Arts Intranet

As you saw in a previous ARTSblog post, Brunswick Acres Elementary School in Kendall Park, NJ was very dedicated to winning the third annual "Art of Education" contest sponsored by KRIS Wine and Americans for the Arts.

Not only did this video help them jump out to an early lead, but it helped them score the top prize of $5,000 for their arts education programs:

Even more amazingly, they secured 16,000 of the 90,000 total votes in the contest!

Art teacher Suzanne Tiedemann plans to use the funds to support her recent "Shells for NJ Shores Program" for which students will create shell-themed art to raise money for those impacted by Hurricane Sandy late last month.

In addition, 15 other schools in 9 states will receive a total of $20,000.

Laura Ng

Arts administrators, emerging philanthropists, cultural patrons, and arts practitioners converged at the Atwater Village Theater on October 20 for Emerging Arts Leaders/Los Angeles' full-day Creative Conversation, asking again, what is “creative placemaking”? Or, in the long-form title, to explore “Sparking Inclusive Dialogue Through Creative Placemaking.”

Dan Kwong, project leader for Great Leap’s COLLABORATORY, may have put it best when he compared broaching the question to the ambivalence and trepidation felt when one is asked to measure the impact of arts on social building.

With disciplines as divergent as Anne Bray’s work in media arts, Dan Kwong in performance, and Brian Janeczko in architecture and industrial design/fabrication, one unifying outlook voiced by the panelists was that creative placemaking must happen organically with a collaborative conscientiousness responsive to a specific community.

Keynote speaker John Malpede framed the particularity of elements needed to come together by sharing his own experience at the Los Angeles Poverty Department, which he founded almost serendipitously.

The performance artist volunteered with a group of lawyers offering their services pro-bono to the residents of L.A.’s Skid Row until he became a de facto paralegal, who so galvanized the community that those same clients involved themselves into launching self-produced dramatic performances.

With no permanent headquarters, their activities attracted the attention of screenwriters from other parts of the city and instigating conversations with numerous neighborhood organizations, such as LAMP and the Skid Row Players’ drummers, materializing improvement amenities such as the “funky trash cans” provided by OG Man that would not be readily perceived as an urgent need to those outside in what they termed Normalville.

Victoria Plettner-Saunders

In presidential election years we often forget that there are really important races going on in our own communities. Here in San Diego we have a hotly contested mayoral race, the outcome of which could be as critical to locals as Obama v. Romney will be to the nation.

But we also have school board elections getting underway and the California Alliance for Arts Education (CAAE) has geared up for its election year Candidate Survey Project.

I’ve participated in previous years by soliciting responses to survey questions from the school board candidates which are then posted on the CAAE website. The results are promoted through press releases and pushed out through social media so that voters can find out how their candidates stack up with their support of arts education.

What I love about these surveys is that I always find out things about the candidate that I didn’t know—who played instruments in high school, who makes contributions to which arts organizations, etc.

They all seem to want to look good to the voters about the arts. Of course there are those who also talk about budget needs and core subject priorities, but I rarely see a candidate respond completely negatively when asked about their commitment to arts education.

This in itself is important because the survey response means they are on the record. It gives advocates a connection and an opportunity to turn them into allies when they become school board decision makers.

So now that I’ve told you all the great things about the surveys, let me share a resource with you that will help you create your own candidate survey. The CAAE website has all the tips, timelines, and templates to help you develop your own.

Jeanne Hoel

Though I'm typically standards-adverse (yet dutiful), I'm looking forward to the new Common Core State Standards (CCSS), specifically to their potential to de-isolate subject areas, including art.

I feel the CCSS reflect the work progressive educators have been doing for years and frame that work elegantly. I believe art educators can be important change agents and looked to as experts in this time of transition to CCSS, but it will require specialized pedagogical and leadership training. In a time of constricting budgets, especially for professional development, I am doubtful if this can happen.

Arts and Standards

In my tenure as a program manager at MOCA, I've witnessed several phases of what I'll call Standards Service. About ten years ago, the pendulum swung hard for museums to make their programs more standards-based or at the very least standards-conversant.

