ARTSblog

Mary Trudel

Our 2011 How Strong is Your Social Net? Survey – that gathered responses from more than 1,600 arts organizations across the country – explores adoption and usage of digital and social media, measurement tactics, platforms, and return on investment (ROI).

The findings track the “how,” “to whom,” “what,” “why,” and “how often” of communications across multiple platforms and probes perceptions of effectiveness. We also examined internal policies and institutional protocols around issues of community building and audience feedback.

Trudel|MacPherson developed the survey to help arts groups connect with target audiences using a wide array of available digital communications options. The survey gathered data on how arts groups regularly communicate with various target publics; whether and how groups are connecting with patrons and fans – creating communities of interest and responding to their ideas and concerns — and how groups are measuring the ROI of their digital efforts.

Creative Connections with Audiences

We asked respondents to share their best/worst experiences with digital media.

Very few arts groups reported any horror stories and most praised the intimacy and immediacy of social media to help them repair relationships, deliver last minute information, and build awareness and demand. A few examples: Read the rest of this entry »

Mary Trudel

At last year’s NAMP Conference in San Jose – near the heart of Silicon Valley – my partner, Rory MacPherson, and I announced a national survey to gather input on how arts organizations and collaboratives are faring in the dynamic digital communications landscape.

Responding to input from arts organizations and regional arts collaboratives that are striving to get the most out of the latest digital communications tools and social media, we wanted to take a national snapshot of how arts groups are doing with adoption and integration of new social media platforms into their overall marketing outreach.

We decided to conduct a research project to collect hard data on how groups are managing messaging alignment, resource allocation, and how well they perceive their digital communications and social media efforts are working.

It seemed to us that even those who are leading the field and getting outstanding results are not completely sure they’re communicating consistently, clearly and compellingly, wonder if they are connecting authentically with patrons and fans, and are concerned about how to sustain and improve the effectiveness of what they’re doing. And universally, arts organizations reported struggling to measure the return on investment of their digital efforts. Read the rest of this entry »

Christy Farnbauch

The Jazz Arts Group (JAG) in Columbus, OH, along with its national research partners recently completed a two-year study focused on the attitudes of current and potential jazz ticket buyers throughout the U.S. and in Central Ohio.

The research process involved a variety of research methods, including a music listening study, electronic and print surveys, and a literature review. The Jazz Audiences Initiative (JAI), launched in November 2009, was designed to study fundamental questions about how and why people engage with jazz. The main goal was to learn new ways for engaging audiences, and infusing the art form with new energy.

Once all the data was distilled, the following key findings emerged:

1.    Tastes in music are socially transmitted.
2.    Across western-based art forms, jazz still draws a relatively diverse audience.
3.    Consumption of jazz is artist-driven.
4.    Music preferences are shaped by local programming.
5.    Younger buyers have categorically more eclectic tastes in music.
6.    There are many musical pathways into jazz.
7.    Jazz buyers strongly prefer informal settings. Read the rest of this entry »

Chad Bauman

When I joined Arena Stage in 2007, I came to my new job with a couple of preconceived notions about subscriptions. Perhaps it was in part a reflection that I am on the Generation X/Millennial cusp, but I was certain that the subscription model was outdated and ineffective.

Many mature organizations that had developed their business models on subscriptions were seeing significant declines in subscriber numbers, and were literally caught between a rock and a hard place — should they dump their subscription model and leap into the unknown, or keep putting band aids on a failing and timeworn strategy? Reports from major performing arts organizations at the time seemed to indicate a trend of declining returns, forcing a feeling that immediate change to a staple in our business model could be warranted.

In early 2008, Arena Stage along with a few other League of Resident Theatres members, began to test subscription alternatives in focus groups. In doing so, I was absolutely certain that the results would show at least one, if not several, attractive alternatives to subscriptions. I was wrong. Read the rest of this entry »

Clayton Lord

At the place where marcomm* and advocacy meet, discussing our value in the landscape of possible activities is becoming increasingly important. Because at its core, both marcomm and advocacy are about where someone should put dollars, albeit on different scales.

In the most recent edition of WolfBrown’s e-newsletter, On Our Minds, Zach Kemp wrote about a study published in the Journal of Epedemiology & Community Health (abstract here) on the difference between the types of art that seem to generate the most health benefit for men and women. By looking at what the study calls “creative cultural activities” and “receptive cultural activities” (i.e. art that you do, like painting, singing, etc versus art that you watch, like theatre, concerts, exhibitions, etc) in a large-scale community study, the researchers were able to demonstrate, essentially, that women report more physiological benefits from doing and men report more physiological benefits from seeing.

