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Info You Can Use: Holding A Mirror Up To Fundraising

March 24, 2015

by:

Joe Patti

Simone Joyaux wrote a must-read, “physician heal thyself” post for development teams in a recent Non-Profit Quarterly post.

In her column, Fundraisers: the Good, the Bad and the Ugly, she enjoins development teams to look in the mirror before blaming others for failures. (If you have a hankering to listen to the theme music for The Good, the Bad and the Ugly movie while reading, there is an interesting guitar rendition here.)

Joyaux addresses many common complaints development departments have about board members not providing assistance with fundraising, board members not donating, issues with opinionated executive directors and weak economic conditions inhibiting efforts.

She provides some advice about dealing with each situation, mentioning a different approaches to use. In nearly every case though, she challenges fundraising staff to examine their assumptions and understanding of the situation to see if they are at least partially contributing to the difficulties.

Often she asks if the development team has sat down and spoken with someone to understand their limitations and concerns and whether the development staff has been providing sufficient support to a board member’s efforts on their behalf.

There are some things Joyaux writes about that I have rarely, if ever, heard mentioned in relation to fund raising efforts.

(By the way: How do you define fundraising? I hope you aren’t thinking about asking for money only. There’s so much more to fundraising than the asking point. Do you know all the steps and the neuroscience and the psychology and communications and all the rest? Can you help board members apply that, in partnership with each other and in partnership with you?)

When she mentions them, neuroscience and psychology make sense as factors to consider, but I can’t remember ever hearing them mentioned in connection with development before. (Actually, I have to admit I only have guesses on how neuroscience relates.)

As Joyaux notes, becoming effective at development is a process and there isn’t anyone who hasn’t committed some sort of poor practice.

In my early years, I know I must have behaved this way. I saw glimpses in the mirror. How about you?

Bad fundraising performance #1: The fundraiser didn’t handle well leads suggested by several board members.

Bad fundraising performance #2: The fundraising staff didn’t ask for specific support from a specific board member, and explain why, and provide support.

Bad fundraising performance #3: The fundraising staff doesn’t spend much time learning about the program. The fundraising staff doesn’t collect stories from program staff. The fundraisers rarely observe a program or talk with client beneficiaries. This produces weak solicitations, bad links with our heroes, the donors.

Oops, actually that last point reminds me I need to follow up with some participants of an education service we hosted last week.

Fundraising, Info You Can Use, State of the Arts

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Distract Me From My Distraction

March 23, 2015

by:

Joe Patti

I frequently cite Seth Godin’s blog posts because so much of what he writes is applicable to arts organizations and an observation he made last week was no exception.

He says we spend too much time teaching people technique when it is really commitment to endure failure and frustration that allows people to become skilled at something.

But most people don’t want to commit until after they’ve discovered that they can be good at something. So they say, “teach me, while I stand here on one foot, teach me while I gossip with my friends via text, teach me while I wander off to other things. And, sure, if the teaching sticks, then I’ll commit.”

We’d be a lot more successful if organized schooling was all about creating an atmosphere where we can sell commitment (and where people will buy it). A committed student with access to resources is almost unstoppable.

I think most people in the arts can identify with the feeling that they are being challenged to capture and hold people’s attention while they engage in some other activity. While distracting people from what they are doing has always been something of a function of advertising, these days arts organizations are faced with the unspoken challenge at their own events of “try to distract me back from my distraction and maybe I will pay attention.”

Teaching in the framework of commitment rather than technique would probably have profound implications for the education system because it would diminish the mindset of retaining knowledge long enough to pass the test. It might necessitate the elimination of the vast majority of tests. (I say “might” since Japan has a culture that emphasizes committed pursuit of excellence in an endeavor and they also have a lot of testing in schools.)

The people shaped by an education focused on commitment might not be any better disposed to the arts than people are today, but presumably those who did attend a performance or enter a museum would arrive with the intent of directing their attention to the experience.

Godin doesn’t really say what commitment focused education would look like. I think it would be easy default to repetition of task. But playing the piano for hours or sitting outside the kung fu master’s house in the rain is only proof of commitment, it doesn’t instill or model it as part of the education process.

I would think experiential learning would be a part of it. Witnessing people go through a process and going through a process yourself begins to give you a sense of the level of attention and commitment involved.

The arts can play a big role in this as preparing a canvas, working with clay and rehearsing for a performance are all labor intensive and time consuming. But the same can be said for preparing for a science experiment and that fact can be underscored by visiting labs or formulating your own experiments.

A slight shift in emphasis in talking about history can add a conversation about the effort someone went through to research, assemble and restore an artifact to a discussion of the history of the artifact. Again, reinforcing the importance of dedication rather than just emphasizing dates and facts.

Of course, skill of delivery will still determine whether anyone is interested in learning about history.

