. For many it is not worth the effort required to apply, so they remain unidentified and out of touch with service organizations.

Instead of providing a few arts organizations with the funds to improve community participation, maybe foundations/funders should focus on establishing stronger channels of communication and relationships between service organizations/arts councils and arts groups, as well as between the arts groups themselves. Once that is achieved, instead of many individual organizations trying to re-invent the wheel alone, they may become better aware of the practices of those around them which will hopefully translate over time into a community engaged with the arts rather than with specific arts organizations.

As it is now, the best engagement practices developed by the exemplar organizations being funded will only be disseminated to a few hundred people attending a conference or reading a report. Better engagement and communication between arts groups and the arts councils/organizations that serve them could multiply the impact.

Don’t Forget Leadership and Teamwork

January 31, 2012 by Joe Patti

I was helping out a local high school by conducting mock interviews with their students today. I enjoy doing this because the school does a great job preparing the students for the experience. I often don’t realize just how nervous the students are until the sweaty palm handshake as they depart. The last student I spoke to was applying for a position as a nurses aide and I was pleased to hear him talk about how his experience as the section leader in his band conferred leadership and conflict management skills. I made sure I complimented him on mentioning that and coached him about mentioning it in future interviews. (My interview partner who was not an arts person did so as well.)

It occurred to me that when I have read about the benefits of the arts recently, leadership and teamwork didn’t seem to figure largely in the lists. Given the recent push that education make someone employable, it is probably important that it be emphasized more.

I did a quick and, by no means exhaustive, survey of articles listing the benefits of arts education and found that my suspicion was generally true. Many talked about the cultivation of very desirable traits like intellectual and emotional development, flexibility of worldview, judgement, problem solving, expressiveness and ability to anticipate consequences.

In our desire to justify ourselves by identifying some distinctive advantages conferred only by the arts and creative expression, we seem to have forgotten some basic benefits a high school kid can cite. Speaking of which, while we are touting these benefits, it probably behooves us long term to make sure high school kids who are having these experiences can cite the benefits.

The intellectual and emotional development advantages frequently referenced are often individual achievements. Leadership and team work are assets in the social sphere and warrant inclusion. It may seem of little consequence now, but I suspect there is a fair chance that in the next 10 years technologically induced anti-social/introspective tendencies may be be deemed a crisis and these qualities will be highly prized.

This all being said, there are a lot of benefits to arts education and it is tough to list them all. If you are looking for a list to keep handy, here are some great ones. (A couple which list leadership and teamwork). Again, these are some I personally find helpful rather than an exhaustive list.

Americans for the Arts
National Assembly of State Arts Agencies
Miller-McCune
Artsblog post by Kristen Engebretsen

Feel free to add a few of your favs in the comments section.

Who Is More Important? The Event Or Organization?

January 30, 2012 by Joe Patti

I had a small disagreement about marketing with one of the people partnering on a show with us that raised the question about what is more important, the artist or the organization.

The disagreement was pretty simple. We had designed an ad to promote a show. Between the sponsor and creator logos/credits and the general design of the ad, there wasn’t a lot of room left. To maintain a clean, attractive look for the show, I suggested that we omit the three names of the presenters. We would have the name of the theatre, but not “presented by X, Y, Z groups, each of which were fairly long.

My feeling was that the show was what would attract the audience. If we credited the three of us, it would look cluttered and the pertinent information would be lost. If we reduced the font size to the point the ad didn’t look cluttered, it would be too small to be of value and not worth including.

Since we had already advertised the show via brochures, posters, postcards and email blasts, most of those who associated our names with quality already knew we were involved with the show. Those whom we would be reaching with the ad would be making decisions based on the show, not who was presenting it. Therefore, our names were not as important in this particular communication channel.

My partners disagreed with my point of view (though they praised the ad image as much better than the brochure and poster images which was gratifying) and we included our names in pretty small type.

It got me to thinking, is there ever a time when the event is more important than the organization taking credit? Choosing to cede space in favor of a funder might be done out of a concrete sense of obligation (or lack thereof, I am aware of some organizations that choose to omit funder recognition.) Valuing the event/artist above the organization is a bit more theoretical and nebulous a decision.

I don’t know that it should be a default organizational policy where you decide the artist always comes first and people will have to work to find out whose efforts were responsible for their experience. There are some cases where people won’t be familiar with a work where the organizational reputation for quality will provide the confidence an audience needs.

In some cases, you may want to take credit for an experience but get very little recognition because the artist’s reputation will eclipse your own. We recently presented Ben Vereen and it was clear from the phone conversations we were having with patrons that our involvement played no part in the decision to attend.

Both Elton John and Neil Diamond are performing in town in January and February and I couldn’t tell you who the promoters are. I could make an educated guess of 3-4 different people. That is probably the best rationale for making sure your name is associated with your productions. Get a reputation for quality and people will attribute great experiences with which you had no involvement to you.

Surveys show that audiences don’t have much awareness of the tax status of the organization providing their nights’ entertainment. If people aren’t discerning between profit and non profit organizations, how aware are they of whether a show is being presented by me or someone who is renting our facility? There are times of the year that bring especially high numbers of calls from people expecting us to resolve problems with tickets they didn’t purchase from us, so I know some people aren’t aware of the distinction.

Knowing that people may not be making as great a distinction between you and everyone else as you might hope, are there situations where the event is more important than your organization? I am not talking about simply leaving your name off marketing material for the sake of aesthetics. I am asking if there is some program you have or dream of having where it doesn’t matter if anyone knows you did it?

Is it possible for a non-profit to get to that place? Do the producers of a Broadway show care if they have high personal/business name recognition if the show is profitable? Can a non-profit be that blasé as dependent as they are on attracting funders who want assurances their support is making a difference?

I don’t know the full answer to these questions because I have just started considering them and it is a complicated matter.

I don’t think the inability to subsume the organization name to that of an artist necessarily has a direct correlation to the situation Diane Ragsdale discussed in November about low pay for artists. As I note, there are many important reasons to keep name awareness high. However, the organization’s perception of artists certainly is going to factor into the question.

With all the instances recounted by Inside the Arts blogfather, Drew McManus, of orchestra boards answering the question pretty decisively in their own favor, it may be a question that needs to be asked more frequently.

Supernatural Artistic Inspiration And Music

January 25, 2012 by Joe Patti

In the talent vs. practice debate regarding mastery we have Malcolm Gladwell’s suggestion that it takes somewhere around 10,000 hours to achieve mastery (as well as the counter argument of that it may not require even half that much).

But putting that aside and waxing a little fanciful, I was recently thinking about the attribution of supernatural intervention/inspiration as the reason for talent. We all know the famous story of Robert Johnson making a deal with the devil at a crossroads in order to acquire his blues talent.

I was recently listening to an interview on the National Endowment for the Arts website with National Heritage Fellow Ledward Kaapana who tells a story of an uncle taught to play guitar in a dream over seven days.

“And my Uncle Fred, he told me this story about how he learned to play his guitar. He dreamt for about seven nights of how to play. In his dream, someone came into his dream and taught him how to play the guitar. This guy sat under the coconut tree. In his dream, he sees the guy on a coconut tree, but he couldn’t see the guy’s face. All he seen was everything was white with a red chest. You know the Hawaii style, they always had the red chest, and sitting there and teaching him.

And as he was getting ready to go to school, his dad used to make him home lunch to go to school then, and the dad could hear him playing in the room, his guitar. So on the seventh day when he told his dad, the dad gave him one slap. So in other words, he was not supposed to say anything, because after that, that dream was gone. Never had that dream. Then you know what he told me? My uncle told me, “If I didn’t tell my dad about this dream, I could have been playing with my eyelashes.” Because he plays with his nose. He plays with his toes. He plays over the guitar.”

I love stories like this just for the themes in common with other cultures. As I got to thinking about it, it seemed that these sort of stories are always about music. I couldn’t think of any stories about actors or dancers receiving supernatural inspiration. There are stories about people dancing unto death after wearing cursed boots or being bewitched by fairies, but no positive attributions. The only supernatural inspiration for visual artworks I can think of are fairly contemporary Twilight Zone type stories where things don’t end well either.

Music frequently associated with transcendent experiences. In fact, just last week at an artist Q&A an audience member asked if the three percussion masters we had performing ever felt a oneness with the divine while playing. Perhaps that is why there are these stories of talent and ability being conferred upon people.

Help me out. Am I forgetting any classic stories of supernatural inspiration in other arts disciplines?

Teachers Don’t Know From Creative

January 17, 2012 by Joe Patti

We all know that arts classes and opportunities have been disappearing from schools at varying rates for decades. It may or may not surprise you to learn that creativity is not encouraged in schools either. While you may have suspected it all along, Alex Tabarrok links to a number of studies from the Marginal Revolution blog.

He cites in one study,

“What the paper shows is that the characteristics that teachers use to describe their favorite student correlate negatively with the characteristics associated with creativity. In addition, although teachers say that they like creative students, teachers also say creative students are “sincere, responsible, good-natured and reliable.” In other words, the teachers don’t know what creative students are actually like.”

As Tabarrok notes, the classroom process is not conducive to impulsive creative expression. Self control is valued in students in order to create an environment for a group to learn in. I would note though that this is not to equate self-control with smothering creativity. Even in self-directed learning environments where students are more in control of the pace and manner of their learning, a degree of self-control is still expected.

It occurs to me that part of the fight to restore arts education to schools needs to include advocating for a learning environment that encourages creativity. Arts people may hold certain assumptions about that arts in education involves cultivating creative expression, but it might not necessarily be so. Everyone probably has a story about a teacher who nearly killed their interest in an artistic discipline.

It may seem like incrementalism in the face of the size of the struggle to get arts education restored, but in the process, it will be important to try to preserve opportunities for creative expression still have left lest they slip away.

Think about it– outside the classroom the only place where a child is still permitted to indulge their screaming anarchist tendencies is on the playground and a lot of schools are doing away with recess. Without recess, there is another moment of a child’s life where they are expected to behave.

Now granted, for all I know kids today may stand around at recess playing on their Nintendo DSes and ignore their screaming anarchist tendencies without any help from their schools and such advocacy is for naught anyway.

My point is that while fighting for the restoration of arts, it is probably important to make teachers aware of what creative students are actually like and provide tools/guidance for dealing with them rather than requiring them to conform to expectations all the time.

Essentially the approach of “Arts offer X, Y, Z to your students. But since you may not provide opportunities in the coming academic year, we will happily help you to recognize the creativity of your students and engage it in your classroom to some degree since these kids are likely the ones you have pegged as disconnected.”

Comes The Curator

January 10, 2012 by Joe Patti

While at the Arts Presenters conference, I learned that Wesleyan University has a certificate program in Curatorial Practice in Performance. My first thought was to wonder if there was really that much of a demand for such a program. Then I recalled that many arts organizations have long been consolidating their executive and artistic director positions into one person and that there were likely quite a few people who sought the training originating from this situation alone. People hired for their ability to run the arts organization like a business might find themselves a little anxious about making the correct artistic decisions.

According to the program website, the purpose is:

“…designed so that students can learn to modify and adapt curatorial practices from one discipline to another. ICPP welcomes emerging curators as well as other arts professionals who are interested in time-based art practices in visual art, traditional arts and the performing arts. The emphasis of the program is on the how of curating and focused on developing tools to contextualize performance.”

I was in a session where either Program Director Kristy Edmunds or Managing Director Pamela Tatge, (whomever was sitting behind me) noted that the visual arts have long had curatorial training, but it was lacking in performance disciplines.

In a separate session moderated by Alan Brown on what drives and inhibits our success, Brown noted that presenting arts organizations are becoming increasingly interested in having a curatorial relationship with artists rather than just taking what is offered. Given that most contracts coming across my desk stipulate that the artist has sole control over the artistic content of the show, I wondered if there is going to be a lot of pressure to on that very common contract clause in the future.

Conceivably, if arts organizations take their responsibility to more effectively serve and engage their community to heart, they will have a better sense of what their community will respond to than the artist. I am not talking about pressing artists to tone down edgy elements in the performance to conform to local tastes. Rather I envision a presenter may ask that a particular piece be performed knowing how it will resonate with the history of the location or address an on going concern of the region.

Brown noted that a few performing arts organizations are soliciting requests for proposals (RFQ) from performing artists so that projects more closely conform with what they want to achieve. RFQs from visual artists aren’t uncommon, and Brown says there aren’t a lot of performing arts organizations soliciting, but the fact there are may represent a shift in the approach to residencies. Pam Tatge who was on the panel for this session commented that artist residencies were becoming an intersection of the artist’s goals and presenter’s goals.

It seemed to me that this is something of a compromise between commissioning a piece and hosting an artist for a performance. There is a desire to provide the community a deeper experience than might be derived from attending a performance but not enough resources to direct the creation of a new work. So presenters are seeking artists who can provide additional experiences with specific relevance to the local community. These additional experiences seem to tend toward interaction and working with members of the community and de-emphasize the lecture/demonstration model.

It just occurred to me that another one of the underlying themes of the conference seemed to be the blurring of distinct roles. In addition to a session specifically about cross-discipline performance curation, there were two different sessions on the dissolving boundaries between agent, manager and producer with people taking on the functions of all three in various situations.

Those were just the sessions specifically dedicated to this idea. Just as the topic of cross-discipline curation came up in a separate session I attended, I am sure the topic permeated other conversations.

Market Forces and Education

January 4, 2012 by Joe Patti

Looking back at some old posts, I really started to think about the conflict of market forces and education. I was reading an old post that cited Tony Kushner’s proposal to eliminate the BFA in favor of a liberal arts education because the BFA gives students too narrow an education. In the same post I cited a professor at Julliard who wrote, “The longer students stay in a conservatory the narrower their definition of life in the arts becomes.”

My thought was to write a post warning that if we are going to claim that an education in the arts bestows a wide ranging creative world view being sought by business today, we had better make sure that was what students were getting.

But then I got to the end of the entry where I wrote,

“Students are looking for the minimum training they will need to get a job… If you tell a student that if they want to be an actor, they need to spend four years pondering philosophy, history, literature and all the rest and then they can go on to get a masters in acting and then go get a job, the student is going to take their tuition money to your competitors, independent acting classes, or use it to move to NYC to try their luck.”

Which reminded me that this is the exact problem the acting program at my college is facing. There is some resistance to hiring a full time replacement for a professor who recently retired because while the classes are always pretty well enrolled, few of them go on to earn a degree. Some of this is certainly a result of students who are having a hard time with classes, but it is also because a lot of them are taking what they know and are going out and working.

We recently sat down to make a “Grads Made Good” list. It wasn’t difficult to think of people who were out there actively performing or doing production work. Some of them were even making a decent living at it. The problem was, few of them actually graduated. These people don’t count even though they are regularly engaged with the school either as part of the college’s productions or as members of groups who rent the facilities.

While this problem can be chalked up to counting and valuing the wrong things, the bigger question is what we should be expecting of students. Should we accept and accommodate the fact that they will only remain enrolled long enough to pick up the skills they see as marketable to them? Do we insist that this short term solution will prove insufficient to support their careers over the long term? (If that is indeed the case.)

Diversity vs. the Brand

December 28, 2011December 28, 2011 by Joe Patti

Apropos to the recent aggregation of articles on You’ve Cott Mail about diversity in the arts, I wanted to point back to a post I did a few years ago about the pressures of protecting the brand image which may make it difficult to achieve diversity.

In the post I point to how everyone from Ivy League universities to car companies will willingly eschew the opportunity for immediate gain in order to protect their brand image. Arts organizations may have the best intentions for diversifying audiences, but the fact that funders/donors/sponsors may desire to have their name before the eyes of certain demographics will drive many choices that are made.

Info You Can Use: Arts In Every Classroom

December 27, 2011December 27, 2011 by Joe Patti

I had nearly forgotten about this arts education resource. Back before I started using the “Info You Can Use” tag I came across Annenberg/CPB Arts In Every Classroom series on television.

All the episodes from the series are available online. What is great about this series is that it shows teachers working on developing activities for their students. You not only get to learn some new ideas for classroom activities, but also the process for developing activities customized to your situation.

Dickens, Illustrated

December 21, 2011December 21, 2011 by Joe Patti

By the time you read this, I should hopefully be at my sister’s house teasing my nephews. Fear not loyal readers, for I have scheduled a series of posts according to my usual publishing schedule. I will also be attending the Association of Performing Arts Presenters conference at the beginning of January and should have some insights to report from there.

As I was looking back at some old entries to see if there was anything I might want to link back to in my absence, I came across a post about groups trying to use graphic novels to get kids interested in great literature. In that entry, I noted that something similar had been tried with Classics Illustrated back in my parents day but had failed because there was too much content to squeeze into too few pages.

