Americans for the Arts

Whether it is a City’s commitment to redress systemic racial inequities, a juvenile court system shifting from penalizing youth to a restorative justice approach, or a local arts agency advancing the power of art as civic change agent, more municipalities are engaging artists to bring new capacities and strategies to government agencies and, in doing so, increasing their effectiveness in achieving civic goals. More artists, too, are moved to contribute their creative assets to the public good by gaining access to and working as partners with municipal agencies and systems. This week, Animating Democracy’s blog salon, Inside Artist-Municipal Partnerships, explores the question: What does it take to make partnerships between municipal agencies and artists work? Leading-edge local arts agency leaders and arts practitioners who are serving as instigators, facilitators, intermediaries, and advancers of these partnerships share principles and practices they’ve tested and lessons they’ve learned that can help guide peer agencies and peer artists toward effective partnerships.

My recent foray into professional arts marketing shows me that there’s much we can learn from each other on ways to link historically overlooked and disenfranchised communities with the mainstream theater communities who want to invite them in.

From 2015 to 2017, the City of Philadelphia’s Office of Arts, Culture and the Creative Economy (OACCE) planned and implemented Civic Practice, a program exploring government-initiated artist-led work in the community. Civic Practice was co-led by myself and Art in City Hall Program Manager Tu Huynh. Working with then Creative Time Artistic Director Nato Thompson, Civic Practice began with the formation of a National Task Force that would come together with local government leaders, artists, and community leaders to learn about best practices and experiences regarding how government can be proactive in civic dialogue through the arts. In many ways, simply gathering this group of creatives and civic leaders in this type of facilitated discussion was a major breakthrough. Innovation and input came equally from artists and bureaucrats and led to many unexpected, but needed and wanted, conversations. 

In the rise of a socially-conscious zeitgeist, a spectrum of practices across the vast catalog of art institutions and programming have come into question, specifically around the issues of representation and equity. From hiring policies to curation, art audiences are demanding more inclusive narratives. Often our digital platforms provide the unfortunate circumstance of sustaining a highly contentious environment around these conversations. A common response across many institutions has been to remain steadfast and inflexible in questionable practice, as opposed to considering the validity of such cultural objections. But some institutions have found a way to respond to the current state of cultural criticism in more productive ways. 

The purpose of the Restorative Justice + the Arts program is to enable artists and arts organizations to provide dynamic program opportunities for youth and families who have interacted with the criminal justice system. Our aim is to equip teaching artists with the tools they need to bolster their practice in ways that lead youth toward productivity, resiliency, and well-being. In FY 2018, the artists have been able to serve 424 youth who have been incarcerated, had other involvement with the court, or who are deemed at-risk due to poverty, school attendance, neighborhood crime, poor school performance, or living in an area where fresh food is scarce. Through this program, Metro Arts is able to live more fully into its theory of change and recently adopted cultural equity statement: that the arts are a tool to create opportunities for citizens to deepen their arts participation, foster vibrant neighborhoods, and cultivate a strong creative workforce. 

I wasn’t destined for a career “in the arts.” Despite being a cellist since 4th grade (courtesy of when public schools invested more heavily in the arts) and immersed in the world of classical music all of my life, I was headed to a world of science—either botanist, or field ecologist, or environmental educator. I was part of a hiking, camping, and backpacking family—wedded to the out of doors—and I graduated with a degree in biology. I wanted to channel my love of science, teaching, and museums, hence my choice over 30 years ago to pursue a master’s degree in museum education with a goal of developing and teaching science curricula (and, in particular, to work at the Museum of Science in Boston). And then at three pivotal moments in my life, three key women entered my professional world and offered me new opportunities that would change the trajectory of my work.