Monday, May 23, 2022
With the rise of social justice movements such as Black Lives Matter and Stop Asian Hate in the past several years, it is important to consider how as an arts administration educator one may address the associated DEI issues through the structure of the current curriculum of your program. One approach is to develop an experiential learning partnership with an established arts and cultural organization that is currently working to address these DEI issues in the field. Professor Pamela Yau will share her case study of a year-long partnership she developed with arts advocacy organization, Final Bow for Yellowface, which works with major performing arts organizations to present culturally representative portrayals of Asian culture and people as well as advocating for the end of the racist practice of "yellowface" on stage.
Tuesday, May 24, 2022
Higher Education Institution Affiliations and the Financial Impact on Professional Nonprofit Theatres in New England
The challenges of the COVID-19 pandemic have left many arts organizations examining paths to increase financial sustainability. This paper presentation reports on a study conducted in fall of 2021 on financial differences between nonprofit theatres in New England with and without discernible affiliations with higher education institutions (HEIs). The study examined if there were statistically significant differences for theatres with and without a discernible HEI affiliation regarding annual revenue, the percentage of expenses to revenue, and between the percentage of employee expenses to total expenses for theatres that did and did not have discernible partnerships with an HEI.
Radical Grace: How the Arts Administration sector can leverage digital engagement events to accomplish democratic participation in the field
Throughout the pandemic, we all witness both positive and negative outcomes from our rapid responses. This session will share the outcomes of a body of research which examined how arts and cultural education programs responded to the COVID-19 crisis (among other concurrent crises occurring in the U.S. and worldwide). A specific phenomena that was observed was the use of ‘radical grace,’ which will showcase: 1. Holding space for equitable conversation, employing community norms structure; 2. Integrated practices of mindfulness to ground practitioners in uncertain circumstances; and 3. Co-creating learning sessions, reimagining strategies for the classroom through arts-based and virtual lenses.
Over the last five years, the faculty of the Department of Arts Administration at the University of Kentucky have undergone an extensive review, evaluation, and curricular redesign process to address the needs of teaching Gen Z. This discussion will share the rationale, reasoning, curricular changes that have taken place at UK and the early outcomes of the redesign. Additionally, specific pedagogical practices will be discussed and shared during the session.
Data, Pressing Needs, and Biggest Challenges for Institutions and Researchers: Insights from the Field
The Strategic National Arts Alumni Project (SNAAP) presents key highlights from the SNAAP focus group report - a synthesis of insights collected via conversations with faculty and administrators in fall 2021 to take stock of the information and data needs of post-secondary institutions providing training in arts, design, arts administration and related creative fields.
What can be learned from SNAAP’s field-wide conversations? What systems can be put in place to better support arts administration students and educators as they adapt new technology and respond to big changes in the field? Engage in a broad discussion around data and information needs germane to current and future arts administrators and educators about post-secondary artists and designers’ training and the future of artists and arts administration careers.
As the world recovers from the trauma of COVID-19, arts leaders everywhere are being called on to promote public health, support community well-being, and enhance the healthcare experience. “Arts in health” is a large academic and professional field that engages the arts in support of health and well-being. Arts administration educators will benefit greatly from the educational resources in this field provided by the National Organization for Arts in Health (NOAH), especially its new Core Curriculum for Arts in Health Professionals.
Wednesday, May 25, 2022
The focus of this presentation is the emphasis on facilitating and enabling student-led learning. By its nature, this requires the educator to utilize uniquely relevant examples, case studies, and other educational tools to promote relevance and resonance for each student. The old models of teaching all students the same do not work with this population of students. This presentation provides specific strategies for promoting student-led learning.
Amplifying Student Voices: Opportunities for Expression through a Collaborative Public Photography Project
Filling a void created by the pandemic and exacerbated by educational inequities, the AMPLIFY workshop employed issue-based art education to encourage local high school students to explore personal, local, and global change through digital and hand-manipulated photography. With a focus on access to studio resources and instruction, the resulting installation of collaborative public art in the windows of the campus Art building offered a visible platform to amplify underrepresented youth perspectives.
Faculty from Purchase College overview and discuss creative approaches to arts management pedagogy in undergraduate education supported through cross department and campus partnerships. Innovative teaching that integrates diverse perspectives, current field practice, hands-on discovery and public performance opportunities generates student engagement and self-efficacy key to academic and post-college success. Models of collaborative and responsive course design fostering cross-disciplinary knowledge, program planning, project management and interpersonal and public communication skills will be shared along with impacts on diverse participants including instructors, campus and external partners.
This session explores a community-engaged project embedded in an interdisciplinary graduate course. The course supported an initial partnership and pilot project between a consortium of five mid-sized cultural organizations and a university, with the goals of expanding and sharing audiences, building inter-organizational connections, and developing a cooperative virtual reality platform. Attendees will discuss the project’s fit in arts management curricula, intersections of community-based (external to the University) and interdisciplinary (within the University) projects, the future of arts management education, and ways in which arts management education connects policy to practice.