This may seem a bit heady and esoteric, but I’m always interested in the place where hard science intersects with artistic consumption, as that’s often (if you dig) a good place to start thinking about good marketing. Read the rest of this entry »

Lynne Kingsley

Since Tim Mikulski’s post on June 13 about the national arts standards, a lot has been happening!

On August 30, the National Coalition for Core Arts Standards (NCCAS) convened a meeting to bring stakeholders up to speed with the revision process of the 1994 National Arts Standards.

The meeting, held at National Association for Music Education (formerly MENC) headquarters, gathered together artsed heavy hitters from all over the country: from the NCCAS leadership team, as well as representatives from organizations such as the Kennedy Center, the National Endowment of the Arts, Americans for the Arts, Wolf Trap, and more. In addition, in order to remain fully inclusive, the meeting was open to the public via live video streaming (full list of participants may be found here).

Revision Process Timeline
The meeting began with facilitator Marcia McCaffrey, arts guru from the New Hampshire Department of Education, giving a background on NCCAS and the process thus far. Marcia challenged us to consider benefits/challenges of a conceptual framework and shared the projected timeline for standards writing:

9/2011: Hiring of Project Director
11/2011: NCCAS issues guiding principles for a conceptual framework
12/2011: Standards writing teams established by NCCAS
1/2012-6/2012: Project Director manages the writing and revision of standards draft.
7/2012: Release & dissemination of draft version of revised standards document for public comment
9/2012-11/2012: NCCAS review & response to public comment; revisions made to standards by writing teams led by Project Director.
12/2012: Release of revised arts standards Read the rest of this entry »

Stephanie Riven

One of the most compelling ideas related to workforce development is the report issued in February 2011 called Pathways to Prosperity by Robert Schwartz and Ron Ferguson of the Harvard Graduate School of Education.

The report points out that every year, one million students leave school before earning a high school degree.

Many of these students say that they dropped out of high school because they felt their classes were not interesting and that school was unrelentingly boring. They say that they didn’t believe high school was relevant or provided a pathway to achieving their dreams.

According to the Center on Education and the Workforce at Georgetown University, the U.S. economy will create 47 million job openings over the 10-year period ending in 2018. Nearly two-thirds of these jobs will require that workers have at least some post-secondary education. Applicants with no more than a high school degree will fill just 36 percent of the job openings or just half the percentage of jobs they held in the early 1970s.

How can we reverse these trends? Read the rest of this entry »

The Creative Habit by Twyla Tharp

I want to add to Mark and Eric’s sentiments that we need to be careful about the claims of arts education teaching the 4 Cs (critical thinking & problem solving, communication, collaboration, and creativity & innovation).

When claiming this monopoly on creativity, I think we need to refine our message.

So, here I offer a distinction about creation vs. creativity vs. the creative habit, and some research you can use to back up this advocacy message.

The Arts Standards
First, if you want some specific examples of how the arts teach creativity, look to your state standards. The California standards have an entire strand dedicated to creative expression, but you’ll notice that the word “creativity” does not appear. Rather it is words like “problem solving,” “motivation,” and “originality.” Being more specific in our message will help others understand what it is that we do.

Here are some more nuances to this message:

Creativity Correlation
In Robert Root-Bernstein’s work, “Arts Foster Scientific Success,” he shows that engaging in arts was a good predictor of future innovation for Nobel laureates. He then discusses the “tools for thinking” (empathizing, pattern recognition, and synthesizing) that enable these scientists to have innovative breakthroughs. Read the rest of this entry »

Eric Booth

In response to Mark Slavkin’s post…in the great gamble of arts learning, I see the issues your blog post raises, and raise you one.

Along with Mark, I not only challenge us to make sure we can walk our talk, and actually deliver the results we claim, but I think even our talk is problematic.

As Mark points out, we make a number of claims about the learning benefits we deliver to kids and to those who leave schooling and enter the workforce–benefits like “creativity.” I observe that we don’t even know what we really mean with keywords we use. I have encountered very few arts educators who can give a good answer to this question: Tell me which specific skills of creativity you develop in young people, and how you are sure of your claim?

Few can even name the few key skills they prioritize, or present clear evidence of skill development, apart from some excellent individual cases they tend to cite. Read the rest of this entry »

Sally Gaskill

At the end of September, over 300,000 arts graduates across the U.S. and Canada will be eligible to complete the 2011 SNAAP survey.

