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Throw A Big Fat Fake Wedding

October 27, 2015

by:

Joe Patti

A few weeks ago I read an article about how a company in Argentina is doing good business throwing fake weddings. Apparently most young people aren’t getting married or are only having civil ceremonies. Feeling that they missed out on participating in a big flashy wedding, people pay about $50 to attend a fake wedding.

The fake wedding company, Falsa Boda, contracts with real wedding locations, caterers and DJs to throw an all night party interspersed with dramatic vignettes.

If you think this sounds familiar, there is a popular environmental/interactive theater piece called Tony and Tina’s Wedding set at an Italian wedding and reception.

As the Argentina percolated in my mind, I realized this is a good general framework for arts organizations to engage the public in any number of activities. One of the things recent surveys conducted by the National Endowment for the Arts and Arts Midwest found was that people are interested in actively participating and creating rather than sitting statically in a dark room.

There is a lot of opportunity in a wedding scenario to have people create things like the invitations, dresses, centerpieces, flower arrangements, etc. Ceramics classes can make plates, vases, etc. You can get people to vote on meal choices, DJs, brides maid dresses, etc.

Some of these provide an opportunity to partner with local businesses. When you ask people to vote on meal choices, you could get caterers, restaurants and wineries together to create a tasting event that people pay to attend.

Awareness of these businesses is raised at a fun social occasion which creates a buzz for the culminating wedding event. It probably wouldn’t hurt if a result was thatbusiness owners viewed the arts organization as a valuable asset in the community.

To create additional buzz, many other preliminary events can be staged in the preceding months. For example, the “dress fitting” can be scheduled a month or so ahead of time at a local dress shop. The bride, family and bridesmaids introduce some plot points which continue at other preliminary events like the bachelor(ette) parties and don’t get resolved until the wedding. The public can show up at these events and watch the drama unfold (perhaps an ex-boyfriend comes to the fitting and declares his love…or the groom’s ex-girlfriend comes and denounces the bride).

While attendance at these preliminary events are free and open, it might be smart to schedule them at inconvenient times (Wednesday 4pm versus Saturday 4pm), in places with low capacity for spectators, or at unannounced pop-up occurrences (fight in the mall food court or diner) so that people have to query their friends on social media about what happened and swap theories about what might happen next.

Finally, a big plus is that the subject matter and format would definitely appeal to a younger audiences.

Taken at its most ambitious, this idea could take a lot of time, effort and money to plan. But it could also involve a collaboration between multiple arts organizations of different genres which could provide operational staff support and sites for plot points. (Bride and groom pick out music at a chamber orchestra concert. Contentious bidding for a piece of art at a museum or gallery for a wedding gift.)

A less ambitious itinerary could be pulled off by a smaller group with much of the drama unfolding on social media (hmm, when she said she is making pesto, is that the actor talking about her personal life or should I keep an eye on this tonight to see if a romantic dinner unfolds for her character?)

There is are a lot of possibilities to this general framework. It doesn’t have to necessarily be a wedding. You could have a spy drama unfold the same way and encourage the community to report any “secret” meetings they observed. Or you could dramatize the life of the newlyweds annually with a sped up timeline seeing their kids and grandkids grow up and get married over 15-20 years.

Whenever I read about how people want to participate rather than to sit quietly as a spectator, I always think about all the performing arts facilities that are essentially designed at great expense for people to sit and observe. The need to utilize the very expensive facility in the manner it was designed creates a disincentive to create interactions that stray too far from that situation.

What I like about this idea is that it provides for a main event (the wedding) to occur in a physical space where people sit and watch, but it isn’t necessary that it does. Meanwhile, people have had the opportunity to contribute and participate actively and will have a strong sense of ownership in the final outcome.

Arts in an Age of Technology, Audience Relations, General Musings, Terms and Ideas

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Where Arts And Creativity Have Been Part Of Long Term Solutions

October 26, 2015

by:

Joe Patti

I have recently started to become a little more vocal about one of my pet peeves about how the arts are viewed. It is no news to anyone that most career paths that involves pursuing a creative endeavor are dismissed out of hand in favor of a real job with real prospects.

I don’t have any illusions about arts careers being a difficult path to take. If anyone wants someone to help them combat fanciful notions people have about how they are different and will succeed where others have failed, I will be happy to help talk about the realities and the importance of the entrepreneurial mindset about which I spent all of last week writing.

What annoys me is that there is so little recognition by those who dismiss a creative career path that the group they dismiss are the first people called when a disaster strikes and there is a need to encourage people to donate to a relief effort. A couple weeks ago, This American Life had an ad agency suggest getting Lin-Manuel Miranda and the cast of Hamilton to do a TV ad to help offset the negative associations people have with Volkswagen.

All this being said, I think it is only fair to acknowledge that there are a lot of people out there that recognize the power of the arts to address social problems and make a long term commitment to embracing arts and creativity as part of their solution.

Last week on CityLab, Brentin Mock pointed out that a reduction in violence in the Bronx and New Orleans 40+ years ago were a result of people competing through creativity rather than physical force.