It got me to thinking, it might be possible to do a credible job by turning great works into web comics. I will confess one of my guilty pleasures is to follow a number of web comics. One I will cop to reading is posits that the world mythologies are actually based on the conflicts between humanoid aliens from another dimension, one group holding to a philosophy of authoritarian rule (Titans) vs. a more free will philosophy (Greek gods).

Because it is expected the story will unfold over the course of months or years, some of the restrictions inherent to print don’t apply. Also because people can read the comic on computers and mobile devices, distribution issues are less problematic.

There are plenty of classics like A Tale of Two Cities that will make for exciting reading without any need for embellishment. A lot of plays, operas and ballets could benefit from a comic book adaptation as well. Linking to the completed comic could serve as a study guide for a lot of organizations.

Yes, students would use the comics as a substitute for reading the book for class. But they are already watching the movie, reading synopses and buying papers as a substitute for work already. Doing a thorough job with the web comic would provide an opportunity to make people aware of the full content of the literature that they would normally avoid reading.

The Arts Org and The Pro-Am Can Be Friends

December 20, 2011December 20, 2011 by Joe Patti

Arts Orange County Executive Director, Richard Stein, recently linked to a study his organization commissioned about how art organizations were acknowledging the rise of Professional-Amateurs (Pro-Ams). The study, Professional-Amateur Engagement: A Balancing Act in Arts Organizations, studies the literature and practices addressing people’s desire to become more involved with the arts, but not necessarily as a career path.

If you aren’t really familiar with Pro-Am concept, this is a good place to get up to speed on the topic. Especially the prickly topic of how to define “amateurs” without marginalizing or offending someone. The paper also provides some case studies of organizations who have created programs to involve their community.

Pacific Symphony placed 20 pianos around town and organized a number of on and off-line activities surrounding them. They also had a program called ““OC Can You Play With Us” which partnered community musicians with symphony musicians to rehearse and perform a concert performance with the Pacific Symphony. What I liked about this program was that Pacific Symphony used it to also call attention to the existence of other community orchestras as resources rather than keeping all the attention on their own organization.

The paper also mentions the Royal Shakespeare Company (RSC) and STREB, both of which offer workshops and classes to help people hone the skills and knowledge for their own activities, be it a performance company or their own personal practice. RSC has also opened up their stage to 10 amateur regional companies to mount their own productions on the RSC stage.

The one program that really tickled me was Armand Hammer Museum of Art‘s Visitors Dream-In.

“the Hammer invited “dreamers” to make a $25 campsite reservation to “camp out in the Hammer courtyard and collect any dreams that occur during their stay.”67 The campers were treated to experimental dreaming workshops, bedtime stories and a morning waking concert; on the next day dreams were reenacted by Gawdafful Theater.”

I just thought this sounded like a cool idea and according to their blog, they had about 170 register to participate.

Even Great Artists Need Recess

December 12, 2011 by Joe Patti

I may be beating a long dead horse here but last week the National Endowment for the Arts linked to a NY Times article from their Twitter account asking what people thought. The article in question was about how public schools in NYC were having arts classes during recess. I tweeted in response that I thought it was great, but that when I was a kid, I had art, music AND recess. The title of the article touts the school as being highly rated.

While I am happy these kids are getting some arts exposure, I wonder how it can really be seen as an improvement and a credit to their high rating that they had to do it during recess. It’s a shame that that the only time students can have the experience. It is with some chagrin that I tell the story of my first day in high school where I was trying to figure out when we would be allowed outside for recess. The memory of realizing I wouldn’t be having recess any more still causes a little ache.

I have to wonder, is there really so much more to learn these days that they have to squeeze arts classes and recess out? I know arts get cut for financial reasons, but if a school has the resources to offer it during recess, then they could offer classes as well, right? It has been 30 years since I was in elementary school, but I don’t think there have been that many developments in history, reading, mathematics and science in that time that can’t be covered in the course of all the elementary years of school.

If they have to spend so much additional time teaching and testing material for kids, that must mean those of us in the previous generations fell short of learning all that was required of us, correct? I quake in fear for what it will mean for me when these kids grow up and bring their superior knowledge capacity to bear, pushing me out of my job.

Okay, while it may indeed happen one day that my knowledge will be obsolete compared to younger people, I am fairly certain it won’t all hinge on the differences between what we learned in elementary school. In fact, I may retain my superiority over them simply because of the freedom of recess I enjoyed in elementary school.

Dr. Todd B. Kashdan recently had a piece on the Creativity Post about this very topic. (my emphasis)

If you want children to do well in school, give them dedicated time to play, sing, dance, build something out of wood, or whatever their fancy. There is a myth that time spent in these activities is time better spent cramming in more information for all important high stakes tests. Unfortunately, the brain doesn’t work that way. We each have a finite amount of willpower and when this willpower is exhausted, carrots and sticks are not going to change this fact. Our brains need time for restoration and replenishment. Discover what kids are passionate about and set them free to pursue it. Let me repeat that, set them free. Do not overly structure their recess. Do not overly structure their play time. This is a time for them to recharge their batteries. In return, you will get a greater frequency of creative, curious, critically thinking youngsters. You will get attentive, engaged students.

There is a great NY Times magazine article on the science behind the finite nature of willpower. There is a shorter version of the information on NPR if you don’t have the willpower to read the article. 😉 (Though as you will learn, you might be able to get some will power by eating a cookie!)

The more I read about the importance of allowing kids free time, the more I appreciate that my elementary school emphasized self-directed learning. (Albeit under the withering gaze of nuns which I am sure counteracted some of the benefits the freedom afforded.)

It occurs to me that arts people shouldn’t just be advocating for arts in the schools, but the free time to explore and express it. I am sure artistic and creative people are well aware of examples from their own disciplines in which a strict teaching environment has had a stultifying effect on the development and joy of young students. The advocacy can’t simply be about providing arts education if it is bereft of an opportunity to play. If students choose to spend their free time peering down at a cell phone texting their friends, it may be in part because they were never provided the opportunity and encouragement to spend it any way else.

Give The Gift Of Autonomy For Christmas

December 7, 2011 by Joe Patti

So the big tragedy of non profit arts organizations is that while we are the champions of creativity, we don’t really provide all our employees the most conducive environments for being creative. Sometimes good things happen despite us. Because the workload to personnel ratio is usually slanted in favor of the work load, there often isn’t a lot of opportunity for people to stand back and do some creative problem solving that might result in the alleviation of some of the work load.

A recent post on the Drucker Exchange criticized the industrial age view that long hours and great effort equates to productivity when that simply is not so any more. Andrew Fuqua recently made a related post on the benefit of “slack” in the work place. His post was generally about the computer programming industry, but there were many lessons non-profit arts organizations can take away.

One of the things he says a programming company should do is, “managers must stop assigning tasks.” Instead, it is up to teams to decide how the work will be done. Of course, for non-profit arts organizations, this assumes there are enough people to comprise a team rather than 1 person (or half person departments). But essentially he says, managers shouldn’t be making assignments, handing out work or be an individual contributor.

“Well, gosh, then what should a manager do? Well, I’ll tell ya! You could manage more people. You can still step in when the team needs help (but not too quickly). You are still an agent of the company, handling legal stuff, signing off on expenditures, etc. You can still manage risks, especially if you are a skilled Project Manager.”

Even if that doesn’t sound like something that is viable given the size of your organization, there are other things he suggest that are definitely applicable.

“Keep an eye on the system, looking for improvements
Ensure cross-training is happening (not by making assignments, but making the team handle it)
Understand the dynamics of the organization
Understand how value is created
Protect the team from interference
Make the organization effective; learn to look at it as a system
Support the team
Clear roadblocks
Watch interpersonal interaction — watch when one team member pulls back, withdraws in a brainstorm (for example)
Help the team learn TDD by making room for them to learn (time – remove the schedule pressure while they learn)
Understand the capacity of the team (also a team and scrummaster job)
Think through policies, procedures and reward/review systems and improve them (what messages do they send?)
Understand what motivates knowledge workers (see the previous reference to Pink) and let creating that kind of environment be an imperative”

Arts organizations can definitely benefit from looking at the dynamics of the organization and looking at themselves as a system of interrelated and interdependent parts rather than different segments performing different functions. This approach will help the organization understand where the value they possess lies. It may not only be the stuff you are selling tickets to, but in the expertise that is possessed by the group.

You will see a lot of these factors mentioned as valuable in management texts. The one suggestion Fuqua makes that jumped out at me was in regard to watching when a team member pulls back and withdraws in a brain storm. That can say a lot about the interpersonal dynamics of the organization. It may be viewed as one less person providing opposition to your ideas, but it could be damaging to the organization long term to have someone feel disassociated from the rest of the organization or team.

You might note that Fuqua references Daniel Pink and his talk about what motivates knowledge workers. That motivation is autonomy which repeated studies have shown is more effective than cash rewards.

One of the things Pink talks about is a Australian software company, Atlassian, which periodically gives their employees 24 hours to work on whatever they want. The only proviso being that they share it with the entire company at a party they throw at the end of that period. Apparently the practice has contributed to the solving of a number of problems and the creation of new products.

Imagine what might be produced if you let a bunch of creative arts people loose of their everyday constraints for 24 hours with the promise of beer at the end!

One of the things I know is very important to a lot of people I work with in the arts is professional development opportunities. Again, this is something Fuqua references. Often the biggest thing inhibiting arts people from getting the professional development is the funding. One solution to this problem goes back to my comment a few paragraphs ago about understanding that the value possessed by the organization may not solely reside in the product you are selling to the public.

Your organization may possess expertise that is valuable to other arts organizations and for profit businesses. You might arrange for a cooperative professional development day where all the arts organizations get together and have their staffs provide learning opportunities for each other. You might be able to likewise trade your expertise to area businesses in exchange for training or advice.

Best of all scenarios–your organization (or cooperative of arts organizations) puts together training programs to sell to businesses based on your expertise. Perhaps seminars in team building, creative brain storming, or the selection and lighting of visual art in commercial office spaces.

Advocation For Arts Careers To High Schoolers

November 15, 2011 by Joe Patti

I was speaking about arts careers at a high school career day today. The high school had been really good about sending out information packets with suggested topics to cover with the students (what skills do you need, what type of education is required, what classes should you be taking right now).

I have done a few of these in the last couple years but it was only after today’s session that I started to think about what arts people should be doing when they get the opportunity to speak to students about arts careers. There are guides written about presenting testimony to government entities and speaking to businesses about the benefits of the arts. There is a lot written on getting the arts back in schools, but not a lot has been created on the subject of advocating arts careers, or even just for taking arts classes after graduation, to middle and high school students.

This might present a significant challenge given that the students may not have had many arts experiences or at least recognize it as such. Unlike adults who might view the arts as having value in the context of the economic health of an area even if they do not often attend themselves, students may not have developed many impressions at all.

One of the reasons I started thinking about this is that I shifted my approach somewhat mid-stream today. While I think the result was better than what I had planned, I think there is still plenty of room for improvement. Maybe those of you focused more on arts education have worked all this out already and can provide some guidance.

I worked up a powerpoint presentation with images of what we do at the theatre now, including the ways our students are making their own opportunities. I also had job descriptions from various positions in performing and visual arts – production managers, art handlers, outreach assistants, etc to show students that there were opportunities beyond just performing.

The first session went pretty well from my point of view at the time and I got through the slides. The second session took a little longer to go through the slides. By the third session I had basically abandoned the slides and only showed 2 or 3 for the remaining two sessions of the day.

Essentially I went from talking to them to having a conversation with them about what they were doing now arts wise, what they wanted to do with their careers, why they didn’t want to pursue their artistic interests as a career and for those who did want to pursue it, what factors were standing in their way. I made this shift partially out of a realization that I wasn’t practicing what I am trying to preach about engaging audiences and partially because the questions they were asking pointed toward concerns in these areas.

In the process, I came to realize that a lot of the claims about the skills and abilities of the Millennial generation are a little inflated by the media. These kids are pretty much like I was in high school, a little unsure of themselves and appreciative of the wisdom of others (and just as practiced at exhibiting disinterest). Yes, they will probably grow up and outstrip the accomplishments of those who preceded them, but we old farts still have something of value to offer at present.

We had discussions about parents not being supportive of aspirations and wanting their kids to be lawyers. I talked about developing portfolios of your work and creating speculative pieces to showcase talent since they won’t necessarily have pieces they have created for a job. We talked about creating your brand both online and with face to face networking and housing your portfolio of work online for people to reference. (Which surprisingly didn’t seem to have occurred to many of them.)

I also gave them some tips about how to create opportunities for themselves to exhibit their talent. How to approach people with resources they may need, what those people may expect from them and how and work out mutually beneficial arrangements.

What was interesting to me was that in this age of television shows like American Idol which make it seem like success is achievable in terms of weeks rather than years, there were really very few students who were absolutely sure that they would make it. While there were a few people who said that they wouldn’t pursue their artistic interests as a career due to impracticality or low income potential, most simply lacked confidence in their own abilities.

My underlying message to everyone was to stay in school (naturally) and the benefits of different disciplines for their careers – liberal arts and social sciences so you can understand what motivates people; science to gain the skills to examine situations objectively as well as understand the properties of materials one might work with as an artist; business and law/contracts to understand how to protect your interests.

Ultimately, of course, I kept pressing the idea that you had to nurture your artistic passion and creativity in whatever you pursued. Fortunately, the teacher had a guitar in the classroom which helped to reinforce that concept.

So what else can you say to students preparing to go to college who may not have ever really experienced or thought about the value/place of arts and creativity in their lives to awaken their minds to the possibilities?

Engagement Matters In All Aspects Of Your Life

November 1, 2011 by Joe Patti

I came across a number of articles/blog posts about employment this week and have seen a little bit of common thread through them related to arts and creativity.

The first was the results of a Gallup poll declaring Majority of American Workers Not Engaged in Their Job Those who are middle aged and highly educated are more likely to be disengaged than younger and older workers. Gallup sees this as a problem because:

“Because jobs are more complex and require employees to have higher levels of skills and knowledge, business should be concerned that the more highly educated workers are less engaged. The less engaged employees are with their work and their organization, the more likely they are to leave to an organization.”

The arts may be faced with the challenge of engaging their community, but employers are faced with the same issue in regard to their work force. While it is of small consolation to those trying to generate income for their organizations, this may mean it isn’t that the arts are not engaging of itself but that people are looking for more connected and meaningful experiences for their lives in general and no one is doing a real good job of fulfilling that need at the moment.

This week also saw the results of another survey, this one by the NEA. Their Artists and Arts Workers in the United States looked at the economic activity of artists and creatives in each of the states. This group includes a wide swath of people: architects, writers, designers, photographers, circus performers, show girls, animators, to name a few.

There wasn’t any information on job satisfaction and engagement. I was hoping there would be. There were some interesting observations about clusters of different types of artists. For example, architects and designers are more likely to be foreign born and tend to be the best paid. I was surprised to see that the most common college major for dancers was visual and performing arts. Likewise, I surprised to learn that “In Hawaii, art retailer employment concentrates at 6 times the rate as the national average.”

I offer this as something of an introduction to the third article. On the Economist website, I saw a possible sign of hope for those studying the arts and humanities – The return of artisanal employment.

“Harvard economist Larry Katz had an answer. He reckons that future “good” middle-class jobs will come from the re-emergence of artisans, or highly skilled people in each field. Two examples he mentioned: a contractor who installs beautiful kitchens and a thoughtful, engaging caregiver to the elderly. He reckons the critical thinking skills derived from a liberal arts education give people who do these jobs an edge. The labour market will reward this; the contractor who studied art history or the delightful caregiver with a background in theatre will thrive.”

As much as I am pleased by any suggestion of the value of arts education, I have to confess some initial skepticism at the suggestion that caregivers with theatre degrees will be much in demand. However, considering the size of the aging baby boomer population, it isn’t inconceivable that they will create a demand for much more actively engaged care that will require caregivers with creative skills.

The piece goes on to point out that as employees are no longer able to count on their companies to support them throughout a career, people need to become more self sufficient and dependent on the skills they cultivate for themselves.

“Actually the new way may offer more certainty because people look out for themselves, rather than being vulnerable to changes that impact their employer. The nature of work constantly evolves. The company man was a post-war construct. The self-sufficient artisan is actually more consistent with historical labour markets.”

Circling back to the Gallup poll I first mentioned, the artisanal worker would likely be more highly engaged in what they were doing compared to the current circumstances. I should also note that while I implied otherwise the Economist piece doesn’t connect this trend exclusively to those with creative backgrounds, but those with a high degree of pride in what they do in any field.

This morning on NPR, I heard a story about a doctor who, at 101 is still making the rounds on the labor and delivery floor in Augusta, GA. He has delivered three generations of some families. It made me think of my family doctor who was still making house calls to the elderly in the 1980s.

