Americans for the Arts

Arts Entrepreneurship is nothing new. It is fair to assume that artists have always been entrepreneurial. Educators in higher education have been earnestly addressing this topic as early as the 1970s, first at the Eastman School of Music. However, what is new is a formalized system of education that teaches artists how to, specifically, act entrepreneurially. Today, there are over one hundred colleges and universities addressing the topic, and at least 33 Master’s programs around the world focused on arts, creative, or cultural entrepreneurship. In academic literature, there is absolutely no consensus as to what “entrepreneurship” means, much less “arts entrepreneurship.” In this post, I will address the key components found in one definition, and speak to the importance of arts entrepreneurship and its potential to help artists make a living from their creativity, artistry, skills, and talents. I will speak to increasing chances of success while decreasing risks associated with a career in the arts.

In America, I have the opportunity of expressing myself through the arts, and now my work as an arts leader is rooted in helping students achieve by learning through the arts. As an arts advocate and educator, I have the privilege of contributing to the education of diverse students, many of whom represent a wide array of languages, learning modalities, and backgrounds. I play a part in helping them express themselves through the arts. All of us have an identity, but the arts help students find the special and unique qualities that make them who they are. The arts are essential to education in America. Music, dance, visual arts, theatre, and creative writing courses broaden the educational experiences of students. Such experiences offer opportunities for students to create innovative solutions, to build community, and to foster their sense of self. The arts have a place in the balanced educational experiences of students all across the county.

We’ve had the great fortune of working with multiple programs that have helped shaped the lives of young people through arts education. It’s incredibly fulfilling to see impact happening at that moment ... but what about after? Those of us who work with underserved communities know how critical our work is in leveling the playing field, and are so proud when we see our students finishing school and utilizing those skills to move on to the next phase of their lives. But what about those who can’t make that leap quite as easily? They have all the lessons and skills from what we’ve taught them through the magic of an arts education; they should be able to figure it out, right? Not always. This is an experience any young person could struggle with, regardless of what resources are available to them. What would happen when arts education programs considered it a moral imperative to support our alumni in the transition from childhood to adulthood?