The subtitle of the piece reads, “Hip-hop dialed down street violence in the Bronx. New Orleans’ Mardi Gras Indian gangs made peace through craft. Why is culture such an underrated civic tool?”

The article doesn’t really address the reasons behind why culture is an underrated civic tool. It focuses more on how a peace meeting in the Bronx helped give rise to hop-hop culture and a similar effort inspired fanatical devotion to outdoing other groups in Mardi Gras parades resulting in more fingers stabbed by sewing needles than people stabbed with knives.

Essentially the article points out that it is the problems, not the enduring solutions that end up getting money. Despite the success of these programs in keeping the peace, little funding is directed to improve the communities in which they originated.

Another article I came across earlier this month in FastCompany drew attention to an artist who shutdown a freeway in Akron, OH and served dinner down the middle of the road to 500 people in an effort to bring the people of the city together.

When the freeway was originally built, it divided neighborhoods. Now the road is used less frequently and plans are to tear it down. The dinner was an effort to mobilize people to influence what will replace the space left vacated by the freeway.

“They’re shutting it down to traffic next year and opening it up to development, but there’s no concrete idea of what it will be—if it will be a park or whatever,” says Franks. “So this seemed like a very unique opportunity to help people reimagine this space.”

As people ate, they talked about the future of the area. They also just got to know people they otherwise may have never met. Franks spent a year working with volunteers from each neighborhood to plan the event and to bring 10 people from each neighborhood. The plates at the meal, designed to go home with each guest, were printed with favorite recipes from neighbors.

Granted, not really a solution that has been used long term, but it does seek to take advantage of a change to ameliorate what has long been an impediment.

The meal was a kick off event for the project which will continue by giving people toolkits to help them plan similar meals in their own communities. And lest you be skeptical about whether that many people might do it, there is already a sense of growing community in the city. Akron is the site of the PorchRokr Festival where homeowners give over their porches and front yards to concerts.

Advocacy, General Musings, State of the Arts

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What Do We Mean When We Say Entrepreneur?

October 21, 2015

by:

Joe Patti

Final day of observations on last weekend’s Society for Arts Entrepreneurship in Education (SAEE) conference.

The Terms We Use Matter

Some of the best observations about teaching students entrepreneurship were made by Jeffrey Nytch from the University of Colorado-Boulder. There is a lot of conversation going on about how students need to be taught to be entrepreneurial with attendant ideas of what that means, but Nytch’s observations provide some grounding for that discussion.

He noted that what entrepreneurship is not, is pounding the pavement and marketing one self. Entrepreneurship is creating value and implementing solutions to meet needs, which by definition is not primarily focused on getting yourself employed, but serving others. Among the other characteristics he listed were recognizing opportunity, customer focus, flexibility/adaptability, risk assessment (taking calculated risks), resourcefulness and an ability at storytelling.

He also emphasized that teaching entrepreneurship has to focus on being strategic rather than providing prescriptive solutions like this is how to do marketing, this is how to apply for grants, this is how you get non-profit status etc.

When talking about teaching students to be entrepreneurs, it is probably important to be clear about what outcomes you are envisioning when you use that term. As a result of Nytch’s presentation, I have been careful to use phrases like “entrepreneurial mindset” and “teach students entrepreneurial skills” in previous posts in an attempt to delineate these activities from a engaging in a full entrepreneurial venture.

Mentoring Is Local and Global

There was another conversation about using mentoring to transition students to entrepreneurship. A good deal of the focus was on helping people after they graduated.

Something that came up often during the conference was that university career service offices have a hard time working with arts students because their career path is so nebulous. It is easy to direct students with business, education, science, teaching, pre-law and pre-med degrees because career progression is fairly well understood.

In much the same way, it can be difficult for career services to provide support to entrepreneurs because by definition they seek to walk the road less traveled.

Among the suggestions that were made, most of them by a recent graduate, was using social media to create connections between entrepreneur programs across the country. One could easily find their ideal team members living elsewhere and you don’t necessarily all have to be located in the same geographic area to be productive.

Along the same lines was a suggestion for providing some basic support and access to graduates of partner programs. A person may graduate in one place but move elsewhere to start their venture so it would be good to be able to tap into the list of local mentors another program had identified. (Imagine how great it would be to be recognized for bolstering the local economy by “stealing” graduates of other programs from those communities thanks to your mentor and incubator network.)

It was also suggested that students be invited to the Society for Arts Entrepreneurship in Education (SAEE) conferences so they can share their experiences with the assembled educators. Especially in terms of what aspects of their training did and did not prove valuable to avoid reinventing the wheel or replicating the same mistakes as someone else.

Miscellaneous Thoughts And Resources

Michael Bills who directs the Center for Innovation and Entrepreneurship at Ohio State University said they were only offering entrepreneurship as a minor at the undergraduate level because they felt that entrepreneurship is a graduate level pursuit. (I should note this is a university wide program out of their business school rather specific to an arts entrepreneurship program.)