The possibility that those sort of values may begin to manifest themselves again fills me with some optimism. As much as people might like to return to those days, it isn’t going to happen, but as I said the values can still manifest themselves in contemporary terms. If you have been listening to some of the discussion about Steve Jobs in the wake of his death, apparently one of the values his father instilled in him was building all parts of something well, including the things people will never see. The implication was that he made the same demands of the design of Apple products.

Arts Instruction Is Critical…As Long As You Volunteer To Do It

October 31, 2011 by Joe Patti

Last week I came across a link to a story about Columbia University students who created a program to provide after school arts experiences in NYC. I absolutely applaud the efforts of these students for seeing the need and providing arts experiences to public school kids for the last seven years.

However, the title of the piece sheds some light on the underlying problem – “Students sub for arts teachers at underfunded MoHi school.”

Artists Reaching Out (ARO), the program created by the Columbia students is now teaching arts during the school day. While this is a positive step for the group since their reach has increased beyond those they can serve after school, it a poor reflection on the NYC Public School system that has replaced arts teachers with unpaid volunteers. This great learning experience for the Columbia students is marred a bit by the fact they won’t be able to use the experience as volunteers teaching the arts to find employment teaching the arts in NYC public schools.

I give credit to Reginald Higgins, the principal of P.S. 125 where the ARO program is teaching during school hours. He seems to be trying to lead his teachers toward integrating the arts into the subject instruction.

“It’s really hard for teachers to include dance, music, and theater in their lessons,” Higgins said. “It’s a lot easier when you have it built into your schedule and when you have individuals come in to help you learn ways to work with your students.”

The Columbia students make an effort to learn what topics will be taught in the coming weeks and customize their activities to complement the instruction.

Given the dichotomy of instruction which is especially marked in this school, the efforts of the Columbia students seems particularly valuable in the lives of the PS 125 students.

“PS 125 shares a building with two charter schools, which receive public funding but are privately managed.

“They’re surrounded by children in uniforms who have arts programs, have more resources, and that affects me,” said Emily Handsman, BC ’12, ARO co-coordinator, and head copy editor of The Eye.”

As I read this piece, I thought about an interview Sir Ken Robinson recently gave where he spoke about creativity not being an add on. As I went back to watch the video of the interview, Robinson’s made a comment about a literacy program in the UK where teachers had to provide a prescribed unit of instruction for an hour and how he felt there were those in the “government who hoped they would recommend a creativity hour…on a Friday…after lunch.”

That comment barely registered on my conscious mind at the time, but popped to the surface when I looked at the ARO website and noticed their program required “Volunteer commitment of 4 hours/week, Friday afternoons, off-campus.”

That is certainly nothing more than coincidence, of course, but as the article describes the experience of the ARO participants in the schools, there is much the same sense of the arts instruction being relegated the status of an add on and being viewed by some as an inconvenience.

“The ARO students are building the capacities of my teachers,” some of whom are “art-phobic,” he [Reginald Higgins] said, adding that teachers of older students were worried ARO lessons would take away from time to prepare for standardized tests.

Fox said that increased attention to standardized tests has nearly wiped out exposure to the arts in public schools, but that teachers’ concern was “definitely legitimate.” “We’re really, really aware we’re taking time out of the school day for this, so we want to be sure we’re helping the teachers and not placing an additional burden on them,” Handsman said.

It is a bit dispiriting that the ARO students view their activities as taking time away from more important efforts. Ken Robinson made a comment that made me realize just how un-student centered standardized testing is. He points out that instead of serving education as a guide for making changes, instruction serves the standardized test. He notes that no student gets up in the morning inspired to help increase the standardized test score rating of their school.

Students don’t become unemployable adults because someone looks at their 5th grade standardized test scores, they are unemployable because there was a lack of engagement in their learning. The tests have meaning to teachers, principals, superintendents, legislatures, governors, Congress and the President of the United State and fulfill their needs, but have no direct significance to the students whose educational lives they will purportedly help.

The 5 minute video of Ken Robinson’s interview is worth watching. He points out the “there is not enough time to do it right first time around, but time to do it over” status of the U.S. education system observing that most remedial programs are geared personally to the student after discovering what inspires them. It would be cheaper to have a more individualized focus on instruction than to pay multiple people to teach the same thing to a student more than once.

Info You Can Use: Expertise As Entertainment

October 4, 2011 by Joe Patti

So much to do and so little time to do it! I am a little short on time for my post today but I wanted to direct attention to Eric Ziegenhagen’s TEDxMichiganAve talk, Expertise as Entertainment.

There have only been 74 views so I know you all haven’t seen it yet!

What Ziegenhagen talks about is the increasing prevalence of expertise being valued as an attraction. He focuses a lot on restaurants. It is no longer dinner and a show, dinner is the show. With the increased appreciation of culinary skills of chefs thanks to myriad television shows, people are valuing exposure to that skill as an attraction.

Restaurants in turn are designing the dining experience in response to this interest by providing information about the different components of the meal and providing more opportunities to watch the preparation process.

Ziegenhagen speaks of one restaurant that sells tickets to their seatings essentially intending them to be scalped. They apparently researched the laws governing resale of tickets and designed their reservation process in a way that permitted them to be transferred.

Ziegenhagen references the burgeoning TED lecture franchise as a evidence that people are beginning to value what is basically the pre-show lecture/post show talk back as much, if not more, than the actual show itself.

Looking at them in that context and taking a look at what makes the TED talks so engaging and interesting may provide some insight into how to make pre and post show talks more valuable to your audiences. (Clue: It might mean bringing in someone with no association to your organization at all.)

Criticizing The Performance, Not The Audience That Enjoyed It

December 18, 2011September 19, 2011 by Joe Patti

This weekend I went to see a show with some friends. I enjoyed most of it, except for the lead actor. It was clear to me that while the rest of the actors were invested in the reality of the play, his character knew he was the hero. Where everyone else had to react to the unexpected changes in the universe, he anticipated what was coming and manipulated the universe. Some of it may have been the director’s choice, but given the other actors were invested and he wasn’t, I believed most of it was the actor’s choices.

As the show ended, it was clear my friends enjoyed every moment of the show and didn’t perceive the things I did. I knew they were going to ask me what I thought. My immediate worry was, how am I going to talk about this show which they clearly enjoyed without implying they shouldn’t have. And how can I explain what I thought was wrong without suggesting that they lacked the intelligence or perception to notice it.

Basically, how can I talk about my experience without sounding like the stereotypical intellectual snob associated with the arts. My friends won’t take much offense, but whatever approach I used would essentially be practice for dealing with the general public. If I was talking about a show in my theatre, I am really never going to have this sort of conversation because few people would ask what I thought about my own show. (I also realized how many arts experiences I have by myself or with other arts people where conversations can be a little more frank.)

One of those who accompanied me is a landscape architect so I decided to use his profession to provide context for my comments. I would explain my problems with the lead actor as I did in the first paragraph expounding on what I mean by investment in reality and why that is important. Since the show was a comedy, I used the example of the candy wrapping episode in I Love Lucy, where regardless of how bizarre a situation got, we were rooting for Lucy and Ethel because they believed in the reality of the run away assembly line and their need to succeed.

I explained that because I had experience in the performing arts, the problems were apparent to me where it might not be to them. If they enjoyed the show, that is great. Being able to recognize these thing is a mixed blessing- It is helpful if you are in a position to fix the problem, but a hinders one’s enjoyment of many performances where one isn’t in control.

I mentioned how it was possible for me to walk through a garden and admire the flowers while my landscape architect friend noticed all the problems with drainage and general appropriateness with the design. None of this means the flowers are any less attractive just as nothing I perceived invalidates the experience they had at the show.

Now yes, among ourselves as arts people we can, and do, have long discussions about how audiences attribute more value to their experience than is warranted and give standing ovations to barely mediocre work. But that isn’t a conversation we can have with the general public without causing a lot of resentment.

Given that I was dealing with my friends who had the capacity to forgive any offense I might offer, I can’t say the general approach I used in this situation will work in most cases. I have to imagine though that it can be effective to offer an honest, snark free, appraisal of your own experience which acknowledges that one’s insight and perception, while highly informed, isn’t necessary for others to share.

I felt my explanation was successful because I was able to be honest and provide some education about acting and directing choices without coming across as if I were lecturing the ignorant. It was helpful to be able to be able to draw a parallel between the abilities we both developed as a result of our professions to illustrate how artistic criticism is no more intellectually inaccessible than any other form of discernment that is cultivated over time.

The same parallels can be drawn for pretty much any profession or avocation that a person has been involved for many years to create a common frame of reference. No one gets overly concerned that their accountant feels superior to them because they can’t spot mistakes on a balance sheet with a glance. They can be worried about how it might look if they don’t understand a performance or painting, though.

As I write this, I recall my post from Friday in which I quote Stephen Tepper and George Kuh talking about the training creatives receive. I occurs to me that while anyone may develop a discernment related to their profession and avocation, the resulting abilities are not necessarily equal. Those in the arts are specifically trained to look at things with a critical and deliver and receive critiques. Those seeking accounting degrees aren’t regularly asked to look at their classmates’ work and discuss whether it adheres to the generally accepted accounting practices. In that respect, it is understandable that people may experience a little anxiety at the ease with which creatives (which includes landscape architects) can and will discuss perceived problems.

Creativity To The Left Of Me, Creativity To The Right

September 14, 2011 by Joe Patti

I am just getting around to reading a piece in the Chronicle of Higher Education by Stephen Tepper and George Kuh (subscription required) about the need to get serious about teaching creativity. By coincidence or design, Americans for the Arts is holding a blog salon on arts in education that also focuses heavily on creativity. Clearly this is becoming a prime topic of discussion.

Tepper and Kuh argue against a prevailing image that creativity stems from environmental conditions rather than being developed through hard work and practice.

“First, we must move beyond the naïvely egalitarian, almost mystical view of creativity advanced by many creativity enthusiasts. This view suggests that to unleash creative capacity, we have only to set up conditions in which creativity will naturally blossom—informal workspaces, nonhierarchical organizations, flexible jobs, opportunities for cross-fertilization, and diverse and hip urban spaces. Such conditions are thought to encourage lateral thinking, brainstorming, and risk taking, all of which set the stage for innovation and entrepreneurship. No wonder creativity is an irresistible solution to our nation’s most pressing challenges! It appears to flow like tap water, requiring no significant investment in research or training. To transform our economy, we just have to get out of the way and let creativity grow free, like kudzu.

Existing research suggests otherwise. Creativity is not a mysterious quality, nor can one simply try on one of Edward de Bono’s six thinking hats to start the creative juices flowing. Rather, creativity is cultivated through rigorous training and by deliberately practicing certain core abilities and skills over an extended period of time. These include:

1. the ability to approach problems in nonroutine ways using analogy and metaphor;

2. conditional or abductive reasoning (posing “what if” propositions and reframing problems);

3. keen observation and the ability to see new and unexpected patterns;

4. the ability to risk failure by taking initiative in the face of ambiguity and uncertainty;

5. the ability to heed critical feedback to revise and improve an idea;

6. a capacity to bring people, power, and resources together to implement novel ideas; and

7. the expressive agility required to draw on multiple means (visual, oral, written, media-related) to communicate novel ideas to others.”

They admit that not all university arts programs are designed to engender these qualities, nor are the arts the sole discipline that engenders these abilities, but by and large arts students are challenged in these ways.

In the last few years I have frequently talked about how businesses are saying there is a need for creativity in leaders and employees. Other than citing other people who have said it, I haven’t had any solid evidence to back the claim up. However, thanks to a post by Emily Peck on the AftA blog salon, now I do. She links to an IBM survey of 1500 executive directors, Capitalizing on Complexity, where their top insight is that CEO’s need to:

Embody creative leadership.
CEOs now realize that creativity trumps other leadership characteristics. Creative leaders are comfortable with ambiguity and experimentation. To connect with and inspire a new generation, they lead and interact in entirely new ways.

Notice the words ambiguity and experimentation also listed by Tepper and Kuh.

Another salon blogger, Sarah Murr who works as an arts and culture subject matter expert for Boeing, cites Seven Survival Skills created by researcher and author Tony Wagner that …”people need in order to discuss, understand, and offer leadership to solve some of the most pressing issues we face as a democracy in the 21st century”

These too look very much like those listed by Tepper and Kuh which provides me some confidence that the thinking in the arts and business worlds are resonating to some degree. But there is still some work to be done in communicating these commonalities. Another arts in education salon blogger, Eric Booth, reported the general message he came away with from a National Arts Policy Roundtable retreat.

“The key message I took away from them could be stated like this:

Most people in business think “creativity” is a fluffy indefinite word, yet more hokum from the touchy-feely-artsy set. Indeed most business people do not want new employees arriving with the expectation that they can be creative all over the place. What we want are innovations, and hard-working employees who can recognize and deliver on the unusual occasion in which their creative input is valuable. If you can identify for me the key skills within creativity that produce successful employees in my real setting, and produce innovations that work for my company, and can show me the data that affirms you can reliably develop those key skills, I will become your biggest supporter. Til then, it sounds like fluff to me.

We can’t even name the key skills of creativity that we train, no less demonstrate that we reliably develop such skills.

[…]

I do meet a lot of creativity in good students of all interest areas, which makes me wonder if the arts really are delivering something distinctively potent. I even find research that affirms parts of this assertion that the arts are unusually powerful in developing creative capacity. But even if we are succeeding in developing creative capacity effectively, few can articulate what it is we are doing, or what those skills are.

How can we change the status quo if we can’t make a clear, well-founded statement about a core claim?

[…]

Identify the top three skills of creativity that matter to you in your work with career-track students. Not 10 or 23 skills, but the most essential two or three skills…

And one year from now, add a very simple and non-intrusive documentation-and-assessment practice that illuminates the ways in which your students are getting better at those skills over time. That’s it. That simple.

This may sound like a lot of work, but if you are in education you know that everything is moving toward evidence based whether it is K-12 No Child Left Behind or to meet accreditation standards in higher education. Measuring what Booth suggests should at least be marginally more interesting than performing most evaluations because you are establishing your own criteria.

Intersection of Artist And Audience Engagement

August 31, 2011 by Joe Patti

Via Andrew Taylor’s Twitter feed last week, I became aware of an entry on Nina Simon’s Museum 2.0 blog about use of space to engage arts attendees in different ways. What was really interesting about the entry was the conflict of views held by Nina, the Executive Director of The Museum of Art & History in Santa Cruz and one of the artists being exhibited in the museum’s Creativity Lounge about whether the lounge activities were contributing or detracting from the exhibit.

I appreciate that the artist came to realize that the lounge was actually contributing to people’s enjoyment of her work, but what I really loved was that the theoretical conversation about the purpose and role of a museum and the experience visitors should be having was actually being played out in practice. It is easy to talk about audience engagement activities in the abstract and project the wonderful benefits that will ideally be realized. Reality challenges that when an artist feels that the grand experiment is leading to their work not being taken seriously.

Granted, artists’ vision being compromised is nothing new. Historically other artists, administrators, producers, donors and patrons have all contributed to undermining artistic expression. That’s no excuse not to think about the impact of our decisions as we take up the task of trying to engage our patrons.

One of the big debates now is over the place of social media in live performances. Do you allow people to update their Twitter and Facebook posts during a show or do you try to suppress it. If people are engaged and are telling their friends about how much they enjoy the experience, that is a plus. If the glow and activity is distracting performers and audience members that is a bad thing. If people are splitting their attention between the performance and texting, that can be a negative as well.

The fact that back in the day people spoke and moved about during Shakespeare’s plays and Mozart’s concerts is often cited as an argument against the current restrictive nature inherent to live performances.

What isn’t often mentioned is that Shakespeare’s actors didn’t spend 8 hours or more a day for 4-6 weeks rehearsing for the show. I suspect Mozart’s musicians didn’t all invest hours a day from the time they were 8 years old practicing for the chance to compete against others of the same experience for a single seat on an orchestra with whom they would spend additional hours.

High demands are placed on artists these days and they want to be taken seriously for what they are bringing. When they see something happening that seems to undermine that, it is understandable that they be a little skeptical and wary.

One thing I take away from Simon’s post is the need to execute some engagement programs in as careful and deliberate a manner as the design of a performance or piece of art. When the program experience intersects with the art experience, you can’t just say, lets try this and see how people like it in the same way you might try out different ad campaigns to see which approach might be most effective.

Simon’s Creativity Lounge could have fallen flat and been just awful had the environment not been carefully considered. It is clear from her posts and responses in the comments section that it was.

For me this post was very timely because I am immersed in discussions about renovations to our facility. Part of the plans include razing and moving the ticket office and adding a concessions area. We have the opportunity to change the environment in the front of the theatre to one that has a more welcoming vibe through changes in lighting, landscaping and seating design. The factors we need to consider are just starting to percolate to the front of my brain.