It was important to do so in order to help teachers advocate for art education by showing how their work met Visual and Performing Art Standards (VAPA), as well as those of English, Social Studies, and Science. But often I felt I was paying lip service to a bureaucratic requirement rather than furthering valid educational objectives. Because we were working with wonderfully transgressive contemporary art at MOCA, we were inherently doing big, thinking-based, cross-disciplinary work—something the current standards don't easily accommodate.

I feel differently about the CCSS. At their core lie thinking skills and habits of mind that transcend subject area boundaries and ideally equip students to negotiate growing waves of data and complex decision-making requirements they will face as citizens of global cultures and economies.

Possibilities for Arts and Common Core

Looking specifically at the English Language Arts (ELA) of CCSS, there are elegant and immediate connections to be made. As a means of navigating the new ELA standards, I’ve found it useful to focus first on the Anchor Standards for Reading, Writing, Speaking & Listening, and Language, which are consistent across all grade levels.

When I think of the Common Core State Standards (CCSS), I think of Martha Graham. I think of John Keats.

My imagination runs wild with images of fun, inspired, powerful learning experiences for kids. There is no doubt in my mind that this transition opens the door for new energy and greater opportunity to elevate the joyful practice and rigorous study of the arts in our classrooms across the nation.

It says something powerful to me that the authors of the Math and English Language Arts (ELA) standards often begin their explanations of the CCSS through art. Last month, for example, I savored several lovely minutes gazing at a sketch of a Grecian vase in a hotel ballroom packed with K–12 district academic administrators. This wasn’t a time-filler. It was the keynote speaker himself, Phil Daro, describing the major transitions in the Math Standards by invoking Keats’ “Ode to a Grecian Urn.”

Keats’ image and accompanying poem, the pinnacle of art meeting craft, he explained, conveys the major instructional shifts of the new Math Standards. As as he spoke, I couldn’t help but think of the ways in which Keats’ ekphrastic approach, the poetic representation of a painting or sculpture in words, mirrors the function of math in human endeavors, as the beautifully-crafted ten-line stanzas, quatrain and sestet, the lines explore the relationship between art and humanity.

Keats’ topic and craft also invoke CCSS-Math’s call for increased focus, coherence, and rigor in conceptual understanding, procedural skill, and application, academic skills. Indeed, many of these academic math skills, as arts educators well know, can also be taught and reinforced well through music, visual arts, and dance. Rhythm as fractions. Choreography as geometry. Math as art.

Similarly, I’ve enjoyed experiencing David Coleman launch into his wonderfully compelling elucidations of the new English Language Arts standards by asking educators in the room read aloud a short first-person narrative, often from some of the world’s greatest artists. I’ve heard him guide a room full of the wonkiest of wonks through Martha Graham’s “This I Believe” testimony from NPR.

Talia Gibas

On my first day of my Ed.M program in arts education I was asked to reflect on a simple series of questions:

Do you consider yourself an educator? Why or why not?

Do you consider yourself an artist? Why or why not?

I’ve gone through a few 'Nervous Nelly' phases in my life, one of which coincided with my starting graduate school. These questions threw my 'Nervous Nelly' into an existential panic. It seemed crucial that I find a satisfying “yes” to both questions. If I couldn’t, well, clearly I was some sort of fraud.

At the time, that exercise seemed like a really big deal. Today, I can’t even remember how I answered the questions. My ultimate takeaway came later, when I compared my classmates’ reflections to my own.

I was one of a diverse group—classroom teachers, musicians, museum educators, arts administrators, etc. We had different skills, backgrounds, and inclinations that would lead us to go on to play different roles in the arts education ecosystem when our program was over. Whether we agreed on a definition of “artist” didn’t matter. What mattered was that we honor the broad and deep skill sets in the room and support and complement their differences.

My personal “artist-and-or-educator” identity crisis was an experience with healthy discomfort. I hope the broader arts education community can find the same in the recent white paper put out by the State Education Agency Directors of Arts Education (SAEDAE).

Roles of Certified Arts Educators, Certified Non-Arts Educators, and Providers of Supplemental Arts Instruction attempts to unpack the “shared delivery” model of arts instruction that many arts education initiatives, including Arts for All, state as their ultimate goal.

