Arts Intranet

This report treats diversity as an inevitability. This is true when it comes to demographics–we are all familiar with the statistics about how the country is becoming more racially diverse. However, true diversity (including age, gender, physical ability, and race) is not inevitable when it comes to working and advancing in our field. Numbers do not change power structures–marginalized people often outnumber those in power. It is the assumption that diversity will magically happen that permits some leaders within the field to sit idly by while the sector disenfranchises and loses quality talent. Change is not a passive process.

Kim Cook

In reflecting upon the results of the Americans for the Arts salary survey three things arise for me.  The first is the issue of wages.  The second is the issue of demographics; both of which are immediately addressed in the Executive Summary for the piece. The third issue that derives from the first two is the question of relevance.

When we address the first issue, that of wages, the question that surfaces for me is, relative to what?  When we examine our wages in relationship to each other are we perpetuating a construct in which not enough becomes normative?  I am completely alert to the fact that I am constrained when contemplating wages and wage increases for my staff, knowing that each worker will add to a cost structure that is difficult to sustain.  And, if I am not able to pay reasonably well, I am unlikely to attract and retain the talent that will help to create the mission impact my organization aspires to.

George Patrick McLeer

As we sat down with our Congressmen this past March during National Arts Advocacy Day, one message kept coming out of my mouth, “In my community, we don't just 'fund' the arts, we use the arts.” I didn't arrive in Washington with that phrase in my mind. I didn't even think about it until after our “advocacy sessions,” the day before we visited Capitol Hill.

What alarms me the most about our annual trek to Capitol Hill is that our ask never seems to change— “We would like our Representative/Senator to support funding the NEA/Arts Education at this specific level.” We mention the ability to leverage the arts for economic impact, improve education, and make our lives more fulfilling, but at the end of the day we ask for money—either from the federal government or private citizens via tax policy shifts.

We need to stop asking for money and instead ask for a new vantage point.

Ann-Laura Parks

Ever come back from a conference inspired, energized, and ready to unleash your brilliant ideas on your colleagues? You’re cruising along on a creative high until you hear, “That’s a good idea BUT…” followed by the reasons why it can’t be done.

When yours truly was a young worker bee, I heard some reasons that made head/desk contact a regular occurrence:

“We don’t need a blog. Nobody reads those. They are just vanity projects for people with big egos.” - executive director of a large nonprofit

“Why on earth would we ever want to post anything on YouTube?” - marketing director at a federal agency

More likely, though, you’ll hear something like, “I’d love to but we just can’t spare the money/time/staff for that.”

If you want to avoid the quick, early death of your idea, getting the go ahead from the authorizers in your organization will be your first challenge.

The Georgia Aquarium had 3.5 million visitors in its inaugural year. This massive launch earned the cultural institution notoriety, donations, and public affection. But, as the novelty of its exhibits dulled, attendance at the state-of-the art facility dropped by 40% in the ensuing years. This steep slide raised flags amongst the staff, who began to ask questions: Why is this happening? Is this normal? What can we do about it?

Across the country, communities are calling for justice in education. High stakes testing, disproportionate discipline by race, and the mass closing of public schools in certain regions profoundly impact the lives of young people. In an environment where education reform, vouchers, charter schools, and increased accountability dominate the landscape, what does it mean to impact the very heart and bureaucratic structure of public school districts and build trust, equity, and meaningful change?