Not Necessarily 10,000 Hours

August 22, 2011 by Joe Patti

Since the publication of Malcolm Gladwell’s Outliers, the idea that you need 10,000 hours of practice to master a discipline/skill has started to become something of an article of faith. However, two posts on the Science of Sport blog argue that inborn talent and opportunity count for a lot more than practice and therefore, 10,000 hours is not necessary for mastery. For some people, even twice that will not result in mastery.

Now probably none of this is news to music instructors and others who are engaged to provide lessons to children who just don’t have the talent to master the subject matter despite the insistence of their parents. People who would never suggest that they could play on a college or professional football team if they only practiced long enough seem to believe that hard work is all that is needed for high achievement in the intellectual or artistic realms.

Most of the authors, Ross Tucker and Jonathan Dugas’, discussion of genetics can be found in the second post. In the first post they directly refute what they say are unwarranted claims in Gladwell’s book.

Unfortunately, Ericsson didn’t show us this data, so we can only speculate. But that didn’t stop Malcolm Gladwell from making this statement in his book “Outliers”:

“The striking thing about Ericsson’s study is that he and his colleagues couldn’t find any “naturals”, musicians who floated effortlessly to the top while practicing a fraction of the time their peers did.

Nor could they find any “grinds”, people who worked harder than everyone else, yet just didn’t have what it takes to break the top ranks.” – Outliers, pg 39

Again, I don’t know how he arrives at the above statements – Ericsson presented not a single measure to support these claims (and I happen to know that he didn’t interview him either). As we’ll see shortly, it is actually inconceivable that Gladwell’s statements are true – other study of skilled performance show massive variations, and the same will be true for violinists, of this I’m certain.

They then cite some studies measuring to what degree practicing factors into performance at a masterful level.

So, the average time taken is 11,053 hours. That’s pretty much in agreement with Ericsson’s violin players. So far so good. But look at that Standard Deviation – 5,538 hours, and it gives a co-efficient of variation of 50%. For those not into the statistics, what this basically shows is a “spread” of the values around the average. If the Standard Deviation is small, and the CV is low, then you have a tight cluster – all the individuals are close to the average. But when it’s 50%, then you know you have massive differences within that group.

And that’s what happens when you start looking at individuals – one player reaches master level on 3,000 hours, another takes almost 24,000 hours, and some are still practicing but not succeeding. That’s a 21,000 hour difference, which is two entire practice lifetimes according to the model of practice. It seems pretty clear that practice, while important, is not sufficient for some. And for others, it’s not even necessary.

They also looked at studies of elite athletes on the international stage and noted that they rarely needed 10,000 hours to attain that standing. The USA Olympic athletes in wrestling, football and field hockey pursued their sport 6,000, 4,000 and 5,000 hours, respectively. One Australian netball player only had 600 hours of playing before she made the national team. Michael Phelps had only 4 years or approximately 4,000 of practice when he placed 5th in the 2000 Olympics at age 15. Granted, it was another 4 years and a total of 8,000 hours before he dominated at the 2008 Olympics, but as the authors point out, to place 5th in the world after 4 years of serious practice attests to the value of inborn talent.

The authors agree that achieving elite status is attributable to a complex set of factors that include everything from good nutrition to suitably stable political and economic environment combined with opportunities for excellent instruction and guidance. While you can’t depend solely on genetics alone to produce a superstar, in their mind, inborn ability is the most important factor in reaching the highest level of achievement.

This seems to be an important argument to pay attention, partially in regard to the training of artists, but also in garnering an interest and respect for the arts. People hardly need even 1,000 hours of training to find a lot of enjoyment in experiencing and participating in artistic opportunities. But if you extend the implications of what the authors are saying a little, the idea that people will come to love the arts after being exposed or involved starts to become uncertain. There will be some people who will, as we all hope, get it and be inspired from the first exposure. Some people will simply never ever appreciate it and some will need a lot of repeated exposure before they start to.

You might think that this is all pretty self-evident already and didn’t need pointing out. However, if Ross and Dugas are correct, whether people come to appreciate the arts will depend on their innate capacity to do so combined with the opportunity to have quality experiences rather than just be a factor of straight exposures. This realization begins to complicate the approach to audience development in communities. But it also shows that the effort faces the same circumstances as any educational or training endeavor and can employ some of the same techniques.

Funding The In Between Places

July 27, 2011 by Joe Patti

Scott Walters over at Theatre Ideas has been looking at how the National Endowment for the Arts distributed funds for its “Our Town” grant program. In the last three posts on the topic, he has been critical of the way the granting process is structured and executed, perceiving a surprising bias against rural communities given that it takes its name from Thornton Wilder’s play set in a rural location.

Scott’s initial criticism sort of deflated my sails when, by his criteria, the award to the Wallkill River School, Inc. in Orange County, NY where I grew up was not being made to a rural arts organization given the population of the county. I was excited to see that their project whose purpose is “To support the development of economic strategies for long-term, sustainable partnerships between the arts and agriculture in Orange County,” was funded.

I have to concede that the population has increased quite a bit since I was growing up and its psychological distance from New York City has diminished since then. (Though it still qualifies as “way upstate” in minds of NYC residents.)

I was also happy to see that the Trey McIntyre Project (TMP), headquartered in Boise, ID had gotten a grant. (Full disclosure, we will be presenting the dance company in Spring 2012.) Though it isn’t rural per se, Boise qualifies as fly over country in many people’s minds. I have found Trey McIntyre’s decision to locate there rather than NY, Chicago or L.A. to be commendable—and so has the population of Boise who treat them like celebrities. The group has made great efforts to expand the concept of a dance company’s place in the community by appearing anywhere and everywhere from flash mob like performances to dancing at the local NBA farm team games to creating their own art installation in a hotel room (forward to 3:30 to hear McIntyre talk about the installation)

I was also very happy to see a local burgeoning effort in support of Hawaiian culture was funded as well. I can probably devote an entry explaining how valuable this award is going to be in planting seeds for greater things.

All this being said, I felt Walters did a credible job in his entry today arguing that many elements of the application and review process placed rural arts organizations at a disadvantage.

As Walters acknowledge in his analysis on Monday, the NEA did make an attempt to enlist the participation of arts centers in rural areas and didn’t receive a very strong response. However, in reviewing the comments on his failed grant application, Walter notes that the criteria being used to evaluate his application wasn’t appropriate for the project he was proposing.

“When I consulted the NEA as to why my own “Our Town” grant was not funded, the notes from the review committee focused on excellence: WHO is going to be providing the art, and what are their credentials? Notice that my proposal was for a participatory arts program, and so the artists would be members of the community, not imported “professionals” from outside the community. Participatory arts, as the NEA knows from having recently published it own studies on the subject, is about enhancing the creativity of the citizenry. Credentials and press coverage are irrelevant.”

He also notes that since rural arts organizations don’t have large staffs, the three weeks notice they were given between being invited to apply and the deadline was barely enough time to compose a proposal. When they made it past the first stage, they were given only a month to assemble a complete proposal, an immense task given the length of the application and the limited staff with which to do it. These small staffs may also lack the experience and advisers to guide them in infusing the grants with the polish that granters like the NEA have come to expect.

I actually faced a similar situation here. A grant program sponsored by the National Endowment for the Humanities specifically focused on community colleges was announced in June with a deadline in August. One of the things they are looking for is involving up to 12 other colleges in a partnership. So not only do you need to try to assemble a work group of professors and administrators on your own campus during the summer after everyone has scattered to the winds, you have to get buy in from the same nearly non-existent groups on other campuses as well!

Via the citation of a comment by Ian David Moss, Walters wonders if the NEA is suited and equipt to directly pursue its mandate of geographically diverse funding. He discards Moss’ idea of directing more funding to trusted partners in rural states and letting them make decisions in favor of asking the NEA to become more accountable by cultivating stronger relationships with organization that work closely with rural arts groups and making a better effort to recruit people with an understanding of rural arts operations to serve on grant review panels.

While I disagree with Walters’ criteria about what constitutes rural, I am generally with him about the need to make the grant process more accessible to arts organizations in small communities. A decade ago, heck, even 5 years ago, I would have said the NEA faced an immense task trying to identify and reach out to rural organizations. But with email and social media, it is fairly easy to create focused email lists and Twitter feeds with which to deliver information to these groups.

It is just a matter of enlisting the rural arts service organizations that provide support to these groups to assist them in making them aware of the channels the NEA will be using to communicate with them. As Walters suggests, a time table and structure that recognizes both the limitations and different array of opportunities specific to rural arts organizations. Given how few organizations applied, even an increase of participation by a handful of groups will allow the NEA to claim a many fold percent growth in rural program support.

Is It The Mastery Of The Medium Or The Idea That Makes Good Art

July 26, 2011 by Joe Patti

Daniel Grant had a piece on the Huffington Post about a new trend in visual arts M.F.A. programs where training is tailored to students’ particular interests. He references the programs at New York’s School of Visual Arts which has a traditional program and a multi-disciplinary degree in arts practice.

“The traditional MFA is media-specific; you are a painter, you are a sculptor, you are a printmaker, and you study those processes intensely,” said David Ross, the chairman of the Art Practice MFA program. “The Art Practice program is for artists working in more hybrid areas, incorporating a number of different media or selecting the particularly medium based on what they are trying to accomplish at a given time. Many schools now see artists choosing to define themselves post-conceptually, in which the idea comes first and the medium comes second, and these artists are more difficult for the traditional program to accommodate.”

There seems to be similar programs at the Maryland Institute College of Art and at the Herron School of Art and Design at Indiana University which has an MFA in Visual Art and Public Life. Grant describes the students in the Herron School program:

“Their focus is not so much creating something that can be exhibited in a gallery or even in a public square as it is developing projects in association with various business, community, cultural or governmental partners.”

I haven’t quite figured out what I think about these developments. My first thought was to wonder if perhaps these programs might be an outgrowth of the Pro-Am movement. If not directly related to or a result of Pro-Am, perhaps these programs are an expression of a general sentiment of people who are not complete experts but who are looking for a way to better express themselves.

Obviously, people who are seeking training at master’s level have a desire to be a little closer to the professional end of the scale. With a primary focus on the expression of an idea over mastery of a medium, there is much they have in common with the Pro-Am view of art creation and expression.

What I find encouraging is that these artists are looking to develop partnerships with different entities in the community. Their approach to art may result in people viewing it as more accessible and less intimidating. It looks like there is more inclusiveness in the process these artists use. It also appears as if these art students are being trained in business and social skills that can help with their careers upon graduation.

What contributes to my uncertainty is a concern that having a secondary focus on the medium will mean the students will lack the mastery to create truly innovative works. I know that the value of an art work is often more than just the adept use of materials. On the other hand, people wouldn’t value a Stradivarius if making a violin was just a matter of assembling wood well. Experimentation and understanding of how different materials interact when you combine or treat them in different ways can be a crucial to one’s development as an artist.

I am not suggesting artists be relegated to the solitary confinement of their studios. I don’t believe that is ultimately constructive for artists and their work. I also don’t think that the jack of all trades, master of none approach is valuable to artists in the long run.

I am thinking of a recent blog post by Tom Loughlin suggesting that BFA degree programs in Musical Theatre should be eliminated. In the post he points out that in the current state of the industry, those trying to train themselves to be a triple threat- someone who can act, sing and dance – will be beaten out by people trained to be specialists in those areas.

I am not saying that the generalist artist won’t create interesting works of artistic merit. I read the quote by Kenneth Krachek, director of the community arts program at the Maryland Institute College of Art where he says, “all the programs are supportive of each other, but they each have their own momentum and solar system.” Other MFA fine art students at the school “don’t interact much with us,” and that didn’t sound like an ideal dynamic to be cultivating.

I wondered if it might not serve people in both the traditional and new degree tracks if they were encouraged as students to follow a process where the generalist is mentored by the specialist of a specific discipline in the creation of a project. If this was continued when the students graduated and went out to work professionally this collaborative arrangement could be beneficial to both. The specialist would bring experience and knowledge of working in a particular medium. The generalist would bring a the experience of working with community entities and creating work for them rather solely for a gallery.

To Cut Or To Keep Arts Classes

July 6, 2011 by Joe Patti

I am starting to wonder if the same forces that are seeing the arts disappear from K-12 schools are starting to encroach upon university level education to the same effect. There have been recent articles about eliminating the liberal arts degree. Given the amount of debt you get into going to a 4 year university, there is a concern about having a degree in practical fields like business or science one can translate directly into a job.

But I am seeing first hand that there are pressures to even retain arts classes. We just had an acting faculty member retire and I was talking to the chair of his division about when the ad to replace him might go out. Unfortunately, replacing him is not going to be automatic because there are a number of factors the upper level of administration considers before giving approval for a search.

The first is whether the class can pay for itself. It isn’t a surprise to anyone that instruction in the arts is more expensive than in other disciplines because the student – teacher ratio has to be smaller in order to be effective. One professor to 16-20 students instead of 30+. When it comes to arts classes then, general arts classes like survey world music are preferred over specialized classes like piano, voice, violin, etc because the ratio can be higher.

I should also mention for those who aren’t aware, my facility is located on community college campus so the price per credit is $95 versus $350 a credit at the system’s 4 year campus. It’s much more affordable for students to take classes here, but the college has to serve a lot of students to generate appropriate levels of revenue.

The decision to replace the acting teacher won’t entirely be made based on money. The fact is, many students who take performing arts classes are apparently not graduating. No one is suggesting there is causation in that. It looks like the type of student that are taking the courses aren’t persisting.

The courses aren’t filling up until nearly the end of the registration period which means that many in the classes may not have the organizational skills and motivation to be there that other students in the college have. Whether they have procrastinated their decision to enroll or just recently moved to the area, they may be in the class because their first preferences were full. They may not be fully invested or even able to commit to pursuing a course of study through graduation due to personal motivation or external forces.

Whatever the reason, if you are an administrator making a decision about what courses to offer and you notice that even if people have done well in a course, they aren’t likely to persist in their studies, it may not be entirely unreasonable to ponder if resources were better directed.

Some of the solutions mentioned in my conversation with the chair were not unlike those suggested for the arts in general. One was having the value of the class to students redefined in the course listings–what skills are you going to come away with, what requirements does this course fulfill, etc. Just as we talk about the value of the arts to communities.

Another was basically just increasing word of mouth advertising. Essentially talking to the counselors about steering students toward the classes earlier in the enrollment process. One potentially promising development is that the college had made orientation mandatory for all students recently and the process starts with an hour long presentation in the theatre. Since many attendees have appointments with counselors soon after their orientation, hopefully the presentation with its goofy skit will result in students being more inclined to want to register for arts classes.

At the very least, I hope the orientation sessions will end my experience where alumni tell me they graduated from the college and didn’t know there was a theatre.

This situation has been the cause of a lot of thought for me. It is easy to damn people who make decisions to cut the arts purely on the basis of return on investment. Saying a course in the arts can’t help a person get a good job will raise a chorus of howls as people reach for studies that may show otherwise. For a lot of college arts programs across the country, this may be the prime criteria for cutting or keeping.

I have a harder time finding an argument against a fairly loose definition of success like is the person likely to graduate. Talking about the value of the arts to bolster creativity and learning capacity will fall flat against that.

These students aren’t the ones getting caught up in the arts lifestyle devoting all their time to their art rather than attending to their other classes. Those guys are familiar to me because they are always hanging around the theatre. I know which ones have started getting Ds and Fs. Which ones are doing well. Which ones had to remove themselves from that life so they could turn their lives around. Which succeeded and graduated and which failed.

There are a whole bunch of others that I never really see until they get up on stage for the final performances at the end of the semester and perform before an audience for the first time in their lives. No matter what their motivation for registering for the class in the first place, they are up there now demonstrating what they have learned. If they aren’t graduating, I hope they are at least taking something constructive away from the experience.

Can You Buy At The Price You Are Selling?

June 28, 2011 by Joe Patti

I often have arts professionals in their late 30s-early 40s ask me for comp tickets or ask me to request comps on their behalf at another performance space. Their whole decision to attend is based on whether they can get the comps. Since the ticket prices have been in the $10-$30 range and some of these people have stable incomes, on a couple occasions I have opined that this sort of request is to be expected when you are a poor college student, but didn’t they think that at this stage in their career and level of success it wasn’t time to start paying for tickets and free up those comps for starving college students.

This post isn’t about deadbeat mid-career artists who should have long ago started attending shows to support the arts and not because they get comps. As fun as ranting on the subject might be, I am pretty much done now.

I started with that little gripe to catch attention and segue into my real topic of wondering how many artists actually can’t afford to attend/buy the sort of art for which they are being paid. The thought occurred to me as I was wandering through the galleries of the Metropolitan Museum of Art and Philadelphia Museum of Art and I saw a couple notations about some of the artists owning pieces by other notable artists. I wondered if that were still the case. More to the point, are artists, who sell one of their pieces for a certain price, buying the works of other artists at comparable prices. If not, is it because of an unwillingness to do so or because they can not afford to do so.