It describes strengths and limitations of the three key partners involved in teaching the arts in public schools—named as certified arts educators, certified non-arts educators, and providers of supplemental arts instruction.

Since I started my tenure at Americans for the Arts, we’ve been discussing variations on the theme of: “It takes a village to educate a child.”

During the 2011 Annual Convention, we had two arts education leaders (Ayanna Hudson and Margie Reese) discuss how this works in their respective communities. At the time, we were calling this phenomenon “coordinated delivery.”

We featured this trend in our Fall issue of ArtsLink. "Tete-a-Tete: Integrated Arts Education Approaches" defines coordinated delivery as “collaboration across communities for both shared delivery of arts instruction by arts specialists, teaching artists, and general classroom teachers AND shared leadership for arts education among arts agencies, education agencies, parents, and businesses.”

The article highlights the similarities and differences between two well-known coordinated delivery systems in the country: Arts for All in Los Angeles (Ayanna) and Big Thought in Dallas (Margie).

Here are two charts to illustrate the idea of coordinated delivery:

Laura Zucker

Arts for All staff can attest to the fact that the capacity to be adaptable, the knack to be nimble, is a key to continued success.

Following the 1978 passage of Proposition 13, arts education in Los Angeles County’s 81 school districts began to deteriorate to varying degrees. In the late 1990s a coalition of L.A. county arts leaders and advocates met to discuss problems, such as arts education, that could be addressed only by organizations working together. One result was Arts for All, formed as a public-private partnership in 2002 to empower school districts to build infrastructures for arts education and integrate arts into the core curriculum.

Now Arts for All is celebrating its tenth anniversary with a network of more than 100 partners including school districts, artists, arts and education organizations, corporations and foundations.

There is a shared belief in laying a strong foundation for arts education in the school districts and building their capacity to deliver arts education. The approach, which is now being adopted by others across the country, is to create a plan for the long term, collaboratively and systemically across Los Angeles County.

In the world of arts education, one size does not fit all. There is a tremendous variation in the level and quality of arts education within schools and districts across the county. The Arts for All   staff  has learned to customize programs to meet the needs at hand within distinct districts.

Sofia Klatzker, who directs grants programs for the LA County Arts Commission, is a ten-year veteran of Arts for All. She says that even though no two districts are alike, staff discovered that most district leaders believe that the arts are important to the core curriculum. “We do not have to sell the idea of arts ed per se,” says Klatzker. “We have to promote implementation.”

Throughout the decade, school district realities have shifted. For example, having a district-level arts coordinator seemed both imperative and realistic at one time. Now it is understood that someone within the district dedicated to coordinating the arts education plan implementation is important, but it can no longer be expected that the person is dedicated to the arts full-time. District level administrators now often wear many hats due to budgetary constraints.

Kerry Adams-Hapner

Let me begin by saying this: art is at the heart of everything we do. Preserving, advancing, and celebrating culture and expression is our fundamental mission here in San Jose’s Office of Cultural Affairs (OCA).

We strategically position that mission to align with economic development goals, which is authentic to our city’s culture and climate, benefits the sector and enables us to advance our core mission. I don’t have that “intrinsic” versus “instrumental” debate; intrinsic impact is a foregone conclusion for me and the economic benefits enable strategic alignment, a.k.a. partnerships and resources.

In San Jose, the OCA is a division of the Office on Economic Development. I am both the Director of Cultural Affairs and a Deputy Director of Economic Development. Recognizing that a vibrant community attracts talent, and talent attracts companies, our economic development strategy fosters the vital cycle between cultural development (the arts), workforce development (the people), and business development (the companies).

We fulfill our cultural development goals through three primary strategies: attracting and retaining destination quality events; promoting high quality public art and placemaking; and providing arts industry support.

We foster the arts industry through nonprofit grants and support, cultural facility management, and support for creative entrepreneurs—comprised of artists and the commercial creative sector. Each function has its inherent, intrinsic cultural value—celebrating heritage, creativity, and the arts. And yet, we celebrate and amplify the economic side of these functions—culture as a catalyst for business through the nonprofit and commercial industries.It is also a means of building a sense and brand of place, a magnet to attract other industries.

