Americans for the Arts

Dr. Joelle Lien

Like in many other states, arts and education leaders in Utah are concerned that children in elementary schools are not receiving high-quality, regular instruction in the arts. As a result of these concerns, a unique and comprehensive set of arts education collaborations is taking shape in the state.

Due in large part to the visionary leadership and financial support of philanthropist Beverley Taylor Sorenson, partnerships between colleges of fine arts and colleges of education, as well as with the state office of education, school districts, and various arts organizations are thriving and growing at an amazing pace.

As a result of these collaborations, people whose paths may otherwise never have crossed are instead working closely together to ensure that Utah children receive an education that includes high-quality arts learning and art-making experiences.

Building Relationships

Faculty and administrators within and across universities throughout Utah are working together as never before, collaborating in planning, teaching, researching, community engagement, and advocacy. In March, deans of Utah’s colleges of fine arts and university arts educators met for a statewide “Arts Education Summit” to share successes at their respective institutions and to develop strategic goals for expanding and improving elementary arts education.

Out of that meeting came action items that included the development of a “wiki” for comparing arts education curricular requirements across universities, as well as a plan to expand the reach of the summit to include stakeholders in colleges of education. Then, in July, deans of colleges of fine arts and education met to discuss topics based the President’s Committee on the Arts and Humanities' Reinvesting in Arts Education: Winning America’s Future Through Creative Schools report.

Topics of discussion included how university arts and education programs can: build collaborations, expand teaching opportunities for the arts in K-12 schools, influence policymakers to reinforce the place of the arts in schools, widen our research focus to include evidence gathering on K-12 arts education, and prepare pre-service teachers to provide high-quality arts instruction in their future classrooms.

Stephanie Hanson

A couple of weeks ago, Barry Hessenius of Barry’s Blog posted a question and concern that caught my attention. He wondered “whether or not we are isolating [emerging leaders] by relegating them to their own niche as ‘emerging’, and whether or not by confining them to their own ‘silo’, we might be doing them, and ourselves [meaning the field]—at least in part—a disservice.”

I was pleased to see Barry post this concern, because at least a couple of times a year, arts administrators approach me with the same issues. In my role as leadership development program manager at Americans for the Arts, our Emerging Leaders program and national network is a large part of my work portfolio.

I want to thank Barry for sharing his thoughts on emerging leaders and bringing this issue, which has been bubbling under the surface for quite some time now, to wider attention. Barry also deserves quite a bit of credit for all the great work he has done on behalf of emerging leaders in California. The networks in California—thanks in large part to the James Irvine Foundation’s and the Hewlett Foundation’s leadership—are some of the most robust networks we have nationally and are consistently looked to as model programs.

I appreciate Barry’s concerns regarding sub-sectors of our field, and wanting to create an environment where those new to the field can be seen as fellow leaders by their peers. Transition and succession planning is a large issue that our field needs to address head on in a unified way. As an emerging leader myself, I personally want to avoid the existence of “artificial walls” between emerging and experienced leaders.

In my mind, one of the discerning qualities of the Emerging Leaders Network is that it is an opportunity for those new to the field to practice and workshop their leadership skills, learn fundamentals, and network with peers. Oftentimes, a new arts administrator can feel isolated in their work, and one of the largest benefits of the network to me is that it allows an individual to connect to something larger than themselves and remember that they are a part of a movement.

Liesel Fenner

2012 marks my tenth Americans for the Arts Public Art Preconference, six of which I have planned and orchestrated over the years with the help of Public Art Network (PAN) Council members and local hosts.

This year proved to be another shining star, aptly-hosted in the Lone Star state of Texas and San Antonio, a sparkling gem of creative community that rolled out the red carpet for us.

Held at Pearl, Preconference attendees were greeted to hearty breakfast tacos (localvore favorite) and iced coffee, in preparation for the 90 degree-plus predicted temperatures. Newcomers were welcomed to an orientation in Pearl’s Center for Architecture, the American Institute of Architects local chapter office with crisp-geometric interiors offering flexible meeting space (everything on casters) for PAN’s breakout sessions throughout the day.