SNAAP is the Strategic National Arts Alumni Project – an annual survey and data collection project that investigates both the educational experiences and career paths of arts graduates. The project–the biggest of its kind ever attempted–is based at Indiana University in collaboration with the Curb Center at Vanderbilt, and I serve as project manager.

The arts graduates who will be surveyed this fall come from 67 varied institutions, including specialized art schools, liberal arts colleges, large research universities, and even arts high schools.

Earlier this year, SNAAP released its first annual report, based on the responses of 13,500 arts alumni from all over the country who responded to the 2010 survey. You can see some nifty graphics that summarize some of our more interesting findings – we call it the SnaapShot.

So, what do we know about arts alumni?  Here are some nuggets gleaned from SNAAP 2010:

•    Arts graduates aren’t starving and bitter. They are in fact largely employed, satisfied with their careers, and would go to arts school again if they had it to do over. Read the rest of this entry »

Deb Vaughn

My husband and I are now expecting our first child. With both of us being arts educators, we feel like we’re in a good position to help our child experience the arts.

In fact, the little one has already been to see shows at the Oregon Shakespeare Festival. (During the production of Pirates of Penzance I could have sworn I felt jazz hands in my belly.)

But, as much as we value the arts in our family, I know that when the time comes to send Junior off to school, we will have to be active, passionate, vocal, and unrelenting advocates. Here are some places we plan to start.

Stay Educated
Although I have plenty of stories about the importance of arts education, it is equally important for advocates to stay on top of the statistics too. Here are some recent data gems to keep handy:
• 72.5 percent of tenth graders from “high-arts” schools scored in the top half of standardized tests (verbal and math combined) compared to 45 percent from “low-arts” schools.
• A state of Missouri survey found that districts offering more fine arts classes have a one percent higher attendance rate. Attendance effects funding, so in a district of 12,000 students, a one percent increase in attendance equals an additional $430,000 annually. Read the rest of this entry »

Kristen Engebretsen

This week I got an email from someone concerned about the budget cuts to arts education and inquiring about what they could do to help keep the arts in schools.

In the spirit of my colleague Randy Cohen’s popular post (Top 10 Reasons to Support the Arts), I am presenting my own:

The Top 10 Ways to Support Arts Education

10. Volunteer your time, resources, skills: Many schools would appreciate your time as a chaperone, your skill as a teaching artist, or your donations of money, costumes, rehearsal space, etc.

9. Know the facts: Stay on top of current arts education research, trends, and news articles. Start with Reinvesting in Arts Education, which summarizes research on the topic. Use this data in your messaging when you speak to elected officials or school leaders.

8. Get involved politically: Tell your elected officials why arts education is important. Ask your members of Congress to keep the arts listed as a core subject during the reauthorization of the Elementary and Secondary Education Act. Read the rest of this entry »

On July 22, Americans for the Arts President and CEO Robert Lynch spoke as part of the Chautauqua Institution’s lecture series, discussing the arts and arts education in a speech titled “America at a Cultural Crossroads.”

You can view a portion of the speech below and the full speech at FORA.tv:

Narric Rome

Not long into my tenure at the U.S. Department of Education during the Clinton administration, I came to understand the limits of what the federal government can do for K-12 education.

At the time, the department boosted funding to support the hiring of 100,000 new teachers and the launch of a new national afterschool initiative that is now a $1.1 billion program.

Arts teachers were among the 100,000 new hires and many of the programs embraced the arts. Federal investment had an important impact, but many arts education advocates would not rank these two accomplishments as major successes. Why? Because a new arts teacher and a new arts afterschool program did not appear in every school in every community.

We need to remember that the federal share in total education spending is only 11 cents on the dollar. The remaining funds come from state and local sources.

Which brings me to federal policy. Read the rest of this entry »

Kristen Engebretsen

During our recent Arts Education Council meeting in San Diego, the council members suggested posting some blogs about the federal grant Investing in Innovation (i3) in preparation of the deadline for the next round of applications. So, for the next couple of days, Americans for the Arts will be encouraging a spotlight on the i3 program.

Expect to see some lessons learned from last year’s arts-focused grantees and links to helpful resources if you’re finishing up your application or wanting to resubmit your application from last year.

During that same meeting, the council had the pleasure of hearing Rachel Goslins, executive director of the President’s Committee on Arts and Humanities (PCAH), speak via Skype about their recent Reinvesting in Arts Education report. Read the rest of this entry »