In this session, PhD students propose the graduate research collective and annual research exhibition as opportunities for informal learning, strengthening relationships, expanding networks, and building confidence in exhibition management and participatory research practices.
Thursday, May 26, 2022
Inclusion and Engagement of Marginalized Students: "Starting from YES" as an Example of a Curb-Cutting Technique that Benefits All Students
Seeking to establish a culture of respect, inclusion, and affirmation, our program makes the centerpiece of each course a student-defined project involving a real or imagined organization. When questions arise, the answer is yes, always yes, validating students' prior experience and enduring interests, enabling them to see themselves in roles once considered irrelevant or unattainable. This “curb-cutting” technique not only fosters inclusion and engagement of traditionally marginalized groups but makes the curriculum more accessible for all. After presentation of the example, participants will brainstorm ways in which they might regrade the "Big Steps" in their own curricula that trip up even promising students.
The presentation will reflect on my experience participating in the Hackathon ‘Dancing in the Metaverse’ organized by the major performing arts venue in Singapore, Esplanade, in January 2022. I led the team of Arts Management and Dance students from LASALLE College of the Arts to propose a project for creating a virtual public art festival space in Singapore. The project has provided a platform for redesigning the Arts Projects module in the BA Arts Management curriculum by developing a new flagship interdisciplinary course that will engage Singapore arts industries and benefit students from across different faculties, schools, and programs at LASALLE.
Who stepped up during Covid? How did they do it? Who created opportunity? COVID’s waves temporarily devastated entire sectors around the globe, while nationalism and a rise in authoritarianism clashed with movements to undo racism and systemic inequities. The stories that will be remembered will be who made a positive difference.
Join Leonie Hodkevitch, writer and University lecturer in Vienna/Austria and Thessaloniki/Greece, and Dee Boyle-Clapp, artist and docent at UMass Amherst, for a miniature European-American tour of how different locales addressed the pandemic through the role of arts in helping people cope, come together, resist, and become resilient.
To better understand changes that could be made within academic dance programs, this paper presents reflections from faculty members within the dance programs at Arizona State University, Wesleyan University and the University of Colorado Boulder. Presented in relation to each other, these interviews will demonstrate ways that the former hierarchy of dance can be disassembled and creative changes can be made in order to better embrace the need for polyvocality in dance studies. This dialogue can also serve as a powerful template for academic and other systems that are seeking to make meaningful and inclusive changes.
During the pandemic, professors have adopted tools that replace or improve upon classroom elements, such as Miro or Padlet in lieu of a blackboard or whiteboard, and Poll Everywhere or Kahoot to promote engagement on Zoom, as would a well-considered discussion in the classroom.
This practical session includes case story material of classroom and program elements that have been delivered online effectively via Gather.town, Kunstmatrix, and Sketch-Up, with “how-tos” and ideas about how to begin. Let’s make these available tools our own, modelling their appropriate use to peers and learners. Please join us for a session of play and learning!
Friday, May 27, 2022
Cash cow or knowledge bearer? How are General Education courses integrated in and impacting our programs? Are we designing courses to attract new students, share unique field knowledge to the broader campus community, or some combination? How are we competing with other general education arts offerings? Come join us around this emerging research topic and share your own stories about general education at your own institution.
Do American Universities Provide BIPOC Artists with the Non-Academic Learning Experiences Needed for Entrepreneurial Careers?
Supported by the Strategic National Arts Alumni Project (SNAAP) program, this paper investigates the following research questions: 1) What are the BIPOC arts alumni’s experiences with the non-academic offerings of their higher education institutions, including career development services, campus culture on innovation and diversity, and relationship with local communities? 2) How do their experiences compare to white alumni and across different minority groups? 3) How do such experiences influence arts alumni’s entrepreneurial career choices, with other relevant factors, specifically entrepreneurship skill training, student loan debt, familial resources, gender, and age, are taken into consideration.
Hands-on with the Next Evolution of Cultural Management: Museum Masterclasses in Augmented and Virtual Reality
Witness “The Next Evolution in Museum Studies”! Join us for a live demonstration of “How do you handle objects?” - the pilot episode of a new immersive Museum Masterclass series developed in collaboration with the Arts Administration & Museum Leadership and Virtual Reality & Immersive Media programs and the Drexel Collection curators. This is an interactive session where participants will observe a virtual lesson on object handling through the “eyes” of a student, learn about the development process, and discuss potentials and challenges for virtual reality in cultural management education.
*Participants do not need an AR/VR enabled device to participate.
Learn how this Canadian university designed and launched the first cultural management program in the Atlantic region during the COVID era, fully online with contemporary new experiential content for emerging administrators. This timing allowed the program leadership to design the certificate from a clean slate allowing for creativity, new methodology, and inclusion of new contemporary content relevant to issues faced by the arts and culture sector in that region in 2021-22 (Covid recovery, digital realities, indigenous and IBPOC priority, changing business models and revenue generation, changing nature of work). After the presentation, the team will invite feedback and input from those in attendance as it prepares to evaluate the first year and make refinements for the second year.