Olga Garay

With a grant from the National Endowment for the Arts' Mayors' Institute on City Design 25th Anniversary Initiative received in 2009, the City of Los Angeles Department of Cultural Affairs (DCA/LA) launched the planning stages for the “Broadway Arts Center” (BAC).

Envisioned as a mixed-use affordable artists’ housing, performance/exhibition space, educational facility, and creative commercial center, and located in the Historic Broadway Theater District in downtown Los Angeles, the birthplace of vaudeville and cinema in the city, the BAC has been embraced by city government and the arts community alike.

In spite of its rich history and tremendous future potential, Broadway is currently viewed as not meeting its potential in a number of different ways. Broadway bustles during the day, but merchants are struggling with a 15–20 percent ground floor vacancy rate. This ground floor struggle is made worse when viewed in the context of more than a million square feet of vacant space in the upper floors along Broadway.

And while some theatres have been reactivated, most of the glorious historic theaters do not offer regular entertainment programming, and Broadway doesn’t serve the needs of the diverse downtown community—especially at night. DCA/LA strongly believes that this situation will quickly turn around when a cadre of artists, professors, and college students, living and working in the area, make Downtown their home.

Led by DCA/LA, the core project team includes the City Planning Department’s Urban Design Studio and Bringing Back Broadway, a 10-year initiative to revitalize the historic Broadway corridor.

Nonprofit partners include The Actors Fund Housing Development Corporation, a service organization dedicated to creating affordable housing for performing arts professionals; Artspace, the country’s premier organization dedicated to developing affordable spaces for artists and arts organizations; Local Initiative Support Corporation, an organization dedicated to helping nonprofit community development organizations transform neighborhoods; and the California Institute for the Arts (CalArts), an award-winning higher education institution dedicated to training and nurturing the next generation of professional artists.

Anette Shirinian

After attending Salvador Acevedo’s session, The New Mainstream: How Changing Demographics Are Shifting Your Community, at our Annual Convention in San Antonio this past weekend I learned that there are already five minority majority states in the U.S., and they’re not little.

California, Texas, New Mexico, District of Columbia, and Hawaii all currently have less than a 50 percent White population. This is a huge shift considering that America’s population was about 90 percent White up to the 1970s. It has since declined to 60 percent and continues to follow this pattern. The Hispanic population on the other hand is growing rapidly with an estimated 167 percent growth by 2050 (142 percent Asian, 56 percent Black, 1 percent White).

How does this affect the arts?

Well it proses a huge problem when less than 50 percent of our nation’s population is White, yet your audience is 70–90 percent White. As Salvador said, “we must diversify our audiences, otherwise we will become irrelevant.”

As “prime vehicles for intercultural understanding” (my favorite quote from the session), arts and culture will not survive if it does not reflect our population as a whole. So how do we prevent ourselves from becoming irrelevant?

You must practice what you preach. The change must start internally within your organization before you can start to diversify your audience. Salvador calls this the “intercultural strategy.”

Michael DeLong

With topics such as creative placemaking taking center stage in discussions around the arts, the question of how artists engage as citizens offers a dynamic opportunity for exploration.

On April 24, 2012, Emerging Arts Professionals/San Francisco Bay Area (EAP) convened a panel in San Francisco at Intersection for the Arts around the topic of artistic citizenship. Joining the panel were a healthy mix of artists, curators, teachers, architects, and administrators that included Julio Cesar Morales, Jennifer Parker, Randy Rollison, and Lizzie Wallack, with moderator Sanjit Sethi.

Born out of a series of discussions by EAP’s Public Programs fellowship, the event tackled a range of questions related to the role of the artist in the community.

You can listen to the audio recording (courtesy of Stacy Bond) below and read on for highlights:

Invoking the Public

The engaged crowd warmed up with small group discussions, covering a number of key inquiries. Creative problem-solving and knowledge-sharing featured among these sessions, although pointed questions also sparked healthy debate.

Candy Nguyen Smirnow

I came to Arts Advocacy Day for the first time this year not knowing exactly what to expect.