Attendees trekked across the Pearl campus to the nearby historic Stable, an oval-shaped plan once housing up to 70 horses, today hosting 270 Preconference attendees! Texas hosts, Martha Peters of the Ft. Worth Public Art Program and PAN Council member and Jimmy LeFlore of Public Art San Antonio, led everyone in a rousing welcome.

Representatives of the PAN Council presented a state-of-the-field report highlighting critical issues the Council is addressing including: public art and quality of life, evaluation, and social practices and community engagement.

Tim Mikulski

Earlier today at the Emerging Leaders Preconference, Rosetta Thurman held the full attention of her audience as she walked them through an exercise to help participants develop their own personal mission statement. This paragraph, page, or even piece of  artwork reminds you who you are and helps you make decisions related to how you spend your time in your life. It's a concise statement that reminds you of what's important. Thurman tapes hers to her computer screen for those moments when she needs to be reminded to walk away from it.

From the beginning of the session, she asked the ballroom full of emerging leaders to ask themselves "Who are you?" and "Why are you here?" as a guide  in both your professional and personal lives. She also challenged the audience to get away from the paradigm of the "work/life balance" and move closer toward being whole—just include everything that you care about in your life in some way.

Then, taking a lead from author Stewart Friedman, she asked the crowd to think about the four domains of one's life and determine how much time you spend on them: work, home, community, and your private self.

All of the domains are determined by the individual so work can only include the time you spend at your desk at work or it could include volunteer time, board member time, etc. Home encompasses time spent with family, your spouse/partner, children, chores, shopping, cooking, etc. Community includes whenever you are out "doing good" in your neighborhood. Private self is self-explanatory—taking the time to sleep, exercise, improve your mental health, or getting that mani/pedi as Thurman said.

She asked attendees to then assign a percentage (out of 100) for time spent on each of those four domains. The room fell silent for several minutes. 

Victoria Plettner-Saunders

As an arts education advocate who is leading an effort in San Diego to ensure that arts education is not lost in the midst of budget cuts at San Diego Unified School District, I must confess I am a little lost these days.

In the past, it’s been easy. District administration red lines the visual and performing arts department to save money, we advocate to the school board, and the school board approves funding for another year. It’s been this way for at least the last three years. But this year is different.

This year, the pink slips to more than 1,600 teachers were not rescinded in the final hour as they had been every year before. This year, the May revise shows the state budget gap is not $9 billion but almost $16 billion—definitely not what the governor anticipated. In 2009 they projected that the district budget would turn around by 2013. But that’s nowhere near what’s happening. This year it’s a very different ball game.

As a strategist, I take pride in knowing just what tools to use and what angle to take when going to bat for the arts in San Diego City Schools. But I’m at a loss this year. How do we continue to demand that the arts education budget remains intact when 1 in 5 teachers district-wide will be without a job come June unless the board can work with the teachers union and agree to contract concessions?

How do we continue to have faith that it will all work out when California voters refuse to support the taxes needed to ensure that education budgets aren’t decimated and fiscal conservatives in the state legislature think that the only answer is more cuts. And even if the governor’s tax increase proposal is approved by the voters in November, the result the district projects is a flat budget, not an increase, in school funding.

Stephanie Riven

I recently spent a semester at Harvard as a visiting practitioner in the Arts in Education Program at the Harvard Graduate School of Education.

While working directly with the Arts in Education Program, I was also able to audit classes at the Harvard Kennedy School of Government and attend special lectures and programs sponsored by the Harvard Business School. Needless to say, the entire experience was fascinating on many levels.

As one might expect, the differences between the course offerings and student culture in the above mentioned schools were striking—yet many of the future challenges students in these different institutions will face are the same.

Based on my experience, the talented students in the Arts in Education Program tended to orient themselves towards issues related to process—the process of learning and the integration of concepts in advocacy, education, research, and policy. Though each of these students expressed a deep commitment to their work, many also expressed trepidation about entering an uncertain job market that is famously under-resourced and socially marginalized.

By comparison, the students I encountered at the Harvard Kennedy School of Government and Harvard Business School were excited about their potential to begin something new. They were learning how to become entrepreneurs by developing skills related to organizing, team-building, and risk-taking while they were also growing in their understanding of how to garner financial, cultural, and social capital for their future ventures.