This is based on the concept of the T shaped skills. Briefly, the vertical bar of the T represents the depth of your skills, the horizontal bar is the ability to collaborate across disciplines. Their thought is that you develop your depth as an undergrad and then really focus on your ability to collaborate as a graduate.

I have heard similar philosophies about fine arts disciplines and know there are some universities that won’t teach arts administration as an undergraduate major based on the same concept.

DePauw University recently created a site called 21CM.org (21st Century Musician) as a resource and place for conversations among musicians about developing an entrepreneurial mindset. It is intentionally devoid of any mention of DePauw other than the copyright notice at the bottom of the page. The About section makes no mention of the school and the conference presenters pointed out the site doesn’t bear DePauw’s colors.

The school took the same approach in establishing a public music space for “courageous music making” in their hometown of Greencastle, IN. The space isn’t branded with DePauw’s name or colors (it actually appears to use the 21CM.org colors) though the website uses DePauw’s domain.

In both cases, the goal is for the community of participants to take ownership of the respective resources.

That is generally the extent of my notes from the conference that fit into the general theme of these three posts. It will be interesting to see how SAEE grows as an organization and how the whole concept of artist as entrepreneur (and how best to teach those skills) evolves over time.

Even as there is a need to introduce this type of instruction in undergraduate/graduate/conservatory training, there is also the obvious unmet need to train people who have passed that stage, may have some career experience and wish to acquire additional skills or engage in a venture of their own.

Advocacy, Art(ist) Education, Arts Facilities, Business Models, Info You Can Use, New Initiatives, State of the Arts, Working In The Arts

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The Question That Is Going To Take Awhile To Answer

October 20, 2015

by:

Joe Patti

As promised yesterday, today I am going to continue discussing my observations from attending the Society for Arts Entrepreneurship in Education (SAEE) conference this weekend.

I think it bears pointing out that the organization and its efforts are very new. This is only the second conference they have held. There are a lot of questions to answer and to date there hasn’t been a lot of opportunity to do research and have these conversations.

I preface my observations with this because the one question I really wanted to see discussed was how to carve out time in an arts training program to teach students entrepreneurial skills. With few exceptions, it seemed like most of the courses in this area were being offered as an option rather than part of the core part of the training. Unfortunately, due to time constraints this question never came up as a main topic.

The conversation during closing plenary which I thought would be the most opportune forum to discuss this issue was tightly controlled and focused heavily on questions of research. (Again, I know there are a lot of questions still to be asked, and I didn’t expect a definitive answer. This is the danger when you get too many academics in the same room! 😉 )

One person who did indirectly address the subject was Emily Ondracek-Peterson from Metropolitan State University in Denver. She presented the results of a survey conducted with conservatory graduates asking what parts of their training had prepared them well for pursuing a career and which areas they felt their conservatory preparation had fallen short.

The pool she drew from for her interviews and surveys were string players from five top tier music conservatories that had graduated since 1995 so other people’s experiences may vary.

She covered a lot of ground so my notes are probably lacking regarding some of her results. To summarize, she essentially found the focus was on preparing students to perform at a high level in orchestras and as soloists. There wasn’t a lot of instruction on how to teach or establish a studio even though nearly every music conservatory graduate ends up teaching to some degree, regardless of whether they get a place in an orchestra or not.

Respondents were dissatisfied with the lack of training in other genres, improvisation and collaboration with musicians of other genres or artists of other disciplines. Respondents also found that they spent a lot of time in the support work related to performing – contracting, doing taxes, accounting, self-promotion, etc., but that the necessity of gaining these skills was rarely discussed during training.

As she spoke about conservatories training first tier musicians, I wondered if there was any benefit to teaching students to be second tier musicians in order to make room for training in career management skills. They would have a high level of excellence, but would be prepared in other areas. My suspicion is that conservatories would say that sort of approaching is okay for other schools, but would be a waste of their time and the time of their highly talented students.

I am surely not the first to have this thought. People who have attended a conservatory for music, dance, theater or visual arts can better attest whether some of the instruction they receive is better dropped in favor of different type of training. Regardless of how much instruction you receive in school, there are always going to be skills you will need to acquire and grow after graduation.

The question is, what do divert focus from during your formal training that you may need to make up for after graduation? Some students may prefer to be prepared to manage their career so that they have a better idea of how to support their pursuit of technical training after graduation.

Given the level of competition in their field, how will they have to adjust their ambitions as a result of this decision?

I had more to say on this subject than I expected so one more post on a variety of shorter thoughts tomorrow. It will tie back to this entry because the answer to how a graduate might adjust their ambitions might be found in entrepreneurial pursuits.

I do want to note before I finish today that despite reading so often how music schools are doing a disservice to their students by not preparing them with career management skills, it seemed like the discipline most highly represented at the SAEE conference was music. There wasn’t anyone from the very top tier music conservatories at the conference that I saw, but it did seem that people from the music field are beginning to take some action to address these concerns.

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

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