I’ve never considered myself a political person. I rarely sign petitions and have never campaigned for any one organization or candidate. I’ve just always been very passive when it came to politics, most certainly because of my Gen X mentality.

So, when my boss asked me to join her I was hesitant, wondering does my voice really matter? But, I’ve learned a lot in the business world, and one of those things is never to pass up an opportunity to learn something new. So, I quickly reconsidered the opportunity to visit Capitol Hill.

As I walked into day one, I was amazed by the congregation of over 500 advocates. I was especially surprised by the number of young people who were participating.

When I was their age, I would’ve never even considered joining something like Arts Advocacy Day. I grew up in the public education system in Southern California, which unfortunately did not have much of an arts-infused curriculum.

In elementary school we had a “music cart,” where once a week Mr. Nelson would roll into the classroom with his keyboard and pass out the maracas and tambourines. It was everyone’s favorite day of class, but unfortunately it didn’t come quite often enough.

Rachel Engh

The first time I saw site-specific dance was in a park in New York City’s Chinatown. While dancers climbed on tables and scaled fences, older local men who looked to spend much of the day in the park continued to read newspapers, staying still while the dancers moved around them.

I remember wondering, how do these men feel as we, the audience members and the dancers, share their space? Did they see us as intruders? Did the choreographer want the audience members to think about the relationships between the local men and the dancers?

It is hard to know unless a choreographer facilitates dialogue, and thankfully, Heidi Duckler does just that.

By bringing dance into public spaces, site-specific choreographer Duckler also succeeds in bringing social issues out into the open. Duckler is based in Los Angeles and leads the Heidi Duckler Dance Theater (DHHT), a company she has fostered since 1985.

In her work, Duckler inserts dancers into public spaces from washing machines in a laundromat to Los Angeles City Hall. The audience is a critical part of the experiences and Duckler works to engage audience members in dialogues about art, civic engagement, and social issues.

In one of her most recent pieces, Expulsion, Duckler brought together ideas of migration and displacement to examine the theme of “home" (you can check out the Project Profile dedicated to the performance on Animating Democracy.org for more information).

As part of the A LOT series, sponsored by the Arts Council for Long Beach, Duckler looked for material for Expulsion by soliciting stories from community members. Each piece is performed in a vacant lot in Southern California.

John Eger

Tom Torlakson, the California State Superintendent of Education, convenes the first of several meetings in Coronado, CA later this month to talk about "how the arts and creative education can transform California classrooms." He also plans to produce a new publication called A Blueprint for Creative Schools.

Just as important, the California Legislative Joint Committee on the Arts will hold hearings on SB 789, legislation that will require the Governor to develop a "creativity index," which in turn would be used to measure creativity in public schools statewide.

SB 789, authored by Senator Curren Price (D-District 26) and introduced last February, was approved by all the appropriate Senate committees and is now moving toward passage.

This movement by California matches the legislation signed by the governor of Massachusetts last spring, and is much like a bill working its way through the state legislature in Oklahoma to also establish a creativity index.

Equally significant, Maine, Connecticut, New York, Rhode Island, Colorado, and Wisconsin are beginning similar discussions and Nebraska is getting itself organized, according to CreativeChallenge, Inc., which monitors creativity discussions worldwide. The group notes that Seoul, Alberta, and Edmonton—and probably other cities and nations around the world—are following these efforts closely.

Clearly something big is happening across America.

Joshua Miller

For the arts lovers who want become arts fighters, many of you are probably saying, “Let’s fight to keep arts in our public schools! Umm…wait…how do we actually do that?”

Indeed, wanting to fight for a cause can be an awesome feeling. However, knowing where to get started can be daunting.

The best way to join the battle to keep arts education in schools is by getting involved with your local school board. Believe it or not, school boards are one of the purist forms of democracy we have in America.

Citizens of a community or district have direct access to school board members. That’s pretty major when you consider the subjects at hand:

1. Our children, our greatest resource  

2. Education, the great equalizer in this country

In general, the responsibilities of a local school board include maintaining the local school system structure; developing curriculum; meeting both state and federal standards for public schools; approving the school district’s budget; establishing educational objectives; being involved in the administration of the school district for accountability purposes; and serving as an open forum for the citizens’ input regarding education, reflecting the values and culture of their community.