The plug first—Today is the early bird registration deadline for the 2012 Americans for the Arts Annual Convention.

Register today to save up to $175 and join us in San Antonio from June 8-10.

As if the video wasn't enough, here are some more reasons why you should attend:

This year's Americans for the Arts Annual Convention focuses squarely on how arts organizations can change and thrive in The New Normal—a landscape of economic uncertainty and shifting demographics. And for me, the key word is "change."

There are so many opportunities for nonprofit organizations of all shapes and sizes to rethink how they do what they do, how they could do it all better, and what needs they are really interested in serving.

It's the new ideas and innovations coupled with best practices that always makes the Annual Convention exciting for me, whether it's attending as a staff member of Americans for the Arts or as an Emerging Leader 13 years ago for the first time in Atlanta.

Sessions on arts in healing, programming for culturally specific populations, and serving veterans through the arts will present what the discoveries of arts groups on the cutting edge. And speakers such as Luis Ubiñas, president of the Ford Foundation, and Naomi Shihab Nye, inspiring poet, will remind all of us why we chose the nonprofit arts field in the first place.

Two major arts education studies were released this past week, the FRSS 10-year comparison and the Arts and Achievement in At-Risk Youth, a 12-year longitudinal study. When these studies are married, their effectiveness as a tool for advocacy becomes undeniably clear.

While the FRSS will get much of the press because U.S. Secretary of Education Arne Duncan presented it, the study is of little consequence to the progression of arts education other then outright stating of significant declines in the amount of offerings across the board.

On the other hand, move over Charlie Bucket, the longitudinal study is the golden ticket arts education advocators have been praying for.

The longitudinal study gives the data for students of Low Socioeconomic Status (low SES) with both high and low arts exposure, and their counterparts in the High Socioeconomic Status (high SES).

The matrixes measured for each of the four categories include high school graduation rates, civic involvement, recorded grade point average, college graduation rates, average test scores, volunteer rates, other extracurricular activities, and labor market outcomes.

The results are startling, not because they affirm what advocates have said for years, but because of the achievement gap between low SES/low arts and low SES/high arts.

Stephanie Hanson

I am consistently inspired by the innovation that comes out of the Emerging Leaders Network, and this week’s blog salon was no exception.

We heard from representatives of 11 Emerging Leaders Networks, and gained some insight into what was happening in their communities. This week, bloggers have questioned and affirmed why they continue to dedicate their careers to the arts; wrote about examples of artists and arts organizations leading authentic community engagement; questioned the social inequity of unpaid interns; and shared a list of Things We Wish Someone Had Told Us at 25.

We gave ourselves permission to fail, permission to have multiple interests outside of the arts that may or may not intersect with the field, and reminded ourselves not to get stuck in a structure that no longer works for us as individuals or organizations.

It’s clear that emerging arts leaders are looking at their careers, organizations, and neighborhoods in a different way than arts administrators who have come before them. I believe it’s important that we honor the hard work of those who started in the field before us. Without them, we wouldn’t have the National Endowment for the Arts, the structure of public funding support, or the diversity of arts, cultural, and community engagement organizations that exist today.

There are four generations currently working and leading in the workforce, and we must find ways to work with one another, share our strengths, and support each other’s weaknesses at all levels of the generation spectrum.

To me, this blog salon demonstrated how many mini ripple effects of change are taking place in communities across the country at the same time. This is change at a very fundamental level that has the potential to reform our field in the way that Diane Ragsdale envisions in her post (and is our muse for this salon).

Sara Bateman

In my first post for the Emerging Leaders Blog Salon, I discussed the need for producing collaborations and partnerships in order to elevate ourselves from arts leaders to community leaders.

If the arts are to become a cultural zeitgeist, where we can leverage our work to address the social inequities of our time, we must be open to partnerships, collaborative environments, and shared leadership.

In searching for this combination as an emerging leader, I feel it is important to not only to leverage our new perspectives and fresh energy, but also to learn from the examples of those who have already been pushing the field forth.

