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What Does A Community Built Around Augmented Reality Look Like?

May 30, 2017

by:

Joe Patti

Two months ago I confessed I may have misread the impact and potential of the Pokemon Go game on attracting new customers and audiences.

However, the Knight Foundation feels that the basic technology and dynamics of the augmented reality game may have potential use for engaging communities. Earlier this month, they announced a multi-year partnership with Pokemon Go developer and publisher Niantic. They started out by shutting down three miles of streets in Charlotte, NC during the Open Streets 704 events and creating places with which players of Pokemon Go and Ingress games can interact.

I haven’t seen any follow up articles evaluating how it went. I suspect it may be awhile before anyone makes any statements. The Knight Foundation was approaching the whole project with an open mind and few pre-determined expectations.

We don’t know, but we believe that in embracing change, we might get a glimpse of how to build cities and communities of the future that are even more active and engaging than today.

Our plan in this partnership is to learn. This year, Knight Foundation and Niantic will work together to explore how Pokémon GO can bring more people, more energy and more excitement to great public places in some of the 26 communities where Knight Foundation invests.

[…]

Neither of us knows exactly where this partnership will lead us, but we hope that, together, we’ll learn something about the power—and limits—of technology to support more engaged communities.

This seems like something to pay attention to see what develops. When I first talked about Pokemon Go last July, my approach, along with dozens of other commenters, was to find a way to respond to an emerging trend. The intention of Knight Foundation appears to be toward more proactively developing an emerging technology and the accompanying social dynamics for community building.

I imagine what attracts the Knight Foundation to Niantic’s games is that they have gotten people up and moving around physical communities. There are a number of communities and transactional interactions that have developed on the online, but the big complaint has been that this has removed the need for in-person interactions.

Augmented reality games may have a digital element that keeps your gaze averted, but it requires moving about reality to play which can be seen as an improvement (up to the point you fall into an open manhole, I suppose). If the Knight Foundation does have an agenda that are going into the partnership with, I suspect it is to find ways to induce people to share/employ augmented elements in each other’s presence.

Arts in an Age of Technology, Audience Relations, New Initiatives

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Judging Yourself As You Judge Others

May 24, 2017

by:

Joe Patti

Something I don’t really often see people write about are the benefits of sitting on a grant panel, especially for an organization that funds you. First of all, the organization will love you for helping them out, especially during the heaviest period in their granting cycle.

Perhaps the biggest benefit for you will be identifying those areas people like yourself do well or fall short in making the case for their programs. You can get advice about how to write an effective proposal on a monthly basis, but until you apply a critical eye to a proposal from outside disciplines, geography and demographic attributes with which you are familiar, you aren’t likely to appreciate all the potential pitfalls.

I recently participated in a panel for my state arts council for a program my organization wasn’t eligible to participate in.

There were a number of times people referenced discipline specific shorthand or neighborhoods/towns they were doing outreach in. I suspected that this information would be more compelling if I better understood the relevance.

Recognizing that I was probably making the same mistake of assuming reviewers would be excited by similar discussions of accomplishments for which they had no frame of reference, I started to pull out old grant proposals and found a number of places that could probably use additional information about why it was important that certain groups were involved or being represented in our programs.

During the panel review process I made additional notes as panelists would comment about things they wished they had seen more detail about. In other cases, it was observed too much time was spent talking about other organizational activities rather than focusing on the proposed project.

Now I will grant you, often space limitations imposed by the application form makes it difficult to provide the detail that will really allow your project to shine. It is important to make a case with the granting organization that 3-4 more lines of text would make all the difference. Volunteering to serve on a grant panel can provide you with the opportunity to make that case in person.

I also want to acknowledge that when you are faced with a tall pile of proposals to review, the last thing you want to do is engage in prolonged introspection of the strengths and weaknesses of your own submissions. But it can be worthwhile to at least take the time to make duplicates of notes that represent potential areas of concern in your work for later review.

Then, of course, there is benefit in seeing what other people are doing. What novel ideas and approaches are out there? How are others executing their programs? How are they defining and measuring success? What strategies are they employing to deal with challenges?

One really, really general piece of advice I will give based on what I have seen is to make sure your website has links to your social media accounts. This is website and social media 101, but I was surprised at how many people mention they promote their events on social media, but don’t have links on their websites. Web searches will turn the social media accounts up, but there was often no easy way for someone who discovered an organization through their website to stay connected through social media. (Actually, it might be more accurate to say that a web search turned some of them up, I have no idea if I found the full range of online presence.)

Advocacy, Fundraising, General Musings, State of the Arts, Volunteers, Working In The Arts

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Deity or Destitute

May 23, 2017

by:

Joe Patti

In the comment section of yesterday’s post, Carter Gillies warned about succumbing to the temptations of survivorship bias and only holding up a few successful cases as examples to emulate.

The tales of college dropouts that became millionaires as an argument against education, for example.

On the other end of the spectrum, I wonder if there is a way to tell a compelling story about being an artist that doesn’t involve angst and disaster.

We hear stories about successful celebrities who are secretly plagued by depression and self-doubt.

There is idealization of the starving artist that suffers at the edge of poverty, but occupies the moral high ground because they never sold out and became commercially successful.

Zen Pencils, one of my favorite sites for illustrating inspirational ideas, featured the words of self-taught pianist James Rhodes. There was a link encouraging people to read the whole piece from The Guardian on which the cartoon was based.