Now that you know a little about how local school boards operate, how do you get involved?

Merryl Goldberg

In considering quality, engagement, and partnerships, I’m really thrilled to be writing about DREAM and TELL!

Developing Reading Education through Arts Methods (DREAM) is a four-year arts integration program funded through the United States Department of Education Office of Innovation and Improvement: Arts in Education Model Development and Dissemination Grant Program.

Theater for English Language Learners (TELL!) is a multi-year project with funding this year from the National Endowment for the Arts, Arts in Education category.

Both programs are partnership programs involving school districts, a university, and professional artists. In this post and my next one, I will describe each of these projects. This one introduces DREAM.

“Some schools don’t have what kids need to enjoy school,” said Jordan Zavala, 9. “I used to have a hard time reading, but since I’ve been in Mr. DeLeon’s class I’ve done better because we act out what we learn. It’s really been fun.” (San Diego Union Tribune 2/10/12)

The DREAM program is a partnership of the San Diego County Office of Education via the North County Professional Development Federation, and Center ARTES at California State University San Marcos.

The program’s goal is to train third and fourth grade teachers to use visual arts and theater activities to improve students’ reading and language arts skills.

Talia Gibas

Depending on where you sit, a host of different words may have popped into your head to fill the blank in the title of this post---ranging from “exciting” to “difficult” to plain “weird.”

Based on my experience working with school district leaders in Los Angeles County, I fill in the blank with a simple “engaging.” If allowed to break my own rule and add a few more words, I would say, “necessary if we are serious about engaging new partners.”

During the 2009–10 school year, I worked on Arts for All’s Leadership Fellows Program, a professional development series meant to help school district leaders (namely superintendents, assistant superintendents, and district-level visual and performing arts leads) better advance arts education across their school districts.

Over the course of a school year, leadership teams from five districts in Los Angeles County met monthly to explore topics related to arts education. At the end, when asked to reflect on the elements of the series they found particularly useful, they kept bringing up a particular topic: quality.

Specifically, they enjoyed the session that focused on the four lenses of quality arts education as defined in Harvard Project Zero’s The Qualities of Quality. That session also delved into using the lenses as a tool to observe, assess, and discuss what was happening within their classrooms.

Max Donner

Government budget deficits and budget limits of charitable foundations have made alternatives for financing arts projects more important.

Five programs in Los Angeles this February showed that many other approaches to funding the arts can work well---and help arts organizations boost participation at the same time. Each program has taken a different approach to raising funds from private sources, demonstrating that there are many different choices that match the needs of different communities.

The Princess Grace Foundation USA celebrated its 30th anniversary with a reception for past grant winners in Beverly Hills and a gala for patrons in Orange County.  Generous contributions from patrons of the arts and several corporate sponsors have raised much of the $8.5 million in grants that the organization has awarded to promising artists and arts administrators.

But a significant source of funding for these grants comes from licensing projects and exclusive commemorative “Princess Grace” limited editions. The licensing program is highly selective and this has furthered traditional fundraising by prestigious associations with licensors, including Estée Lauder Cosmetics and Mikimoto Pearls.

Seven private companies and two nonprofit film festival organizations joined the Italian Trade Commission and public cinematic arts academy to present a weeklong festival of Italian art, fashion and cinema called “Los Angeles Italia.”

Advocates rallied outside of the LAUSD board meeting.

Many of you have seen the headlines about the proposed total elimination of the elementary arts program in our country’s second largest school district---Los Angeles Unified School District (LAUSD). And many of you probably saw the star-studded headlines about the postponement of that decision during the February 14 school board meeting.

Well, here is the rest of that story that you might not know…

At the meeting, all seven board members and Superintendent John Deasy expressed their commitment to LAUSD’s nationally recognized arts education program. The postponement allows advocates and district leaders to develop alternative strategies in the face of the district’s $550 million budget shortfall.

Arts for LA, the regional arts and arts education advocacy group for Los Angeles County, is leading the campaign to oppose the elimination, and has mobilized over 2,400 stakeholders to voice support for arts education to the LAUSD School Board.