Throughout the past two decades, the arts have been recognized as a way to revitalize communities across the nation. We’ve seen that programs celebrating an individual community’s character, history, people, and values through art have the potential to communicate and empower a neighborhood’s voice in a manner that can create powerful place making and important systemic change.

But who is best placed to initiate and leverage this type of work? Is it a local artist, a small community center, an arts council, or a major institution?

While all mentioned above are capable and have already initiated successful community and civic engagement projects, local arts agencies in particular are in a unique place to spearhead revitalization, change, and engagement through the arts.

Hillary Anaya

Recently, the Emerging Leaders of Mobile were given the task to receive a performance critique. The goal was to find a skill that needs improvement and to gain motivation to strengthen it.

I consider myself lucky, because I couldn’t have better bosses. While for some, asking for a performance critique can be intimidating, I have a welcoming work environment for this sort of thing. This is great because this activity was my idea, and if anyone HAD to do it, it was me.

One of my character traits is that I tend to get annoyed when I have to make adjustments. For example, when I receive incomplete submissions on a deadline day, I get a little irritated. I don’t mean I throw a full-blown temper tantrum, but I do tend to complain. I have always been aware that I do this, but I never really considered changing.

Recently, I was on the receiving end. I missed a deadline and had to get an extension. With the combination of advice from my bosses and being on the other side, the resolution was clear as day.

Mistakenly, I assumed my job as an administrator was to make sure the guidelines are ALWAYS followed. But I have been wisely advised that when working with people, especially in the nonprofit realm, rules sometimes need to bend so we can better serve our community.

Giovanni Schiuma

When we think about creativity, we need to think of it as something we do every day—like thinking. We cannot avoid thinking and creativity is the same. We cannot avoid being creative. So when we ask the question: How does the corporate world value creativity? (and vice versa), our focus should not be creativity but something else. Culture.

Organizations need the arts. They need culture in their business. We are living in a transition time and this time calls for new models, a new management mindset, and new management tools. 21st century organizations are managed and organized for the 20th century business landscape.

But we are in a completely new landscape.

Today's organizations need new competencies because they are dealing with new challenges, and these challenges I summarize in what I call the five e's:

1) Experience. More and more, we are living in an experience-based economy. When we buy a suit, when we buy a product, when we buy a service, what we are basically buying are experiences. And so an organization needs to know how to build and how to shape those experiences.

Molly O'Connor

Spring is in the air…which means that in Oklahoma the redbuds are in full bloom and one can look forward to the regular chorus of tornado sirens.

For me and my colleagues at the Oklahoma Arts Council, springtime also brings new promise and excitement for the arts as we coordinate and present our Leadership Arts Program.

Founded in 2008, Leadership Arts, is a professional development program open to 30 class members from across the state of Oklahoma. Now in its fifth year, this program continues to build up a growing statewide network of arts advocates.

Leadership Arts class members represent a diverse and talented mix of individuals from communities both small and large and every corner of the state. The class is generally made up of arts administrators, civic/community leaders, educators, artists, tribal, and cultural representatives.

Each class meets for two days over the course of four months in a different community in Oklahoma. Class curriculum specifically addresses how the arts play a crucial role in the economic impact, education, and quality of life throughout Oklahoma.

Recently I met with Georgia Williams, co-founder of Leadership Arts and former cultural development director for the state arts council, to learn more about how the concept for this program originated.

Katherine Mooring

As the chief architect for the Arts & Science Council’s capacity building, professional, and leadership development offerings, I spend a lot of time thinking about the skills and expertise our next generation of arts and cultural leaders will need to be successful, particularly in an environment where change and complexity are the rule, not the exception.

As emerging leaders, we participate in leadership development seminars, attend conferences, enroll in graduate degree programs…you name it…in pursuit of formal training to enhance our professional growth and marketability.

Sometimes, however, we can find just as much value in learning from our peers and listening to those who have paved a path ahead of our own. Hearing authentic, often humbling, human experiences truly resonate and teach us that as much as we try to shepherd our career paths in thoughtful, logical, and strategic ways, sometimes reality (or insanity) takes hold.

When that happens, having a strong informal support network can be the difference between rising to the challenge or allowing the craziness to overwhelm us.