Following the latter train of thought, it isn’t news that people in the arts don’t get paid very well–especially those producing the art. (Drew McManus’ recent Compensation Reports illustrate this for orchestras.) I am sure some people are eager to liken artists to third world sweatshop workers who could never afford to buy the clothing they make, but I am pretty sure things aren’t that bad. Many performing artists can probably afford to see a couple shows at the level people are paying to see them perform, but perhaps not as many as they might like or would be helpful toward advancing their craft.

I have no idea where visual artists stand in this regard. My guess is that for the time it takes to create a piece, many probably make below minimum wage and have many mundane bills to pay before they can think about acquiring works of their own. But honestly, I have no idea about the art acquisition statistics for visual artists. Does anyone have any insight or links to research on this matter?

Actually, while I am thinking about it… I have seen a lot of surveys being done about engaging audiences, marketing to audiences, measuring how involved the general public is in the arts (and the need to redefine what activities count as engagement), and even the SNAAP survey which tracks the “lives and careers of arts graduates.” But as far as I know, no one has really surveyed artists to see how involved they are in attending/purchasing the work of others.

I think it would be especially interesting to see the results in terms of cross-disciplines– how often do theatre people attendance dance, how often to dancers go to museums, how often do sculptors go to the symphony? I would also be interested to find out if that changes as a person gets older and advanced in their careers. Do arts people only go to see stuff from other disciplines when they are young and poor and their friends are doing a thing in an abandoned warehouse or do they continue throughout their lives and consume a wider variety?

There would probably be elements of the results that were satisfying as well as some that were depressing. In any case, they could be used to mobilize action. At the last National Performing Arts Convention, people had so many ideas about what to do but were paralyzed about how to do it. Maybe the first, best and simplest step would be to look at the results of a cross-discipline survey mobilize a grassroots support effort by either saying, “Hey, you guys don’t support each other enough in your communities, get out there and see stuff,” or “You guys are really supportive of each other. Now we are are going to train you to advocate to your neighbors for your disciplines and those of your colleagues of the other disciplines. We succeed when we all stand together.”

Info You Can Use: Tix, Pix, Kits and Internships

May 18, 2011 by Joe Patti

I am a busy, busy boy this week which is why I ended up not posting yesterday. Hopefully things will calm down a little by next week. So by way of recompense for not posting yesterday, I offer you four links to practical information for use in your arts organization. I am sure at least one of these links will prove useful to you.

First up, Richard Kessler recently posted a toolkit for getting parents involved in arts education, Involving Parents and Schools in Arts Education: Are We There Yet? What is special about this guide is that it is written by parents for parents. Presumably, parents will know what best motivates them to get involved. As Kessler says, “You have to admit, there’s something to be said about a guide that emerges directly from the work of parents, educators, and partners, rather than from staff.”

I haven’t gotten a chance to look at the whole thing, but I am encouraged that the second chapter is “Understanding Parents” and the fifth chapter is “Motivating Parents” with the “Educating Parents” in between. In the arts I think we often want to skip past the understanding and educating parts and move straight to motivating audiences into the action of attendance. The handbook reminds us of the proper order of things. The guide is 45 pages long. Fifteen pages are devoted to interacting with parents, the other 30 odd are sample forms, checklists and templates to use in organizing parents toward a school arts event.

Next, a link from our friends at the Non-Profit Law blog to the Department of Labor’s fact sheet about what is allowed during an internship under the Fair Labor Standards Act. It should be noted that these rules only apply to for-profit businesses at the moment, but a footnote they state (my emphasis) “Unpaid internships in the public sector and for non-profit charitable organizations, where the intern volunteers without expectation of compensation, are generally permissible. WHD is reviewing the need for additional guidance on internships in the public and non-profit sectors.” So it might be prudent to design your current internship program with the for-profit guidelines in mind.

Chad Bauman talks about a plan that the Arena Stage formulated to wean people off student discounts. They used to offer $15 tickets to people under 30 during the week prior to the performance. The problem was, once they turned 31, their ticket price went up to $60. It appeared this steep price jump was discouraging people from continuing to attend.

Now their plan is to offer a “pay your age” pricing for 3% of the seats starting two months before the first performance. The hope is to not only create the idea of paying an increasing amount as you age, but also emphasize the importance of buying tickets early rather than the week of the performance.

This program is still only available to people under 30. You don’t pay $85 if you are long lived. In the comment section of the entry, Bauman addresses the potential sticker shock a person might get upon turning 31 and finding they now have to pay $60 instead of $30. I really appreciate his view of cultivating a person over 10-15 years.

“Once a patron turns 31, and we have already gotten them into a pattern of buying early for a discount, we would then offer them a 3-play preview subscription acquisition promo probably in the range of $99 for three plays (or $33 per ticket). After they “age-out,” my next major priority is getting them to subscribe. Then once they subsribe, I will work to get them to upgrade their subscription packages. This is a long term strategy that really looks at the customer over a span of 10-15 years. From first time PYA buyer to full season subscriber and donor will probably take 15 years.”

Finally, if you use images from the internet and are confused about the difference between royalty free and copyright free images or aren’t really even sure about acquiring images to use, Tentblogger has a good comprehensive guide (with supporting images, of course) dealing with all these questions and more.

Degree or Equivalent

May 9, 2011 by Joe Patti

The Americans for the Arts ArtsBlog had a contribution from Zack Hayhurst, a candidate for a Masters in Arts Administration at American University. His entry talks about the benefits an arts management degree confers as well as what it doesn’t.

One of the things he says it won’t do is be beneficial to those who already have an established arts management career.

“My own experience has been that those who come to the degree program with a few years of arts management experience under their belt, are likely left feeling under-challenged. The reason for this is not because what the programs teach is not valuable or correct, but because the perspective from which subjects are taught are often taught from an introductory perspective. This is fine for people like me; however, for someone who has worked in the field – who has dealt with boards, who has managed a strategic marketing plan – the academic instruction of these subjects might seem a little too, for lack of a better word, “academic.”’

His experience at American University may be quite different than what one might find at arts management programs in other places. I know at one time the Bolz Center at the University of Madison required people to have some professional experience before entering their program. From the bios of their current students, I assume that is still the case. They probably gear their instruction accordingly.

But something I have noticed fairly often these days is that arts management jobs are saying some sort of masters in arts or cultural management is a desirable qualification these days. In such a case, what is a person without such a degree to do? Often the position will mention equivalent experience as being acceptable, but I know many organizations, including my own, will put a lot more stock in the degree over the experience.

As a person with a masters in arts management I can say that a year of experience is probably more valuable than a year of instruction, though the instruction certainly shortened the learning curve in acquiring that experience. I suspect most people who have earned an arts management degree would say that more or less. So why is the degree valued so much more?

Well, it is much easier to quantify. With a degree, I know exactly what a job candidate was required to learn. I can’t know exactly what skills a person picked up in acquiring their experience. One person in a relatively unknown theatre in a Colorado might have taken a lot of initiative and performed the functions of many positions in the understaffed theatre and has an incredible depth of knowledge. Another person working in the same position title at Lincoln Center may have acquired fewer skills because they were never challenged to expand their role. How am I to know unless the person from Colorado does a super job of outlining this experience in a cover letter and resume? The applicant has to do a great job communicating and I have to commit to listening and reading between the lines carefully to get past the prestige of Lincoln Center.

But really, even if neither of these people worked at a Lincoln Center and I wasn’t familiar enough with any of the places on their resumes to know what was demanded of them, how do I choose between them? Maybe I don’t have to if someone else has a degree in arts administration and a little bit of practical experience. I have hired people on the basis of experience over degree and had to write a long justification pulling apart every applicable line on their resume to explain why it was just as good or better than a degree. Being relieved of this necessity can be a powerful incentive to favor a person with a degree. It may be fear of this situation that will drive people with respectable amount of experience to enter masters programs as they see more and more jobs listing a degree as a desired qualification.

The question is, will it be a boring, financially wasteful experience for these people, or will arts administration programs provide a sort of alternative track that Hayhurst alludes to? Perhaps more valuable to people with significant experience might be shorter certificate programs, that are not necessarily based in higher education, geared toward those of their status that can supplement their knowledge in areas where they are weaker. It would just be a matter of getting employers to recognize these as qualified certification of substantial ability.

If The Kids Can Do It, So Can You!

May 4, 2011 by Joe Patti

So in a follow up to my post yesterday about giving people permission to express themselves, Daniel Pink posted today about a teacher who applied the idea of FedEx Day to instructing his sixth grade classroom. The teacher in question, Josh Stumpenhorst, called the effort “Innovation Day” and created an environment to let his students direct their learning for the day.

There was some prep work involved in getting the students focused and prepared for what they were going to do, of course. On the whole, it was pretty dang successful and the kids really got invested in the process. Among the projects the kids undertook were:

We had a student:

• Writing and performing his own guitar solo
• Creating a model out of wood of the Sears Tower
• Writing her own historical fiction short story
• Creating a Rube Goldberg machine
• Designing and creating a replica suit of Roman Armor (out of tinfoil and cardboard)
• Creating a how-to tutorial on baking a cake
• Painting a still life on canvas of a nature scene
• Writing and performing a one-man comedy act
• Researching and presenting on the concentration camps of the Holocaust
• Creating a video highlight reel of basketball moves and plays
• Building a model of the Leaning Tower of Pisa
• Writing a biography of his favorite teacher Mr. Stumpenhorst (<—–ok, I made this one up!)
• Creating a video documentary of Innovative Day
• Building a model of Big Ben
• Choreographing and performing a dance
• Researching Walt Disney and creating a model of the Epcot Center
• Creating a model of numerous World War II battles
• Building a model of the Eiffel Tower
• Researching and creating countless Power Points, posters, and Photo Stories

I wondered yesterday how an experience that cultivated a sense of permission to express oneself might be designed for adults. I think this project might be a good basis to start from, especially since there was a lot of natural collaboration emerging. Granted, these kids and teacher already had an existing daily relationship with each other in which there was a certain level of structure and trust. The same environment may not exist for an arts organization and a constituency that spends the majority of its day in school or at work. It might take some time and effort to get to this point–if you wanted to get to this point at all. A project that evolves in an entirely different direction based on the dynamics of the community is eminently possible.

I’m Not Standing Here Acting For My Health, It’s For Your’s

April 25, 2011 by Joe Patti

I always keep an eye open for stories about people using arts in health care in some fashion. Mentions of organized programs seem to be pretty rare though…or perhaps I am not looking hard enough.

I almost skimmed by it, but thanks to a job listing for a managing director I became aware of the NiteStar program at St. Luke’s Roosevelt Hospital Center in Manhattan. The program has been around for nearly 25 years with a mission of using “the performing arts and peer education to help young people make informed decisions, providing options for changing attitudes and prejudices, and creating opportunities for promoting healthy behaviors.”

Their programs address issues of “sex and sexuality, domestic and teen violence, substance abuse, and multiple health threats, including teenage pregnancy, HIV/AIDS and sexually transmitted diseases.” A 1996 PBS documentary, Sex and Other Matters of Life and Death, chronicled their efforts over the course of a year.

While it might not be the subject matter everyone would want to tackle, I wanted to note their efforts because their basic experience developing and delivering programs in diverse venues in conjunction with health services could help those with similar ambitions avoid reinventing the wheel.

The Farmer and the Cowman (and Restaurateur) Can Be Friends

April 18, 2011 by Joe Patti

Last week we hosted a food sustainability conference sponsored by our culinary program. Sustainability and local food sources is a big deal in Hawaii because between 85%-90% of all our food is imported. If there was a cataclysmic event which prevented food from reaching the ports, there is only about 10 days of food available to feed the population.

I have seen a number of arts bloggers draw a connection between the slow food movement and the arts so I listened closely to what was said hoping to gain a little insight from the practices of other industries.

Since the conference was organized by a culinary program, they approached the subject from the view of how restaurants can source more of their food locally and sustainably. The panels consisted of farmers, ranchers and restaurant owners talking about some of their practices.

Culinary Convening — Farmers, Ranchers and Restaurateurs Convene

There were some inspiring examples of some farmers operating almost completely off the grid with a high degree of recycling. They farm tilapia, circulate the water through lettuce and other plants which help filter the water and send it back through to the fish. Because of a rain catchment system, they haven’t had to draw from the public water supply in many months. Some of the effluvia gets diverted to a nursery which includes fruit trees to provide fertilization. One of the chefs at the gathering said he managed to put a dinner together for a party thrown by the governor where all the ingredients were grown within 100 feet of each other by sourcing them at the farm.

What struck me as applicable to arts and cultural organizations is the stories of some of the mutually beneficial relationships restaurants have created with farmers and ranchers. Chef Roy Yamaguchi of the Roy’s restaurant group convinced a farmer who was just weeks away from closing down his farm to grow a mesclun mix and required all his restaurants to use it. This allowed the farmer to stay in business.

Another chef, Peter Merriman, said that early on he made the conscious choice not to try to guard his food sources. While it undermines his ability to lay exclusive claim to offering high quality ingredients, he recognizes he is helping to keep his suppliers in business by telling people where he gets his ingredients.

Chef Alan Wong, who was in attendance at the convening, has been a long time proponent of using local ingredients. He spoke about how he held a beef tasting at one of his restaurants as part of an effort to convince restaurateurs to support ranchers by buying local beef.

The tasting ended up solving a big problem the ranchers had. The high end restaurants would buy the prime cuts of beef and leave the ranchers with the rest on their hands. A person from a local restaurant chain at the tasting had the presence of mind to ask what was happening with the rest of the cow. Now that chain consumes 250,000 lbs of local beef a year. Because the ranchers can sell the whole cow, the price is lower for everyone and there is incentive to the ranchers expand their operations.

Every arts organization has a different operating environment so I hope people can find something analogous to their own situation in these examples. The most obvious one to me is the oft mentioned fact that the regional theatre movement was intended to employ artists locally and still can if people commit to creating an climate in which this can happen.

One of the ways might be to duplicate Alan Wong’s tasting and actively invite colleagues to see different artists, not with the intent of “selling” them as so many showcase performances do, but with the approach of highlighting and celebrating local resources in an attempt to keep and cultivate them. There is an entirely different ambiance present in the latter scenario versus the former and I suspect one would be far more receptive to the idea of employing someone because of it.

I have to imagine given current trends that there is some mileage to be gotten out of boasting that the casting of a show produced a smaller carbon footprint because no one flew/drove a long distance to New York or Chicago to hire a person and the person didn’t have to travel far to appear locally. Arts organizations can celebrate their fiscal prudence by noting that they don’t have to pay for housing and per diem as they do with “imported” artists because the person already lives nearby. Therefore, much of the ticket revenue is going back into the community as artists buy goods and pay their mortgage and taxes. Perhaps the artists can make a statement about how they appreciate how the deliberate cooperation between a handful of organizations has created an environment that provides enough opportunities to live locally and raise a family rather than hustle for jobs in the big city.

Another idea would be to grow a network in which to share productions. Some theatres already invest in productions together, sharing the development costs and planning to have the show appear in both places. However, some of the members of my consortium produce shows for their own audiences while suggesting the other members might be interested as well. In most cases, each producing organization is partnering with a local performance group to develop the show already and a cost sharing agreement is already in place. Acquiring additional bookings in other parts of the state is just an added benefit for both. Having other venues willing to present the show can also assist with grant writing to support the development of the production and support touring. I have had two shows I produced go on tour and I have hosted three that originated with consortium partners.

This sort of arrangement is easier when there is a longstanding relationship between organizations in place and they know they can trust that a quality product will be created when they commit themselves in the conceptual stage. I think that is the sort of relationship that has been developed between the restaurants and the farmers and ranchers. The restaurants know what they are going to get from the suppliers and the suppliers know they have dependable buyers for their products.

One of the other challenges restaurants said they faced with local beef is that grass fed beef tastes different than corn fed beef. A representative from Roy’s Restaurants talked about how she has had to deal with indignant customers who demand to know what the restaurant is trying to pull when they first eat the meat. She spoke about how Roy Yamaguchi decided to not only note that the beef was grass fed in the dish description, but also put a section in the menu that explained about the beef and what it was the restaurant was trying to accomplish.

This immediately sounded like the challenge arts organizations face when trying to introduce audiences to anything outside their experience. The advantage the beef has over the arts is that while both steak and certain segments of the arts have an elitist aura about them, there is a perception that being adventurous with food is a mark of distinction while sampling a new arts experience is either intimidating or the mark of a snob. Do the arts need their own version of Anthony Bourdain to incite exploration?

(By the way, the title of this entry is a nod to the musical Oklahoma!)