Arts education was not alone on the chopping block. Several other essential programs, including adult and early childhood education, were also slated for elimination under one of three potential budget scenarios for 2012/2013.

Tim Mikulski

Earlier this month, Forbes released another one of its ranking lists, which I assume are only created in order to gain attention and web traffic---"America's Most Miserable Cities."

This list is one that tends to pick on the same communities that have been forced into our heads as places you don't want to live, work, go to school, etc., yet, there are residents doing all of these things in each and every one of them.

As someone who used to work in Camden, NJ, one of those cities that is constantly appearing on Forbes' similar "America's Most Dangerous Cities" list, I understand what that label can do to the residents of a community that already can't seem to catch a break.

Which leads me to the fact that Forbes declared Miami #1 on the "America's Most Miserable Cities" list. Never mind the fact the author of the main post is their sports business writer, but the fact that such a vibrant city, known for its arts and culture is #1 on that list is a bit surprising.

Well, here is the criteria they used: "We looked at 10 factors for the 200 largest metro areas and divisions in the U.S. Some are serious, like violent crime, unemployment rates, foreclosures, taxes (income and property), home prices, and political corruption. Other factors we included are less weighty, like commute times, weather, and how the area’s pro sports teams did. While sports, commuting, and weather can be considered trivial by many, they can be the determining factor in the level of misery for a significant number of people."

Very scientific.

But there's more---a number of the cities on this list also appear on the "most dangerous" list, too. Talk about kicking a community when it's down.

Victoria Plettner-Saunders

When was the last time you attended a student performance in your community? You know the junior theater’s production of My Fair Lady or the young art show at the museum...

Although I spend a good part of my time working to keep arts education in the schools, and many of the client projects I work on are related to student learning in the arts, I don’t get to as many student performances as one might think. I do as many do and opt for the big orchestras from out-of-town, or the modern dance company I’ve seen many times over. Boy have I been missing out!

Last weekend we attended a San Diego Youth Symphony (SDYS) concert at the invitation of our friend and SDYS President and CEO Dalouge Smith.

What I experienced was, in a word, transformational.

To begin with, the students were just phenomenal. The clarinetist showcased in Luigi Bassi’s "Fantasy on Themes" for clarinet from Rigoletto had won their 2011 Orchestra Concerto Competition. She could have easily given many professional musicians a run for their money as she deftly moved over the notes with accuracy and poise.

And the Orchestra’s performance of Tchaikovsky’s Symphony No. 6 in b minor “Pathetique” was the highlight of the evening. Their powerful execution of the third movement was amazing and not something one would think could come from a group of teenagers in the sunrise of their experience as musicians. This was not amateur hour.

Max Donner

Los Angeles took a cue from the success of Art Miami and scheduled six art shows in the space of one week last month. These six shows featured the most popular collecting categories--fine art, photography, prints and posters, modern art, contemporary art, and “affordable art.”

A fortunate coincidence put these excellent art exhibitions directly next to two large commercial trade shows that demonstrated the value of artistic talent in America’s economy. These were the California Gift Show and the Insignia Sportswear Show.

These shows provided hundreds of examples of the economic value of art by showing how quality art and design can transform a five dollar piece of canvas into a fifty dollar giclee print or a five hundred dollar oilskin for elite yacht racing syndicates.

The commercial trade shows also demonstrated the important role that applied art plays in supporting the development of leading edge technology and the creation of good jobs that support local economies.

An overview of the exhibitions at the California Gift Show and the Insignia Sportswear Show quickly showed that commodity-like, undecorated consumer goods like umbrellas, picture frames, sports team uniforms, and caps do not cost much to make and do not generate much quality employment. The same products converted into upscale or luxury consumer products with original art and sophisticated artistic customization command attention of trade show visitors and quickly fill order books.

John Eger

It's early in the new year but educators across the country are already making plans for the summer and they are thinking STEAM...with the arts playing a critical role.

As demand for a new workforce to meet the challenges of a global knowledge economy is rapidly increasing, few things could be as important in this period of our nation's history than an interdisciplinary education that brings the arts and sciences together. Not surprisingly, so-called STEAM Camps signal an increased role for the arts as part of the new curriculum.