To reinforce the importance of this approach, last spring, ASC’s Emerging Leader’s program hosted a special panel discussion for emerging women leaders in Charlotte’s cultural community.

“For Women by Women: No Really…Things We Wish Someone Had Told Us at 25” was an empowering event led by executive leaders from several major cultural institutions. Each woman shared success stories and stories of failure, and most importantly gave encouraging advice on how each of us—male or female, at whatever career stage—can think big and get out of our own way.

You've made a decision, and perhaps a leap of faith, to go to graduate school. You do your research, visit some schools, talk to faculty and current students, apply, and get accepted into your dream program. Voila.

You are now a student in an arts management program (in my case, at American University in Washington, D.C.)!

Now what?

There is no perfect recipe for success that works for everyone, but here are a few more tips (get the others here) and advice from some brilliant and passionate arts professionals as well as from my personal (well, professional) experience:

3. CONFERENCES, SYMPOSIUMS, LECTURES, WEBINARS…YOU NAME IT

Are you more of a listener and need a little warming up before you feel like networking? You have got plenty of options as well!

Look for conferences, symposiums, webinars, and colloquia online and ask around for recommendations. Good places to start looking are the websites of Americans for the Arts, National Endowment for the Arts, Mid-Atlantic Association of Museums, and other graduate programs in your area.

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.

Roger Vacovsky

Last week, I renewed my membership for my alma mater’s alumni association. I understand now, more than ever, that my participation in the program contributes to not only the future success of my university, but also to my own past experiences.

Since my graduation, I have enjoyed watching the University of Houston (UH) flourish, albeit from afar, receiving periodic email updates regarding the upgrades to the campus. This includes the Cynthia Woods Mitchell Center for the Arts, a tremendous effort by the university to combine five arts-based departments into one collaborative arts force. Although I am just one alumnus contributing to my university’s growth, I feel as though I played a part in making these improvements possible.

I was even eager to experience the progress of the Houston Cougar football team in 2011—which I had absolutely no part in during my time in school—as it set records for a fierce offense and toppled another, much more storied (and recently infamous) football program in a bowl appearance this year in Dallas.

There are many good reasons why we become members of our graduating university’s alumni association. As I had mentioned before, we begin giving back to the institution that helped us prepare for a successful career. We want to enhance the experience of the future generation of students so that they can go on to achieve greatness.

Believe it or not, the continued success of your alma mater retroactively increases the worth of your degree. By becoming a member of your alumni association, your membership dues help your university realize the success it consistently fights to achieve.

Jeanie Duncan

Do you recall your first formal leadership development experience? Mine was in 2000 -- I was sponsored by a foundation to participate in the Leadership Development Program at the Center for Creative Leadership (CCL). I was 30, and I had been working for nine years, building a career in the nonprofit sector.

In the early years of my career, I received leadership training from various bosses, mentors, and other seasoned professionals in the form of advice, best practices, and – most often – “in the moment” life lessons. My ‘classroom’ occurred while wearing many hats, trying new things, taking risks, and making my best efforts to exhibit courage in the face of fear. Progress and discoveries came as much by failure as by success.

Today, universities have more formally developed student leadership offerings; many are requirements for undergraduate study. Students graduating and entering the for-profit workplace often begin on a development track and are exposed early on to corporate leadership training, assessments, and coaches.

These kinds of critical opportunities, while assumed and plentiful in the corporate environment, are glaringly absent in the nonprofit sector. And even if available, many leadership programs are cost-prohibitive for many small to medium-sized organizations.

Sara VanLanduyt

As I mentioned in a previous post, The Arts Council of Johnson County (ACJC) held a series of forums in 2010 for arts educators, organizations, and artists to gain a better understanding of how to support their work in the community. These ended up being the impetus for ACJC’s new website and solidified our role as a connector; a hub for the arts in our community.

The forums also introduced us to Nicole Emanuel, an artist and community developer, and inspired a partnership between Nicole, ACJC, and the Arts and Recreation Foundation of Overland Park that would become the InterUrban ArtHouse.