Domain Knowledge And Arts Management

April 13, 2011 by Joe Patti

I was watching the illustrated lecture seen below on the Drucker Exchange website. William Hopper gives the lecture on domain knowledge which is what a young college graduate would get 50 years ago when he went to work for a large company. Over time, the person would work their way up the ladder of promotion learning the craft of management under the supervision of a more experienced person and you would learn the business of your company.

Hopper says that business schools undermined this system starting in the 70s when they began to spread the idea that getting an MBA would allow you to manage anything. Instead of starting at the bottom, you could go right to the top and need not worry that you didn’t know much about the business of the company because everything operated more or less the same.

It got me wondering if the arts might be heading in the same direction or not with more people getting management degrees and the general itinerant nature of the profession. A good number of the executive leadership of arts organizations are getting ready to retire. Many of them started as artists before moving on to management and then they stayed at their organizations for many years.

There has been discussion about how emerging leaders are having a hard time getting experience because the existing leaders aren’t ready to move on yet. Many of the younger leaders move around a lot trying to find better opportunities. This may be beneficial in giving leaders a wide variety of experiences to draw upon, but doesn’t provide a depth of knowledge about any one organization. Then there is the dearth of good mentors who have the time to act as such for a younger generation.

I was also wondering if aspiring leaders were bringing extensive knowledge of an arts discipline with them these days. Now that there are expanded opportunities to enter cultural management degree programs, these leaders may not have a lot of experience in the means of production for that art. Before I entered my graduate program, I had some acting experience in school and took classes outside of school as well; I worked as an electrician and carpenter in school and for three different summer theatres (plus one where the box office staff was on the electrics crew during strike).

These experiences have ensured that I talk to my tech staff before signing any contract for a performance or rental event.

I am not sure if these sort of activities are part of an arts manager’s career path any more. Be pleased if anyone wants to relate their story.

I do take consolation in the fact that people have to wear so many hats in the arts there is a pretty good chance that even if someone isn’t really familiar with the other aspects of their discipline before they get their degree, they will be fairly well acquainted with the means of production during their first job. Though the lack of resources that create this situation is not really something to celebrate.

I am not entirely sure how to portray this education vs. experience situation. We are in a place where the first generation of people with arts management degrees will be assuming control soon and I think they can probably do so with more confidence than some of their predecessors because they will possess technical knowledge about laws and regulations their predecessors had to learn about as the subject came up.

What they will lack is the experience of working with boards, government entities, unions, foundations and donors over the course of many years in situations where relationships and institutional memory are important. But this is going to be true for any new leader unless they have been promoted to leadership from within, a situation which is becoming ever rarer.

Info You Can Use: Insurance Pocket Guides for Artists

April 11, 2011 by Joe Patti

As part of their never ending battle to become the best friend of everyone in the arts profession, Fractured Atlas has created a website for a series of pocket guides to insurance for performing and visual artists they have developed. There is a specific guide to each discipline- music, teaching artists, theatre, dance, public artists, visual artists, craft artists and film. There is a note that guides for other groups like independent contractors and radio producers are on the way.

The guides are short and pretty easy to understand. There are fun little prompts to get you to read further

“Since this is a solo operation, I don’t have anyone I pay but I do shamelessly ask friends to move my gear. Done under duress or not, that’s still considered volunteering. Do them a favor. Volunteer Accident [Insurance]

And the answers found on those pages also employ a little humor:

“In a claim, you pay the first $250 and the insurance company will cover the rest. That’s to keep you from filing a claim for the $30 of Medicated ChapStick you bought your trumpet player after your six hour rehearsal. “

The guides cover everything from general liability coverage for groups and individuals, volunteer accidents, workers’ comp, property coverage (including instrument insurance), touring, disability, health and insurance for boards of directors.

But probably of most value is recent guide they have added about the new health reform law and how it relates to artists. I had been wondering what the implications of the law might be for the arts. Though there is clearly still work to be done, from what the guide says, many artists can breath a little easier and should be able to have insurance and a place to live instead of choosing between them.

Fractured Atlas encourages everyone to participate in getting health insurance:

If we’re going to hold insurance companies accountable, then we must also ensure a stable risk pool with full participation by everyone in the United States workforce. We are all players in the system, and our actions impact its economic balance.

That’s why the law includes an individual mandate which requires that all Americans have health insurance or face tax penalties. The only way to prevent a spiral of ever-increasing premiums is to ensure that we’ve all got some skin in this game.

Who Will Punch Our Sacred Cows?

March 28, 2011 by Joe Patti

I was reading a post on the Marginal Revolution blog about professionalism vs. amateurism. I had moved past it before a section of it percolated through my consciousness.

Amateurism is splendid when amateurs actually can make contributions. A lot of the Industrial Revolution was driven by the inventions of so-called amateurs. One of the most revolutionary economic sectors today — social networking — has been led by amateurs….

Amateurs are associated with free entry and a lot of experimentation. Barbecue quality is very often driven by amateurs, and in general amateurs still make contributions to food and cooking. The difficulty of maintaining productive amateurs is one of the reasons why scientific progress periodically slows down. Specialization, however necessary it may be, can make big breakthroughs harder at some margin.

I am guessing it was the sensory part of my brain thinking about good barbecue (MMMMM barbecue!) that prompted me to scroll back up. The amount of time and money people spend competing in barbecue cook offs can be pretty amazing.

It didn’t take long before I started wondering about the ways in which amateurs have driven changes in the performing arts recently. I have to confess, other than some people who financed movies by maxing out credit cards before landing a distribution deal, I couldn’t think of too many ways. Other than suggesting new ways to finance a movie, I am not sure these films brought about a lot of change. Though it did seem like the faux documentary format became popular after The Blair Witch Project. As I scour my memory it seems like, hip-hop was the last big amateur generated development in performing arts.

The easy answer is that the rest of the world has passed live performing arts by aided by technology. True, technology has provided alternative means of expression and dissemination. Shows like American Idol and Glee have inspired people to make an effort at expressing themselves through performance. But has that driven improvements in quality?

If people were showing up at an event with higher expectations of a performance as a result of YouTube videos or “nobody to star” shows, that would be great. It doesn’t seem to be happening. Or if people were coming to auditions better prepared than usual or with little formal training and knocking the socks off people, having absorbed lessons from these shows about cultivating ones abilities, that would equally desired. But I can’t think of any recent development that is widely acknowledged as a factor in forcing artists to step up their game.

I know there are groups using technology to enhance their performances or allow audiences to influence performances in real time via feedback. A lot of that is isolated and individual. The sort of change I am talking about is the type we are witnessing regarding food where people are concerned about where what they eat is sourced. Regardless of how you feel about such efforts, it has clearly influenced the way we eat and the way in which food is presented to us on a large scale. Restaurant menus now feature notes on such details. I can’t think of a similar influence in the performing arts which has forced the sector to acknowledge it.

The argument that live performing arts use antiquated means of production doesn’t seem valid. Cooking barbecue uses the same basic means of production in terms of heat, spices, enzymes, etc. Improvements have come as a result of applying those means in myriad permutations. Does the same hold true for the performing arts?

Social media tools exist that can allow someone to spread the word about their accomplishments so it is tough to claim that people are doing great work in obscurity and have no means to spread the word to other performers. The amateur barbecuing world is something of a niche community with closely guarded secret recipes, but apparently enough word gets around to influence change in restaurants.

Most of the improvements in the technical side of the arts are made by people with big budgets in Las Vegas and Broadway. LED lighting has its problems, but it holds the promise of enormous power savings and versatility that allows one instrument to replace many. Achieving the spectacle of these things is pretty expensive right now so while it may be argued they can provide improvements in environmental terms, it hasn’t been accomplished by amateurs.

Despite the high costs of creating a technically appealing production, I don’t think it can be said that there are too many barriers to entry preventing amateurs from influencing the performing arts. There are community venues across the country available as performance spaces. Not that you would necessarily need one when any space in a park or empty storefront can serve. One can self produce musical work thanks to personal computers rather than depending on gatekeepers at media companies to approve of them. There are plenty of available tools to support innovation.

I might be claimed that the performing arts community is so insular and devoted to preserving a particular way of doing things that the professionals are utterly ignoring the efforts of the amateurs and the burgeoning successes they are having. I don’t think this is the case for a couple reasons. First, a heck of a lot of people have to be complicit in this. I read a lot of articles and blogs in the course of a week and I have to believe there are at least a couple who would be pointing to the results amateurs are having and urging the rest of us to get on board or get left behind. While these sentiments have been expressed about social media and relationships with one’s community, I can’t think of an instance where people have claimed that the amateurs were eating the profession’s lunch.

Second, if there was such a change I don’t think it would be possible to completely ignore. People would be giving cues. It would be like the slow food/localvore movement and people would be asking where our metaphoric produce was sourced from. In the literal context of the localvore movement, Scott Walters’ Center for Rural Arts Development and Leadership Education may potentially be the next big movement, but it hasn’t manifested as such yet. Granted, it is entirely possible cues have been delivered time and time again and have been ignored.

Related to the idea of insularity, I also considered the possible claim that the performing arts was suppressing new innovation in this direction. I can’t believe there is enough of this stultifying energy present in the general culture of the performing arts to prevent the rise of a movement that thumbs its nose at everyone else and blazes its own trail.

Honestly, I think I am asking these questions because part of me is afraid an environment has been created where no one is invested in the performing arts enough to think it worth the effort to thumb their nose and punch a few sacred cows. Scoff all you want at the amateur, they are needed to drive change.

So I open it up to the readership. Show me where I am wrong. I am happy to learn otherwise. Perhaps there is a movement that is just developing legs that I haven’t recognized. I referenced hip-hop before. It started in the 70s but it really didn’t enter popular awareness until the 80s & 90s. It may be the same with whatever is coming. I should note that amateur lead change need not manifest itself in the destruction and supplanting of the old, it could be any sort of innovation that lead to change. In this context, perhaps the adoption of something has been so gradual and organic I have missed it.

The change also doesn’t need to have been something that achieved great popularity and acclaim. It could be an artistic development or new theory/approach whose impact is recognized internally to the performing arts but not necessarily widely acknowledged. Think Stanley McCandless, the father of modern theatrical lighting. Trained as an architect, his theories about how to approach lighting are the foundation for all lighting design today, nearly a century later. Few in audience members of the early 20th century likely recognized his efforts at improving lighting design were providing them with an better attendance experience much less knew he was responsible.

Stuff To Ponder: Surveying The Whole Person

March 23, 2011 by Joe Patti

Two thought provoking articles about surveying popped up on my computer today. While you may not think surveying is terribly exciting, I encourage you to read on. I promise there is no talk of statistical analysis.

The first I found on the Createquity blog where Crystal Wallis recounts how the North Carolina Arts Council turned to folklorists from the North Carolina Folklife Institute to help establish an arts council in one of the counties. Once Wallis explained the reason the state arts council tapped the folklorists, it made perfect sense to include them. Then I started wondering why more surveys don’t involve folklorists.

Folklorists, as it happens, are some of the best trained interviewers out there. They also have a particular advantage when it comes to arts research: folklorists are trained to seek out and recognize creativity in all forms, especially that which comes from people who don’t consider themselves “artists.”

From all accounts, it looks like the folklorists achieved excellent penetration into all corners of the community, including many niche populations that revealed the diverse historic and present influences in daily life. They didn’t just identify these elements in the community, but spoke with them as well.

Wayne Martin, Senior Program Director for Community Arts Development at the North Carolina Arts Council, explains the benefits that came from using folklorists in this project.

* Authenticity

“By having folklorists trained in interviewing, we got some really eloquent statements that we were able to quote exactly. The results of the research were in the words of residents, which was a different tone than when other consultants would come in and write about a place. We were confident that the assets they reported on were valued by those in the community, lending an air of authenticity and connection we hadn’t had from other reports.”

Martin’s words came back to me when I read the next article on Asking Audiences blog. Peter Linett talks about a New York Times piece criticizing a Brooklyn Museum exhibit on Plains Indian tipis for being bland, blaming the use of focus groups and visitor surveys in the planning process.

Linett addresses the problem most arts organizations face when asking audiences about future programming. Programming per popular acclamation of committee results in something that is uninspiring to everyone. Foregoing feedback entirely risks appearing highbrow and elitist. Because people are often at a loss to offer suggestions and questions on topics they know nothing about, the best intentions to avoid confusing complexity and condescending simplicity result in a middle of the road product in which “you can sense the oversimplifications even if you don’t know enough to say exactly what they are, and you can feel the flat, pedantic tone.” While Linett makes this observation in term of museum exhibitions, I am sure you can think of similar examples in other disciplines.

Linett identifies a likely source of the problem. (emphasis his)

But that’s because we’re starting with a narrowly cognitive, educative purpose in mind. We’re interested in what visitors know about tipis rather than (for example) what they feel, what they wish, what they fear, what they find beautiful, what they find sad. We’re looking at a single, isolated aspect of human connection to the material. It’s not necessarily the most interesting aspect, but it’s the one that museums, as Enlightenment institutions, have traditionally cared about most.

What kinds of questions would we ask if we cared just as much about emotional, spiritual, social, ethical, imaginative, and physical connections to that material? How would we start a conversation with our audiences about those kinds of engagement…

Upon reading this last bit, I was struck that this was what the North Carolina folklorists were asking of those they surveyed — or at least these elements were present within the answers they were recording. The greater degree of authenticity Wayne Martin observed in the survey results was likely due in part to answers that reflected these aspects of the interviewees’ connections with arts and the idea of a county arts council.

Surveying on an emotional rather than an intellectual level makes a lot of sense. People react to art and even the idea of the arts on a visceral level that they can have difficulty verbalizing. Surveying factual information isn’t going to help elicit a truly valuable response because people often don’t know why they do or don’t like art.

At least once a day when I am reading about arts topics in a newspaper article or a blog, there will be a comment that says “as long as no tax money is used for it…” and/or “art(ists) should support themselves.” I suspect these phrases are just convenient ways for people to get past the fact they don’t really know how to discuss how they feel about the arts. Certainly this inability is shared by those who want to offer praise as well. Asking Linett’s questions about what people felt, feared, admired and pitied might bring more sophisticated answers and avoid that question all performing artists fear–“How did they memorize all those words/steps/notes.”

Deserve Is Not Part of the Equation

March 22, 2011 by Joe Patti

Yesterday I speculated on the possibility of an arts education tax credit in the U.S. that mirrored one being proposed in Canada. Someone commented anonymously asking why the arts don’t just produce a product people will pay to see and support themselves.

Well, I hate to break it to you, but whether you can or should support yourself is not a primary criteria for tax credits and subsidies. Taxes and subsidies are a matter of politics and policy. The United States provides subsidies to every segment of the energy industry- oil, coal, gas, nuclear, ethanol, wind and solar. Now I just paid over $4.00/gallon for gas. Exxon/Mobile earned $30 billion in 2010 and paid $19 billion to their shareholders during that year. So why are subsidies needed? They cost the government over $20 billion a year and 70% of it goes to oil, gas and coal. Less than 5% of that goes to solar, wind and geothermal. I read a piece a few months back suggesting getting rid of the subsidies so that the renewables can operate on a more level playing field.

The same is true for farm subsidies, which also total $20 billion a year. Most of that goes to large corporations rather than supporting the small farmer.

No one would claim that energy and food producers aren’t generating products that people won’t pay for so why is it that the arts keep getting held up to this criteria? Why is no one squawking about these big expenditures to fuel and food producers? Granted, President Obama has proposed cutting about $4 billion in fuel subsidies and $2 billion in agriculture subsidies in 2012, but there is still a lot of money left on the table. A lot of it was put on the table in the first place and complaints about it were generally muted as a result of strong lobbying efforts and political pressure. The arts lack this and end up repeatedly demonized even though the benefits they realize are eclipsed by those of these other industries.

Tax credits are also a matter of policy. I did my taxes yesterday and among the tax credits available on the state and federal level were solar heating, film production and first time home buyers. Now given the big mortgage crisis only a few years ago, is it responsible for the government to continue to encourage people to buy homes? And doesn’t that discriminate against renters like myself? The production of Lost was successful enough that didn’t need tax credits, but they were available.

Hawaii, like many other states, wanted to attract productions and provide employment to residents. (Though it is something of a zero sum game.) Home ownership is seen as a sign of economic health and so the government encourages their purchase.

It will be the first to admit that it is rather cynical to say that it doesn’t matter whether you deserve a subsidy or not, it matters whether you have the political clout to get it and political will to pursue it. Like it or not, that is the fact of the matter.

Saying that there are worse things to have subsidized than your child’s piano lessons, tuition at arts summer camp, or trip to the museum, is a pretty weak rationalization to encourage people to advocate for such a subsidy. But you know, even outside the context of everything else that is subsidized, that is kinda true too.