Most analysts studying the new global economy agree that the growing "creative and innovative" economy represents America's salvation. The STEAM camps represent a totally new approach to the curriculum, and forge a new beginning in reinventing K-12 education.

Urban Discovery Academy, a charter school in San Diego has partnered with the University of California at San Diego (UCSD); Concordia University in Mequon, WI, together with the Chicago Lutheran Education Foundation (CELF); and the largest Lutheran school systems in Northern Indiana, and other educational organizations across the country are thinking about or have already started hosting STEAM (Science, Technology, Engineering, Arts, and Math) Camps to jumpstart education learning for the new economy.

STEAM is a direct response to STEM, the Bush Initiative called the America Competes Act, which authorized funds to help students earn a bachelor's degree, math and science teachers to get teaching credentials, and provide additional money to help align K-12 math and science curricula to better prepare students for college.

Throughout the country, many performing groups have taken to public forums to display Random Acts of Culture™ (supported generously by the Knight Foundation) covering all art forms including music, dance, and theater.

Just a few weeks ago, the Arts & Science Council of Charlotte captured this dance performance from their local airport:

But there are so many other examples to choose highlight including a string quartet at an outlet mall in Georgia:

Read More

Barbara Schaffer Bacon

Grantmakers in the Arts asks, “What can private foundations learn from public funders who are working with marginalized communities?”

I think public support programs, some old, and some more current have a few lessons to offer. Though neither was without problems or controversy, both Roosevelt’s Federal Arts Projects in the 1930s and The Comprehensive Employment and Training Act (CETA) in the 1970s suggest that light structure can produce great results.

They provide evidence that talented artists will answer the call and can produce great works that are relevant to and reflective of the communities for which they are created. While the Federal Art Project was more prescriptive, artists had a very public platform and some latitude to create their work. The public works created and the artist’s interaction with the public is credited with stimulating national interest in American art and laying the groundwork for the National Endowment for the Arts to be established.

As a jobs (not an arts) program, CETA had a looser structure. Artists and creative administrators were deployed, often creating their own job descriptions as they went to work in neighborhoods and community centers around the country; but they found their way and many of the programs created had staying power.

Libby Maynard

Continuing the focus on community engagement and participation in arts and culture, I’d like to share with you how we at The Ink People in Humboldt County, CA, have been practicing these principles for the last 25 years.

Our DreamMaker Program invites community members who have a vision for an arts and culture project or see a need in their community that can be addressed through such a project, to partner with us.

Sometimes I think of us as the center of a broad web, supporting and nurturing community-initiated visions. We are not a fiscal receiver. The board of directors decides whether or not to adopt each project as a full-fledged part of The Ink People, with full nonprofit benefits and stakes our reputation on each one.

In addition to this, we give administrative support and intensive mentoring to each project, as well as offering a series of Mini Nonprofit “MBA” classes. The classes are designed only to give project leaders an idea of what they don’t know, so they can ask the right questions to have the best chance at success.

Generally, a project follows one of four paths. It may be short term, with limited and well defined goals and outcomes, such as the publication of a book about Japanese Senryu poetry by the artist’s grandmother, with illustrations by the artist, and a series of workshops on writing Senryu poetry.

Libby Maynard

There is a movement afoot for which I’ve been waiting for a long time.

Here in California in the last several years, the James Irvine Foundation conducted several studies and issued reports about arts ecology in California and engagement in the arts by diverse audiences, including folk and traditional arts.

The data was so powerful that Irvine is refocusing its grantmaking efforts “to promote engagement in the arts for all Californians, the kind that embraces and advances the diverse ways that we experience the arts, and that strengthens our ability to thrive together in a dynamic and complex social environment.”

The most exciting report is Getting In On the Act: How Arts Groups are Creating Opportunities for Active Participation, by WolfBrown.

They are specifically talking about active engagement, not passive, such as attending a concert. By no means is the Irvine Foundation abandoning the concept of excellence in the arts, but recognizing that there is a broad range of accomplishment that is equally relevant, perhaps more so to community vitality.