The brainchild of Nicole, the ArtHouse project’s initial inspiration came from her need for studio space close to home.

Through her research we confirmed that many artists living in suburban Johnson County felt disconnected from each other and from the Crossroads Arts District in downtown Kansas City. Armed with this information Nicole’s vision for the project grew exponentially; the ArtHouse would be a gathering place for artists, a catalyst for small business developmen,t and a critical link to the greater regional arts community.

Stephanie Spalding

For someone who is employed by an arts organization and considers herself an arts advocate, I sure question my ability to think creatively.

Am I thinking outside of the proverbial box? Do I read enough blogs and take in enough industry research to resourcefully solve problems and suggest new projects or strategies?

In an effort to address this issue -- I am taking a cue from the inspiring presentation of Oliver Uberti, design editor for National Geographic, who I had the pleasure of listening to during the National Arts Marketing Project Conference.

It was time to geek out and make a chart.

I needed to take an inventory of something sort of concrete, sort of reflective and personal and sort of plain fun. And he seemed to have gained insights into an alcoholic beverage consumption chart, so why not?

Question: Who feeds my inspiration and what qualities do they possess?

Goal: By creating a grid to chart out who challenges me and what type of “thinkers” my challengers are, I will better understand where to look for insight and maybe even where I am lacking.

Mara Walker

We all know finding a job is no easy task these days. To help, we just completed the second in a series of webinars about how to get a job in the arts today.

It featured four brilliant colleagues and myself:  Tara Aesquivel from Emerging Arts Leaders/Los Angeles; Stephanie Evans Hanson from Americans for the Arts; Marialaura Leslie from the Flushing Council on Culture and the Arts; and Jennifer Cover Payne from the Cultural Alliance of Greater Washington.

Last week's webinar focused on the interview process from the perspectives of both the interviewer and the interviewee, and included a lot of valuable tips. Our previous webinar talked about getting noticed through a cover letter and resume that clearly explain why you are the right person for the job.

I have the privilege of interviewing all of our finalists for positions at Americans for the Arts and regardless of the level of the position or whether the job is operational or programmatic in nature, here’s what I look for in an interview:

1) Personality: Come into the interview relaxed, interested, and prepared. Be genuinely enthusiastic about the organization and the job and let it show. The interviewer wants to know that you are a good fit and if you seem uncomfortable or disengaged during the meeting, then they will assume that’s the real you.

Giovanni Schiuma

Today many organizations have discovered the benefits related to the use in business of the arts in order to explore and solve business issues.

Unilever has largely used arts-based initiatives (ABIs) to spur people’s change and to develop organizational culture. Nestlé has used ABIs to enhance marketing team’s creativity and to develop communication skills and collaboration in terms of ideas and expertise sharing.

Atradius has captured brand value by developing a partnership with Welsh National Opera. Price Waterhouse Coopers has used ABIs to unlock employees’ creativity energy, inspiring and challenging people to think and act differently.

Indeed the arts, in the form of ABIs, represent a powerful management tool for developing workforce and organizational infrastructure that can drive business performance improvements.

Examples can range from the use of art forms to entertain organizations’ employees and clients, to the deployment of arts to develop ‘soft competencies’ of people in the organization, and may include the exploitation of the arts to create intangible value to be incorporated into products or to transform and enhance organization’s infrastructural assets such as, for instance, image, identity, reputation, culture, and climate.

Four Americans for the Arts Advisory Councils -- the Arts Education Council, Emerging Leader Council, Private Sector Council, and the Public Art Network Council -- are currently seeking nominations for new council members to serve three-year terms from January 1, 2012 through December 30, 2014.

Americans for the Arts asks, first and foremost, that the councils advise our staff on programs and services that will build a deeper connection to the field and their network members.

This gives council members the opportunity to be spotlighted as national leaders and to give back to the field by connecting the national work of Americans for the Arts to the local level.

Here are quotes from current leadership council members on the value of serving in that role:

“Having people from across the country serve on the council gives Americans for the Arts insight into the unique challenges we face on a day-to-day basis. It helps connect ELs at a very grassroots level by connecting networks and creates a web of resources and support for ELs.” – Ruby Harper, Emerging Leader Council