Looking North: Tax Credits For Arts Education

March 21, 2011 by Joe Patti

Americans for the Arts blog has just finished up a week long blog salon on arts education. On the last day of discussion, AFTA staffer Tim Mikulski reported that Canada’s Prime Minister Stephen Harper announced that the government would provide a tax credit to parents whose children participate in some form of arts education. I tried looked around the web trying to find out more details, but there really isn’t much more than what Mikulski notes. There was a similar tax credit passed for children’s fitness programs in 2007 and that the arts education tax credit was promised during the 2008 election campaigns but hadn’t manifested.

Mikulski wonders what would happen if the President introduced a bill like this to Congress at the close of his entry. Actually, off the top of my head, I would say it shouldn’t be too contentious. Tax credits and rebates seem to be a tool Congress likes to use at the moment. The culture wars have always been about having tax monies spent on things that one finds offensive. In this case, one is making their own choices. The arts have always received a bigger subsidy via tax deductible donations than through grants from the NEA and NEH. In this situation, unlike with most donations, you would receive a deduction even though you had received a service in return and presumably, it would not matter if the money was spent at a non-profit or for-profit entity. If the NEA is suggesting that people’s arts experiences outside of a formal setting should be regarded as participation, then it only seems fair that all educational efforts be eligible regardless of the vendor’s tax status.

While making any arts education expenditure deductible might mean all that money won’t get directed to non-profits, it has the potential for increasing audiences for the non-profit sector if purchase of tickets to performances and museums count toward the credit. And it gets younger people in the doors. It could even increase demand for the arts in K-12 schools if purchase of supplies for art class, make up and costumes for drama, shoes and clothes for dance and instruments for music were all eligible.

What I think would be most important is the way the tax credit was structured. As one of the commenters to this story on the CTV website points out, this type of policy can tend to favor those with the money to provide their children with lessons. Just as there are those who don’t make enough to ever qualify for a tax rebate, there are going to be people in the lower end of the income bracket who will never be able to provide their children with an art experience. On the other end of the spectrum are those who will provide for their children in the absence of any sort of tax credit.

A well designed program would target those who can do so, but aren’t, or are doing so but would certainly be able to afford it better with a credit. A good sized credit and a low enough threshold to earn it, (need to spend at least $100, but you get $30 credit, for the sake of an example), that makes it easy to decide to arrange for some classes can help eliminate the perception that this is a policy that rewards an elite class. At a certain level of expenditure, the credit would cease to be applicable.

While it would be great to have parents required to expose their children to a diversity of experiences rather than spending $300/ticket to see Spiderman on Broadway and earning a big credit for a single experience, there really is no way to legislate people’s choices.

Art and Fabric Softener, Perfect Together

March 16, 2011 by Joe Patti

Earlier this month, Huffington Post featured an article about a group that is definitely out in the streets serving the community. The Laundromat Project arranges for artists to do residencies at different laundromat’s around NYC. They allow people to make art while they are waiting for their clothes to get done. When I first saw the video below, I mentally smacked myself in the head for never recognizing laundromats’ obvious position as a social gathering place to reach out to people.

You just have to make sure no one has paint on their hands when they go in to take their clothes out! Watch the video because their ambitions for their constituencies are to get them involved with projects much bigger than using finger paints and sparkles. I have a cousin who owns a laundromat in the greater NY area. I sent her information on the group to see if she might want to host them.

The Laundromat Project from The Quotidian on Vimeo.

While we are on the subject of finger painting…

There was an amusing piece in Psychology Today addressing the perennial claim that your kid could replicate the work of abstract artists. A study was conducted in which:

“30 paintings by abstract expressionists. Each painting was paired with a painting by a child, a monkey, a chimpanzee, a gorilla, or an elephant. The images were matched on superficial attributes such as color, line quality, and brushstroke, and subjects were asked which piece they personally liked more, and which they thought was a better work of art.”

They did some tricky things like obscuring or mislabeling the signatures on the pieces to test if judgments changed. The labels did influence the psychology students but not the art students. Though, “In all conditions, both art students and psychology students chose the professional works as more preferred and of better quality most of the time. (See the attached chart.) And preferences were pretty immune to labels.”

In the images they provide with the article. I could tell the difference between the profession piece and the one done by a child. However, I preferred the one done by the child. I was not alone.

“Even the art students preferred the child’s or animal’s painting over the professional’s-and judged it to be objectively better-30 to 40 percent of the time. And that’s even when they were labeled correctly.”

So there you go, for what it is worth.

Broader Definition Doesn’t Mean Lowered Expectations

March 9, 2011 by Joe Patti

As I was thinking about writing yesterday’s entry on my drive home, there was a part of me that was experiencing some internal conflict. I do wholeheartedly believe in what I wrote at the end of my entry about the arts being a two way street-people in general would benefit from recognizing that many of their activities involve the arts and those in the arts need to acknowledge their arts training allows them to express themselves in non-arts activities and vocations.

This all derives from the idea put forth by the recent NEA report suggesting that more activities need to be recognized as involvement in the arts. What this means for most arts people is that they need to try to avoid the reflex to deem anything that does not approach some Platonic ideal of capital “A” art as not being art. Sorry everyone, time to get a little humble and admit that awful performance or painting you just saw is actual an artistic effort. Real art is a messy process as well you know, though granted some people never make any progress from their failures.

So that brings me to the question that was causing me some mental grumblings – Should we as arts people expect recognition of elite performance?

Now notice, I got what I feel is the source of elitism in the arts, dismissal of perceived substandard work as not art, out of the way before I asked this. What I am asking is if there should be an expectation of discernment between different quality performances. I ask this because there seems to be an anti-intellectualism trend emerging in the U.S. and perhaps other parts of the world and I don’t particularly think this is an area in which the arts should concede ground.

Yes, classical music, ballet and Shakespeare are hard to understand from the outset. But you know, so are the rules of football, baseball, cricket, poker and a thousand other activities. Before I attended my first football game, my father took me down in the basement and drew a lot of Xs and Os on our blackboard to try to explain the game to me. I really wasn’t that clear about the rules when I attended, though I did enjoy the tailgating and hanging out with the other fathers and sons who attended with us. In time, I got a better sense of when to cheer.

It wasn’t much different the first couple Shakespearean plays I viewed. I only caught half of what was going on, but what I did struck me as pretty damn clever and I stuck with it. The first time I took up Drew McManus’ challenge for Take A Friend To The Orchestra month and went myself, I didn’t quite understand or like everything, but there were some sublime moments.

My point is, while it takes a lot of hard work acquiring enough experience and education to attend an arts event, the effort isn’t any more involved in learning the rules for sports. Honestly, I think most aspects of arts attendance are a lot more straightforward than sports rules. Much of the impenetrable obscurity surrounding an attendance experience is due to regular attendees reinforcing the perception to bolster self worth and intimidate others. Read the script, libretto or watch a snippet of the dance on YouTube and you are half way to understanding the actual performance despite the vibes you might be getting from the rest of the audience. You can feel just as out of place at a sporting event. My first exposure to sumo wrestling was when I went to a match by myself a few years ago and people there were shouting things in a language I don’t speak. It took me a little while to figure out the rules, but I loved every minute of it.

But back to the question of recognizing elite performances. As much as people’s activities might qualify as arts participation. There is indeed a difference in quality, between a talented amateur and a person who has dedicated their life to mastering their craft. This is standard that should not loosened as the arts make an effort to do a better job of acknowledging all the ways in which people participate in the arts. My concern is that there will be a move to blur lines and equate artists in a way that diminishes recognition of true ability and talent.

There are athletes that operate at an elite level that few can approach and you don’t hear many people claiming that their high school or college teams are as good as professional boxers or basketball/baseball/football players. You will hear people claim a performance is as good as anything on Broadway. This may cause you to cringe that Broadway should be the gold standard when so many other exemplars exist, but the real problem is that the comment may be charitable at best. There is a perception that hard work over a short term and heart is enough to earn A’s in school or an acting/dancing/singing position. Shows like American Idol may perpetuate this idea, but it is definitely a misapprehension shared by people pursuing arts training and degrees. Regardless of the profession, there are only a few who can operate at an elite level and fewer still who have invested the effort to do so.

I am no more interested in starting a conversation about whether a classical musician is a superior artist to a jazz musician/a rock musician/country musician than I am about debating whether the marathoners and decathletes on the U.S. Olympic teams are better athletes than the sprinters and high jumpers. I do think it is clearer to people that this particular group of track athletes operate at the highest levels than it is that Itzak Perlman does as well. Even if these athletes lose their events, people whose only exposure to track and field is watching it once every four years can explain why they are superior performers. When he is playing a solo at Carnegie Hall, context just as prestigious as being the US representative at the Olympics, can people with a casual relationship to classical music explain what about Perlman’s performance makes him superior?

That is where some of the onus to educate falls. As we know, it takes more than just a single exposure to make someone appreciate the arts. Educating them about quality requires even greater work. Yes, we want people to know the arts are for everyone and everyone is participating in the arts to a greater degree than they imagine. But we have to maintain heroes for them to idolize and they have to clearly know why the person is worthy of being admired. This doesn’t detract from the recognition the star of the local community theatre production receives any more than Major League baseball stars diminish the glory accorded the powerhouses on the local softball team. No one confuses one for the other though.

Importance of the Personal “Why”

March 8, 2011 by Joe Patti

Scott Walters has a couple of entries on Theatre Ideas worth reading if you have a career in the arts or are considering having a career in the arts or if you think an arts degree is useless. (My assumption is there aren’t a lot of the latter in my audience, but if there are, read on.) If you haven’t read his blog before, Walters is a theatre professor who is eminently concerned that higher education theatre arts training programs, are not adequately preparing their students for the the real world upon graduation. This includes reinforcing some unrealistic expectations in the students. Some of his entries have been about how training programs and the system that surrounds them are failing the students, others have been about that and how students can fail themselves.

Given this context, I was interested in reading about how he would answer a theatre major who expressed some trepidation as she was about to graduate. (Part Two appeared today.) While the state of things does weigh heavily on his mind, Walters shows his wisdom by urging his student not to define herself primarily by her theatre degree, but to also make her degree meaningful to herself.

Let’s start with what you have going for you. This has nothing to do with theatre:

1. You’re smart.
2. You’re articulate.
3. You’re likable.
4. You’re educated. (you have a BA)
5. You can work as part of a team. (that’s what shows are based on)
6. You are self-disciplined. (or else you wouldn’t learn your lines and show up for rehearsal when scheduled)
7. You can present yourself in front of people. (acting)
8. You can manage people. (directing)

So you have all the tools to be successful in whatever you do. Remember that — the conventional wisdom that a degree in theatre isn’t useful in “real life” is stupid. Don’t accept the fallacious idea that your options are waiting tables or working temp.

This may sound a lot like one of those rationalizations about how your degree in an apparently less than marketable field really gives you skills applicable in any industry, but he tells her there is some additional work she will have to do to discover what place her degree in theatre will have in her life. He urges her to do some thinking/journaling/talking to discover what her “Why” is. This is related to the post I did on the ““why” that drives big companies, only on a personal level. Again, he urges her not to define her why specifically in relation to theatre. In today’s sequel entry he says:

“Also, beware of this phrase: “Theatre is the only way I know…” To put it bluntly, theatre isn’t the only way to do anything. If that’s the only way you know how to do something, then you need to use your imagination a bit more, because there are lots of ways to accomplish a “why.” So you say ” Theatre is the only way I know to throw what I think I know and believe out there- to bounce it off someone else’s life, their perspective, their beliefs- and get an immediate response.” Really? What about more direct, less mediated ways like, say, having a conversation or writing an email or giving a speech on a street corner? Wouldn’t those options also involve saying what you believe and getting an immediate response? Wouldn’t it be more direct to become a minister or a politician rather than an actor? And are you really saying that, as an actress, you will always be speaking about what you think you know and believe? When you do that industrial, or TV commercial, or get that gig in Jersey Boys, will you be speaking your truths? Or will you, instead, be providing the mouthpiece to speak somebody else’s truths?”

It occurred to me as I read this that there should be an expectation of a type of two way street. If we want people to value their activities watching movies, singing in the church choir, dancing, writing, etc as arts participation, it is only reasonable that we encourage people with arts training to values their general abilities and activities in a non-arts context. After all, if we want to advance the value of arts education and creativity to business and industry, it would seem appropriate that we advocate employment/involvement in non-arts business and industry to those with arts training. The burden for making a case for creativity can’t be borne by the accountant who was in high school band alone. There have to be some exemplars from the arts world standing up too. What Walters says about arts people not selling themselves short by defining this as being a temp or waitress is right on the money.

Making ‘Em Want To Sing, One Seventh Grader At A Time

February 16, 2011 by Joe Patti

I spent the morning talking to 7th and 8th graders about careers in the arts. The assistant theatre manager (ATM) and I sort of tag-teamed the presentation which included slides on some of shows to help communicate the need for good skills in research, reading, writing, communication, collaboration, math, technology and dedication alongside the specific skills you need for each discipline. Since the ATM and I had different career paths that brought us to our current jobs, we talked a little bit about that while quizzing the students on their knowledge and involvement in the arts.

On the drive over today, I couldn’t help feeling I might be selling the students a flawed bill of goods. The radio was full of stories about proposals to liquidate the National Endowments and the bankruptcy of Borders bookstores. Against a backdrop of news that arts and literature were not valued in the country, are students going to believe that the arts have something to offer them? Now granted, many 7th and 8th graders don’t listen to NPR every morning, but the message is still out there, each story contributing to students’ general outlooks and attitudes.

The only bit of sunshine was a story about Portland, OR which discussed that people keep moving to Portland even though there aren’t enough jobs. What keeps drawing them there? The overall culture and atmosphere of the city, including a mention of the music scene. I knew I had heard this sentiment before so I did a Google search before sitting down to write and sure enough, I found stories from 2010, 2009 and even earlier where people talked about the lack of jobs, the cool vibe and the music scene. You can find plenty of blog entries on the subject as well. I was pleased to continually hear a story where the arts were mentioned as an attractive element of a city.

When I got to the school, we discovered we were assigned to choral room. That seemed like a good environment in which to talk about the performing arts. We spoke to the music teacher there and he told us because of the high stakes testing, they no longer had a drama program in the school. This was rather disappointing to us, of course. However, we also discovered that he has over 200 students auditioning for 65 slots in his choral classes. He said it used to be 100 students until American Idol first aired and he got a surge of interest. Then when Glee started airing, he got another surge. Now he has to turn away twice as many students as he can accept. The choral director actually used to teach band at the high school down the street from me, but moved when he started a family because he wasn’t getting home until 10:00 pm and then had to get back up at 5:00 to return to work.

Next door was the band room where the son of one of our college’s retired music professors teaches music. According to the principal, both the professor and his wife come in pretty much daily to help their son teach the class. If music gets cut in their school, (and the choral teacher is getting a masters in another subject area to hedge against that), not only will the school lose its music teachers, but the efforts of two parents as well. If the arts programs get cut from these schools, it won’t be because of lack of interest from students or lack of dedication from teachers.

This school does not serve zip codes where the education reflects the values of an affluent community either. This isn’t to suggest that the parents aren’t pushing their students to do well, merely that the school isn’t in a place where people automatically assume the students will excel and succeed based wholly on the neighborhood. I was pleased to see that the arts didn’t face an entirely uphill battle in relation to communicating the value of the arts in one’s life to their students. There were some good role models and practices in front of the students.

Americans for the Arts has set up an easy way for you to write your representatives in Congress about continuing to fund the NEA and arts education. I like the format because it is much more flexible about allowing you to mix your own thoughts with pre-written text than most email campaigns allow. I have had it bookmarked for a couple days because I didn’t really want to go with a lot of the pre-generated text, but hadn’t quite thought of a way to make what I had to say personal for my representatives. Thinking about what I saw today, I think I finally have something that will create the connection I want them to make.

You Have Just Walked In To A Random Act of Culture

February 9, 2011 by Joe Patti

Well, Opera Company of Philadelphia is at it again. Back in June I did an entry on their flash mob performance of La Traviata at Reading Terminal Marketplace. In January, they were back in Reading Terminal Marketplace with a flash mob performance of “Toreador” However, this time it was under the auspices of the Knight Foundation’s Random Acts of Culture program according to a New York Times piece. The program is centered mostly in those communities with a Knight Foundation presence, but they are looking to expand after using these communities as pilot programs. The website has video from other communities and includes opera, dance, brass and string performances in public gathering places.

“Everything we do revolves around the idea of weaving the arts into the fabric of the community,” said Dennis Scholl, the arts program’s director, who aims to produce 1,000 Random Acts by the end of 2013. “Our hypothesis is that people care about the arts, and if you analyze where they are and bring art to them, they will be passionate about it.”

