93846
Top 10 Reasons to Support the Arts in 2015
With the arts advocacy season fully upon us, the following is my updated “10 Reasons to Support the Arts.” Changes this year include updating #3 with the BEA’s new Arts in the GDP research, #8 to include a statement about the benefits of the arts in the military, and #10 includes the new Creative Industries data (now current as of January 2015).
This is just one of many arrows to include in your arts advocacy quiver. While it’s a helpful one, we know there are many more reasons to support the arts. What are yours? Please share your #11 (and more!) in the comments section below. What a great collection we can build together.
Please feel to share and post this as you like. You can download a handy 1-pager here.
93844
What’s Measured, Matters . . .
BEA’s Arts in the GDP Study: What Next?
In January 2015, the U.S. Bureau of Economic Analysis (BEA) and National Endowment for the Arts (NEA) released its revised Arts and Cultural Production Satellite Account (ACPSA)—a set of measures of arts and culture in the economy, including its share of Gross Domestic Product (GDP). Much has been written about the truly mind-bending sum of $698.7 billion in industry expenditures—a substantial contributor to the economy that supported 4.7 million jobs in 2012 and represented 4.32 percent of GDP.
93843
I want it all (by Lucy Wang, Americans for the Arts' NABE Scholarship Recipient)
Editor's Note: Lucy Wang is the 2015 recipient of the NABE Scholarship, presented annually by Americans for the Arts and the National Association for Business Economics (NABE) Foundation to a student of both economics and the arts.
Even though economics and art are two very distinct fields, I feel that they are best understood in combination with one another. Art inspires me but can't reveal the quantitative foundations of modern life. Economics allows me to understand the underlying influences of the world, but I synthesize and process the things I learn through art.
93842
Net Neutrality and the Arts
Last week, the Federal Communications Commission (FCC) approved new rules for enforcing net neutrality. Independent agency rulemaking might sound like a sleepy topic, but over 4 million people – a record-setting number – sent in comments. What does the rule mean for artists and arts organizations?
First, what is “net neutrality?”
It’s the idea that your Internet Service Provider (ISP), like Verizon or Comcast, doesn't discriminate when it comes to Internet traffic—meaning throttling or blocking legal content that you want to access or share. A company also can’t pay your ISP to speed up service for certain sites.
0
93841
A Tulsa Take on Fellowship – Listen Up Artists!
Those of you who read my periodic blogs know that I have a real passion for Tulsa. As I've described the Brady Arts District where the Hardesty Arts Center, Guthrie Green, Philbrook Downtown, and Woody Guthrie Center reside along with a growing number of arts-related venues, restaurants, and boutiques, I've received comments from a number of readers that they had no idea Tulsa had so much going on in the arts.
93840
An Interview with BucketFeet, A Shoe Company That Believes Art is for Everyone
Recently in our travels through the internet, my colleagues and I stumbled upon a young, Chicago-based company that supports artists by collaborating with them to design and sell canvas shoes (reminding us of VANS Custom Culture Contest, going on in schools across the country right now!). We were thrilled to see how explicit the company is in its support of the arts, and were even more excited when Co-Founder and CEO, Raaja Nemani, responded to my email immediately, graciously agreeing to answer some of my questions about such an amazing company.
0
93839
The Shelburne Museum in Vermont: Last Study in our Museum Spaces Series
For our last peek at Arts Ed in a New England museum space, it seems fitting to end in the state and museum that first sparked my interest in community engagement and museum education: The Shelburne Museum in Vermont. The Shelburne Museum is ineffably unique, as it is not exactly an art, history, or craft museum, but a delightful medley of seemingly anything and everything. This is apparent even at the most basic level: the Shelburne Museum is not housed in one building, but instead operates of a campus of 39 independently standing structures – including a schoolhouse, covered bridge, antique carousel, and a fully restored 1906 steamboat!
Founded in 1947 by Electra Havemeyer Webb, the museum’s unique identity and massive collection is largely thanks to Mrs. Webb’s vast, diverse aesthetic tastes and interest in the unique style of folk art, American architecture, and design. In effect, she was arguably one of the first collectors of Americana, and employees liken entering the Shelburne campus to taking a step into Electra’s mind.
In addition to being a one-of-a-kind experience in the scope of New England museums, the Shelburne Museum is also deeply rooted in its local community. Perhaps due to Vermont’s inescapable small-town vibe, to the museum’s long standing role as a local school resource, or to its physical position right at a key point on a main local throughway, the Shelburne Museum has long been a fixture of local Vermont life and a regular community leader in cultural and educational enrichment for all.
93838
U.S. House Votes Impacting Arts Education
Last night it was confirmed that the U.S. House of Representatives is scheduled to consider over three dozen amendments to "The Student Success Act" (HR 5), a bill to reauthorize federal education programs. This is a legislative effort last completed 13 years ago through the No Child Left Behind Act. There is a great need to improve upon that outdated legislation.
Through Friday's floor consideration in the House, members of Congress will have an opportunity to vote on HR 5 and a Democratic alternative - but both bills are expected to receive partisan vote outcomes.
93837
Youth Arts – Pathways to Mastery
In 2009, the Boston Public Schools (BPS) committed to building and deepening arts education for all students K-12. They created the Arts Expansion Initiative (AEI). This commitment of the district, local funders and partners has resulted in:
increased numbers of certified arts teachers in our schools;
increased percentage of K-8 students receiving weekly arts instruction from 67% to 87%;
an increase of high school students receiving any arts instruction from 24% to 56%;
increased capacity for arts partners supporting arts education in schools.
93834
Power of Place: The Importance of Dedicated 3rd Places for Youth to Engage in the Arts
During my less-than-stellar freshman year of college, my mother and sister were both diagnosed with cancer within a few months of each other. It was devastating news. I ended up taking the following year off, both to get my head on straight and to help around the house during their treatments.
It was an extremely difficult time with many emotions that were hard to process – sadness, anger, guilt, confusion, etc. I found myself retreating to my bedroom on a daily basis, shutting the door, putting on one of my Grateful Dead bootlegs, and disappearing for hours into a painting. I had created my own artistic refuge with my easel, drawing table, stereo, artwork, posters, décor, music, etc. It became my world when the world outside was too overwhelming. I would re-emerge with a totally different outlook on life, with a sense of hope and joy. I felt good. It was the first time I realized the power of place; having a sacred space to go that’s dedicated to creating and engaging in the arts.
93836
Inspiration Needs to be the Starting Line for Professional Development
Dear Educators,
How many times have you been in this situation?
A classroom full of students sits arms crossed, slouched, or fiddling with their phones. Their thoughts are elsewhere. You can tell because of their daydreaming absent gazes.
Is this a typical High School classroom? Perhaps, but today I’m talking about one of the many professional development courses I’ve attended over the years. You see, these students are also educators. And ideally they are being taught new ways to teach.