Art(ist) Education, Audience Relations, General Musings

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The Old Utility of Art Argument

March 18, 2015

by:

Joe Patti

I bought the bowl below at a sale of student art. I have been displaying it on my desk for the last month or so. I recently had someone come in and comment that the difference between art and craft was whether you could use it or not, so this bowl must be art.

By that definition, the Paul Randolph designed Orange County Government Center must be art because it is a really difficult place to work in.

I grew up in Orange County and was in and out of the center fairly often. When I was really young it was always a crazy looking place that presented a lot of places to potentially hide and play in (If I could only get away from my mother.) As I got older, it was still a crazy looking place that captured my imagination, even driving by. But even 30+ years ago I noticed there were a heck of a lot of buckets deployed to catch leaks.

The argument about whether a work of art is worth the expense based on its perceived lack of usefulness is an old one. The criticisms become even more pronounced if the work isn’t immediately aesthetically pleasing or comprehensible.

In many respects, architecture faces greater difficulty with these issues. People may be angered by a performance they attended, but the experience is transitory. People may be scandalized by the amount paid for a piece of visual art, but it often disappears from view behind a museum or collector’s walls. Even if it is a piece of public art that reminds people of their dismay every day as they go to work, the expense of its existence is generally in the past. (Unless something falls off on to your head.)

Buildings, people have to live in and the cost of the distinctive design can frequently persist for years. To paraphrase an old saying, it is easier to buy a piece of art than to live in one. Frank Lloyd Wright’s Fallingwater, for example, has been faced with various problems particular to its design.

Unlike Fallingwater which is now a museum, and similar efforts to preserve buildings as a historical tourism sites, the government center is seeking to renovate a building with a long history of problems so that it can continue to serve its original function.

They are faced with a number of options and I obviously like the idea of turning the space into artist residences and workspaces. But this situation provides an interesting illustration of the tension between functionality and artistic and historical value.

Often we hear stories about an historical building being slated for demolition in order to build a parking lot, condo or supermarket. Does it count for anything that these renovation plans will allow the building to continue with its function?

There are a number of art works for which the natural degradation is a planned feature. Since even buildings without a distinctive design inevitably develop issues as they age, should this expectation be factored in during the design stage?

If arts organizations shouldn’t assume they deserve to persist forever, should creatives expect their work to be preserved forever? This is a logical extension of the sentiment that really hasn’t been touched upon.

In recent years an idea has been espoused that legacy arts organizations have become too entrenched in their practices to be responsive to an environment where expectations shift so quickly. The suggestion is that it is arrogant for them to think they deserve to be continually funded if they are not effective at delivering their services.

By that thinking, does the Orange County Government Center deserve to be preserved if it doesn’t allow for the effective delivery of services?

Should a sculptor expect their fountain to be preserved forever after the mechanisms to keep it working are no longer made? The full intended effect of the work is diminished by the impossibility of restoration.

Should muralists expect their works to be restored after a leaky roof damages it? What if it were demolished by a tornado?

I am not suggesting that some performing arts organizations don’t need to do a little introspection about their existence. Or that the Sistine Chapel’s time has come. I just want to point out that when you start to employ criteria like effectiveness in relation to the arts, you open the door a little wider for the age old utility argument.

Along those lines, it occurs to me that one of the reasons many of our public buildings are functional but so uninspiring and unremarkable is that governments don’t want anyone becoming invested in preserving anything about them.

Advocacy, Arts Facilities, creativity, General Musings, State of the Arts

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Evidence of Creativity

March 17, 2015

by:

Joe Patti

Since Americans for the Arts is having a blog salon on Arts Education, this seems like a good opportunity to call attention to one possible solution to the question of how you integrate the arts and creativity into academic subjects.

While he isn’t specifically integrating the arts into instruction, teacher Larry Ferlazzo is using episodes from the National Geographic show Crowd Control to inspire his students’ projects.

His goal is to get his students to investigate a question and create their own evidence.

“Another that is considering the role of imagination in art talked about their creating various items and having people evaluate them using an imagination “criteria.” One other group taking on the topic of if technology is truly necessary in order to “advance” society said they might come up with a list of technology achievements and ask people which one they think would be most important if they had to choose one for a brand new country they were creating.”

This approach gets students invested a project they care about and helps them learn from the experience. The questions they ask and the results they receive might be flawed, but the process they engage in will inform future learning.

Besides, arts organizations can’t cast too many aspersions. The questions and methodologies used in audience/community surveys are frequently just as flawed.

A creative approach and an empirical approach to problem solving are not mutually exclusive. The poop-o-meter in the Crowd Control video Ferlazzo uses in his post could have been just as easily used to incentivize the submission of samples for a canine health study instead of getting people to clean up after their dogs.

Art(ist) Education, Arts in an Age of Technology, creativity

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