One of the things I like about the Knight Foundation effort, other than the basic fact that they are supporting and promoting arts organizations, is that the program is pulling many groups together to work collaboratively. Opera Company of Philadelphia organized another event to perform Handel’s “Hallelujah” chorus at a Macy’s that involved 650 people. According to the Times article this meant the inclusion of “…28 groups — ‘everything from the Presbyterian church choir to the Gay Men’s Chorus,…’ ” If they can work together on this project, perhaps whatever conditions separate their organizations can be diminished or removed for future partnerships. I am not equating the abilities of church choirs with opera singers, I am just suggesting there might be other situations where they can generate more excitement together.

As I was thinking about this program as a possible template for connecting the arts with audiences, some questions occurred to me. If malls are viewed as appropriate places for performances, what is the fate of our acoustically refined performance halls? Will people recognize their experience in the food court is far from the ideal? Will they care?

If people can see a high quality performance for free, not realizing it took $30,000 to put the Macy’s performance together, will people balk at paying $50+ for a ticket because it seems so far out of proportion? They got 650 people at Macy’s for free, after all.

The Times article mentions that when the Opera Company of Philadelphia did their flashmob La Traviata last year, there was a groundswell of support that followed and hopefully such benefits might follow those that participate in the Random Acts of Cultural Program. It might be good though to also take the opportunity to educate people about what was invested to make it all happen. A little hand out that says, “We are glad you enjoyed this so much. This was a fantastic experience for us too, involving 650 people from 28 groups, 500 rehearsal hours and $30,000 generously supported by the Knight Foundation that allowed us to provide this 10 minutes random act of culture for free. If you thought we were great here, please consider coming to see us at our best when we perform throughout the year at Lovely Venue.”

Fractured Atlas Has Found Me!

January 31, 2011 by Joe Patti

Fractured Atlas has my home address. I am not sure how they got it, but I have my suspicions. (I’m looking at you Western Arts Federation and Americans for the Arts.) The reason I know this is I received a small pamphlet in the mail this weekend letting me know about Fractured Atlas’ services to artists. My assumption is that this is part of Fractured Atlas’ effort to have a more nationwide reach. While they do have membership across the U.S., the vast majority of their members are on the East Coast, especially around New York City.

As I am wont to do when I see them offering something I like, I am encouraging people to check out their services. The pamphlet says their goal is to support artists, arts groups, arts administrators and other creative types “in the business aspects of your work–through access to insurance, funding, education, technology, and more.”

They have designed the pamphlet like one of those choose your own adventure books to direct you through a survey of their services. The first page directs you either to a page on fiscal sponsorship and insurance, two of the basic services Fractured Atlas has offered since they formed. Here is a look at the center pages of the pamphlet.

Fractured Atlas has been demonstrating this sense of fun a fair bit lately. Take for example their espionage themed blog posts about two of their research fellows working on their open source arts administration software ATHENA. It’s a little strange, but a far more interesting read than posts discussing how they analyzed the current market needs and their methodology.

Wait a minute, maybe I am not taking their spy stories seriously enough! Maybe their research fellows are much better than I anticipated and that is who found out where I live! If I turn up missing in the near future, start the questioning with Adam “the Hutt” Huttler.

Speaking Art to Power

December 14, 2010 by Joe Patti

Tonight we hosted a retirement party for one of the art professors on our stage. We were sort of the victims of past success. About 7-8 years ago, a professor had her retirement party on stage and it fired the imagination of the art professor. But this woman has had a 40 year history with the school which is no insignificant thing so when she asked us to host it back in August, we found a date we were dark for Nutcracker and penciled her in.

There were a lot of other art professors and some of her former students getting up to talk about how she impacted their lives and what the experience of taking her class meant to them. One woman had sustained an injury that prevented her from continuing her work in healthcare and she went back to school to study art and ended up winning some awards thanks to what she learned.

And the best part of it all was that the governor was sitting there the whole time. The retiring professor (who is not at all retiring personality-wise) was a long time friend and supporter of the governor since before either of them moved here. She supported him when he started running for office nearly 45 years ago and stood behind him on his first run at governor this past year. I knew he was coming, but I expected him to be in and off to another event. Instead, he stayed the entire night, got up, spoke about the value of the artist in society, signed his first proclamation as governor commending her and sat right back down.

The night unfolded essentially just as I had it should in my post yesterday when I advised talking about the value of the arts over and over again in front of decision makers or get them to talk about you. I have never had something I suggested in a post manifest itself so quickly and without so little effort on my part. Though it will likely still be hard going from this point forward, I will take the gift.

Alec Baldwin Hates NPR and Turning STEM into STEAM

October 19, 2010 by Joe Patti

If you have been listening in on the public radio fund drives occurring the past couple weeks, you probably heard Alec Baldwin issuing various over the top threats about pledging to your public radio station. If you haven’t some of his greatest hits are collected on the KPLU website. In the first, he channels his character from 30 Rock and in a later one, reprises one of his speeches from the movie, Glengarry Glen Ross. Not included is an extremely frank, but very funny bit he did on This American Life this weekend. I have been trying to find it to no avail. If anyone has a link, send it my way.

Alec Baldwin has come a long way since his first appearance on NPR. (Warning, double entendres)

In other news, I got in to work just as the President’s Council on the Arts and Humanities started a live streaming chat this morning. Chuck Close, Margo Lion, George Stevens, Jr. and Damian Woetzel were talking about the place the arts have in the US and what can be done. You can watch the archived video here if you missed it. There was a simultaneous chat on the White House Facebook page so you could watch and discuss at the same time. (And let me just say, apropos to yesterday’s entry, as I listen to the archived video I realize how much I missed while trying to stay abreast of the comments.)

Chuck Close seemed to carry the day among commenters with his dismay/disgust with the lack of the arts in schools. He mentioned, as he often does, that the arts gave him hope in school and he credits the arts with keeping him out of jail. After the subject how the focus of education is on STEM courses, someone in the chat suggested it be changed to STEAM to include the arts.

It got me thinking that acronym would really lend itself to some good slogans. – STEAM drives America’s Productivity and Creativity; STEAM Powers The Economy. Not the most imaginative perhaps, but I am sure the products of STEAM education can generate some inspirational ones. It provides a good shorthand to use during advocacy because it binds the arts in with concepts in which many policy makers are already intellectually invested in advancing.

What Does The Lizard Represent?

August 16, 2010 by Joe Patti

So a few changes around the blog today. I sent a few pictures of the objects on my desk to Inside The Arts fearless leader, Drew McManus to be used to spiff up the blog header and give it a new look. I sent a picture of my copy of Peter Drucker’s Managing the Non-Profit Organization among other things. Drew said the other pictures didn’t come out right, but I suspect he just felt I was getting full of myself and trying to make myself look deep and important so used the old lizard instead. (I also sent him pictures of the yo-yos and Wheel-O that also sit on my desk, but perhaps he felt that gave the wrong impression.)

But since we tend to be a little misanthropic about the state of the arts from time to time here on Inside the Arts, I also suspect that maybe the lizard and the “Culture Dinosaurs” album cover may be a sign of things to come.

With that in mind, I am about to introduce a topic reversing past statements about how the arts should be positioned.

In the past, I have argued that the value of the arts should not be spoken about in terms of prescriptive benefits – listening to Mozart will make your kids smarter being one of the more famous claims. But we can’t entirely deny that the arts are deeply steeped with pretty much every element that make us human – history, storytelling, movement, music and memory. As such the arts are a vehicle for just about every theory and idea Carl Jung espoused from archetypes to collective unconscious and can constitute an important therapeutic tool.

Psychology Today has had a series called The Healing Arts running on their blog over the past year. Every couple weeks since February, art therapist Cathy Malchiodi has been doing a countdown of her top 10, “Cool Art Therapy Interventions.” She is down to number three so presumably the top two will be coming in the next month or so. Among those therapies she has listed are mask work, mandala making, family sculpture making, photo collages and visual journaling. You can see pretty quickly how some of these activities could help a person express themselves better or introduce calm and focus. Asked to guess what activities might be helpful, I would likely mention these at some point.

Something I would not have listed because it seems so basic is Creating Together. Except for those artists who crave a solitary existence, I don’t think many in the arts would deny that part of what draws them to the arts is the collaborative experience. Even if you don’t achieve some sublime synchronicity while working with others or interacting with audiences in your daily experience, the communal act, even when simply fooling around, can bring something to each participant. About a year ago, I talked about the possible influence of high emotional satisfaction being a possible motivator for involvement in the arts. That, or something closely related, may also contribute to the therapeutic usefulness of the arts.

The Artisan Reformation Has Begun

July 13, 2010 by Joe Patti

Nod to Andrew Taylor for providing a link via his Twitter feed to a speech Ben Cameron made at the Association of Arts Administration Educators conference. Cameron talks about many of the worrisome issues I have covered here in the past – finances, shrinking audiences who procrastinate on ticket buying, organizational succession by young arts leaders who want to reshape rather than maintain what they have inherited.

But as he moved past providing this context for his comments, he made one of the more interesting observations about the change that will be necessary in the arts by comparing it to the religious reformations of the 16th century. It seems there is ever a confluence of art and religion. He leaves some room for optimism while noting the necessity for nimbleness (my emphasis).

Both reformations have been spurred by technological breakthrough—the invention of the printing press and the subsequent widespread public access to scripture occasioned by the printing press certainly has parallel in the redistribution of knowledge with the invention of the Internet. Both reformations challenge old business structures—god forbid that the decimation of monastic orders is the metaphoric fate for today’s major institutions but only time will tell. And both reformations essentially challenged the necessity of intermediation in a spiritual relationship, challenging the notion of the gatekeeping priest or now artist.

Now the Religious Reformation did not obliterate the Catholic Church. Just as 500 years later, many people around the world still find deep meaning in high mass and formal religious institutions, I for one believe that the historic institutions that we have funded to date at their best will continue to be worthy of our investment…

…But the Reformation more notably reshaped and broadened the universe of how religion would operate, who would be empowered to act, giving rise to new denominations, new religious rituals, new opportunities for the common layperson to assume responsibility for her own spiritual experience. Similarly in the arts, we are witnessing an explosion of arts organizations operating in new ways and the emergence of the hybrid artist: amateurs doing work at a professional level—a group dubbed elsewhere as the Pro-Ams—….and professional artists who choose to work outside of the traditionally hermetic arts environment, not from financial necessity but because the work they feel called to do cannot be accomplished in the narrow confines of the gallery, the concert hall or the theatre.”

He suggests that the training of arts administrators should include many of the traditional subjects of audience development, fund raising, accounting and entertainment law. But he says that for the next generation of leaders internships and practical experiences “with the political campaign, the sports complex, the environmental justice center” may be just as valid as a similar experience at an arts organization. He cites the MIT five step model of cultivating new businesses, “idea generation, training, mentoring, legal counsel and finally delivery to market capital” and wonders if this along with a more interdisciplinary focus might not serve students and the evolving industry better.

Even though his basic message isn’t anything new, the models and ideas he invokes are intriguing. Both the text and audio of his speech are available so you can pick your poison. You can even download the source audio and listen to his speech on your commute to work or while hiking.

Walking The Oregon High School Arts Beat

June 23, 2010 by Joe Patti

Oregon Public Broadcasting recently had an episode their show Arts Beat where they directly addressed the value of arts education in schools. There is also a “sidebar” video of three people talking about how they integrate creativity into their jobs and invite people to talk about what their lives would be like had they not had arts in school.

The science teacher in the main video, Michael Giesen, was the 2008 National Teacher of the Year and you can easily see why based on the way he gets his students acting, moving, drawing/model making and interacting in the process of learning about science. (In case you think music is left out, Giesen and his guitar figure prominently in the lessons.)

There seems to be a disconnect present though. Giesen is rewarded for his creativity up to the national level, but I suspect a teacher trying to initiate such a process from scratch might be told the activities they had the student engaged in were extraneous and consuming time best spent trying to master basic competencies for testing. (Though perhaps not in his school or district.) I am sure Giesen’s students do just fine on the testing because he creates so many powerful associations to the material through all the activities he employs. I just wonder how much latitude a teacher working toward that goal would be provided as they made missteps in the process of refining their approach.

It is the competency requirements that John Baker, the choir director in the second segment of the video feels erodes his program. At one time he had 90 people in his girls choir, now he has 14. He says his principal thinks it is because kids don’t want to sing, but he believes it is that there are so many requirements the students need to fulfill, they have little opportunity to take his class.

His students learn music theory, sight reading, sing in four languages and need to develop critical thinking skills. But all this aside, the video shows the students performing some very interesting looking and sounding pieces. I can’t think but that many students would be at least a little intrigued by the classes. The first reaction I had to the snippet at the beginning of the video was that I didn’t know they had choral pieces like that. There were a few more seconds like it later in the video.

Baker’s fear is that because his program is so strong and winning competitions, no one is paying close attention to how much it is diminishing. He fears that when he retires and people notice the inevitable differences between the new person and the institution of 3 decades, they will attribute the weakness of the program to the unsuitability of his replacement. In fact, Baker seems to believe his position will become part time before he retires.

The last part of the video deals with the lack of funding and time allocated to arts experience in schools. This is a common theme nationwide. What was most interesting about John Baker’s segment was that he didn’t attribute his problems to either of these things. He didn’t talk about his funding being cut or say that the administration was necessarily undermining him.

His problem seems mostly to be due to a shift in values. Either his principal is right and kids don’t want to sing or he is right and required focus of students’ education is moving them away from his program. It is rare to hear of a school arts program in distress due to a philosophical rather than financial shift in priorities. Perhaps it happens more frequently than I realize and it is just the budget cuts getting all the press.

No Ketchup Arts Outreaches!

May 3, 2010 by Joe Patti

I have been thinking about how my theatre can serve our constituencies. Since the assistant theatre manager has been involved in developing curriculum for studies of Filipino history in the state, I thought he might be dealing with the state fine arts content standards and could advise me a little bit about them. He isn’t really, but that is okay because the standards are pretty readily available.

My main thought was to help some of the schools we have relationships with by providing them with a list of the content standards our outreach performances might fulfill. I have seen arts organizations and artists provide this sort of information in study packets for events. I figure it will be easier for the busy teacher to say yes if we provide information to show how the artist can benefit them.

I looked at the state standards today and began to wonder how an assembly program could ever suffice to fulfill the standards. All the requirements involve a fair bit of action by the students. For example, one of the 6-8 grade general music benchmarks (non-orchestra or choral, which have their own standards) is “Improvise a short pattern or melody to be performed with a rhythmic and/or melodic accompaniment.” The sample performance assessment they offer is “The student: Completes the last phrase of a given melody or improvises a short melody to be performed with a selected rhythmic accompaniment.” The most general benchmark I found that might be applied to an assembly program would be to “Evaluate the effectiveness of a musical performance or composition.”

We mostly offer more one on one experiences to schools, master classes and small group programs, so there is an opportunity to provide information to a teacher in advance so he/she can instruct the students to pay attention to certain aspects in preparation for an assignment that will extend the concepts of the activity they will be involved in. It made me wonder if that was why we often had people turn down services we could provide for free in their classroom spaces. In schools where there are so many other testable standards to strive for, it can be difficult to find the time to prepare and implement an additional lesson for an outside activity. We aren’t just taking an hour out of the class. If the teacher wants to exploit the opportunity to meet a standard, the students need to be prepared in advance and then time needs to be taken later to produce some measurable result connected to the outreach experience. In some cases, if the student are up demonstrating what they have learned by the end of the outreach, then perhaps additional time to evaluate won’t be necessary.

Really, while there is a double-edged sword element to having a standard that requires so much work to meet, this is the way we want it. We don’t want a standard that is easily ticked off a list by sitting quietly in a dark room for an hour while something happens. We actually had this conversation today and referenced the fact that at one time ketchup was considered a vegetable when determining if a school lunch provided balanced nutrition. (Though I am afraid it still might be.) We don’t want an arts standard to be met with a ketchup experience!

Many artists have good study guides that provide suggested activities, explanations of technical words, instruments and equipment that will be used in the outreach. The problem is, many artists don’t reinforce what is in the study guide, nor are they often asked to touch on specific subjects that may be pertinent to the activities the teacher has planned. There are a few artists that are sending out study guides created for them by places like the Kennedy Center and Michigan’s University Musical Society. They are nicely put together, but the school performances the artists present often don’t connect back to them in a way that facilitates the student learning. In part it might be due to not having been involved in the study guide’s creation, which admittedly can be a tough thing to coordinate.

The study guides will tell you to “watch for…” but the artists often don’t follow up by referencing those elements in what they are about to play or just played. This is not to say we want artists to look at their study guides and deliver a rote performance that corresponds to the material therein. Looking at the standards, it made me realize that a little more communication can go a long way. Either passing on what the artist has decide to cover to the schools so they can prepare or asking the artists to touch upon topics that are related to what students are learning in school.

Many of the artists we work with seem to be open to that sort of thing and ask if there is anything we want covered. It occurs to me that we haven’t been doing a good job of asking the schools we are working with if there is anything it would be helpful to cover.