Amid the inspiration thoughts was Rhodes’ confession that he didn’t approach the cultivation of his skills in the most constructive way:

I didn’t play the piano for 10 years…. And only when the pain of not doing it got greater than the imagined pain of doing it did I somehow find the balls to pursue what I really wanted and had been obsessed by since the age of seven – to be a concert pianist.

Admittedly I went a little extreme – no income for five years, six hours a day of intense practice, monthly four-day long lessons with a brilliant and psychopathic teacher in Verona, a hunger for something that was so necessary it cost me my marriage, nine months in a mental hospital, most of my dignity and about 35lbs in weight. And the pot of gold at the end of the rainbow is not perhaps the Disney ending I’d envisaged as I lay in bed aged 10 listening to Horowitz devouring Rachmaninov at Carnegie Hall.

My life involves endless hours of repetitive and frustrating practising, lonely hotel rooms, dodgy pianos, aggressively bitchy reviews, isolation, confusing airline reward programmes, physiotherapy, stretches of nervous boredom (counting ceiling tiles backstage as the house slowly fills up) punctuated by short moments of extreme pressure…

While I appreciate that the inspirational idealism of the piece was leavened by a recognition of reality, this hardly recommends the life of an artist.

As I was riding to work recently I heard an interview with someone who talked about the value of experience of live performance over recorded performance in the context of something going wrong on stage.

I will admit that I have spoken about experiencing a performance live in these terms myself. When I heard this expressed on the radio, I wondered if we really should continue to use the opportunity for something to go wrong as a selling point for live performance. Can’t we find a more compelling rationale to convince potential audiences that they should invest time, money and energy in being present at a performance than the promise of seeing someone screw up?

People who work in the arts inevitably says how fulfilling their lives are despite the challenges. There is often a sentiment expressed along the lines of not being able to imagine working 9-5 behind a desk.

I understand all this. I can identify with it having lived it and spoken in these terms myself. I know sex, danger and suffering sell. But as people in a creative industry, isn’t there an interesting narrative that doesn’t involve incurring physical and psychic scars along the way?

Or won’t we allow ourselves to have a relatively mundane experience? Does our narrative have to involve suffering of some sort in order to be valid? A little bit of martyrdom to make us special for not having settled for a conventional life?

I will openly admit to participating in and perpetuating some of these narratives. I have only just started to think about how to craft a compelling narrative about the arts that doesn’t evoke the blessings of unnatural talent or noble suffering, so I don’t have any clear answers in that regard at this point.

Art(ist) Education, State of the Arts, Working In The Arts

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Lemonade Stand? Cool Kids Sell Art In Their Frontyards

May 22, 2017

by:

Joe Patti

A year ago on Quartz a list appeared by former Stanford dean, Julie Lythcott-Haims, outlining what every 18 year old should know.

I briefly toyed with the idea of doing a post about how the arts, especially performing arts, provided experience in most of these areas. Among them were that an 18 year old should know how to: talk to strangers; manage his assignments, workload, and deadlines; handle interpersonal problems; cope with ups and downs, and must be able to take risks.

While, “contribute to the running of a house hold,” another on her list, may not appear to exactly fit into the performing arts, in her reasoning she says this teaches “respect the needs of others, or do their fair share for the good of the whole.” Those are skills you pick up when working as an ensemble.

As I was reading the article, I was envisioning kids in school, after school and summer arts camps/programs acquiring these skills since that is where arts experiences would likely teach these skills prior to someone turning 18.

So when I hit the eighth thing an 18 year old should know, “be able earn and manage money,” I realized that wasn’t something most arts programs would teach kids.

But if we are going to talk about the need for artists to manage and monitor their own careers,including finances, maybe elementary budgeting and accounting skills should be introduced to teen and even tween students.

Oh, but that is such a yucky, boring topic right? The kids want to have have fun making art, that will just scare them away.

I am not suggesting that you pull out your college accounting text. You can introduce cost and pricing in a fun way at an age appropriate level.

With younger kids, you start out saying – You made this painting or ceramic piece and now it is time to sell it. How much will you sell it for? How many do you think you can make in a week? How much could you make if you sell every thing at the end of the week?

This type of instruction hits on the cross-discipline approach schools are looking for these days. You can also get kids excited by the idea of how much money they might make.

Any kid can have a lemonade stand. Cool kids sell paintings, pottery and tickets to sidewalk performances!

Later you introduce the concept of material costs and time invested into the mix and take a more sophisticated approach to pricing. In certain situations maybe you have high school students participate in budgeting production costs for costuming and set building for performances. If they are involved in making the decisions required of a budget cap, all the better.

By connecting the idea that art has monetary value, you create a greater appreciation for art in students when they are young. It isn’t just something you do for fun and shouldn’t expect to be paid for.

While this runs counter to the idea that art should be created for its own sake, not with the goal of remuneration, the absence of this instruction hasn’t prevented people from claiming the arts should be self supporting.

Still, executed poorly the focus can be all about maximizing commercial viability over illustrating a connection between basic economic skills and art. Kids shouldn’t be given a message their work is bad simply because no one has bought it. And let’s not drag 14 year olds into the debate about doing something for exposure vs. being paid.

Given that not every person in an after school program or summer camp is going to enter an arts career, involving some basic economic considerations in art instruction when kids are young can shape attitudes and perception about the validity of arts and cultural endeavors over the long term.

Art(ist) Education, Business Models, Finance, Fundraising, Working In The Arts

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