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Arts
Education: Crafting a Vision that Means Business
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| Thanks
to the more than 90 people who joined us for this discussion
on May 29, 2007 at the Renaissance Hotel, Downtown. Your participation
in this conversation will inform the Arts Education Collaborative
Task Force as it moves forward to create a comprehensive vision
for arts education in Southwestern Pennsylvania. |
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Panelists:
- Dr.
Linda Hippert, Superintendent, South Fayette School District
and Chair, Arts Education Collaborative Task Force
- Dr.
Hilary Robinson, Stanley & Marcia Gumberg Dean, Carnegie
Mellon University College of Fine Arts
- Dr.
John Delany, Dean of the Joseph M. Katz Graduate School
of Business, University of Pittsburgh
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| Narrative
Summary: |
| Download
PDF |
Pittsburgh
businesses need creative, problem-solving workers to compete
in an increasingly conceptual, global economy. Regional schools
need innovative strategies to engage young people in ways
that strengthen creative capacity and ability to learn. In
light of these needs, artists and arts organizations have
more to offer than they often realize. On May 29, 2007, the
Greater Pittsburgh Arts Council called together Pittsburgh's
arts, business and education communities for a forum entitled,
Arts Education: Crafting a Vision that Means Business. The
discussion, which gave participants a chance to explore collaborative
intersections between sectors, served to inform the Arts Education
Collaborative (AEC) Task Force on Focusing Arts Education
for the Region.
The
forum was structured around three keynote speakers representing
the education, arts and business communities, followed by
breakout sessions for the respective sectors. Dr. Hippert
set the context for the forum, enumerating her vision as
chair of the AEC Task Force. Created to analyze research
data compiled last year, the task force aims to compile
3-5 target goals for the region, with attention to synergistic
possibilities between education, arts and business. "We
need to create a paradigm shift where the arts are not separate
from, but instead a part of education," said Hippert.
"We need the business community to demand that creativity
is nurtured and guarantee that those who demonstrate it
will find unique and fulfilling employment opportunities
in our region."
Dr.
Robinson, drawing on her experience as both an artist and
educator, highlighted the need for arts education to support
Pittsburgh's Cultural Industries in a way that encourages
economic growth and revitalization in a post-industrial
region. For a college of fine arts, a comprehensive vision
for arts education should include research and targeted
action that actively engages the existing "fabric and
economy of the city," in support of students, graduates,
faculty and individual artists. Dr. Delaney continued this
theme, noting that arts education is an invaluable tool
in enabling students to adapt to an increasingly innovative
economy. Skills like empathy and design, which are developed
through the literary, visual and performing arts, are among
the most important assets to workers in the new economy.
This
discussion was timely for a number of reasons. First, new
data is available. Through the AEC's recent survey of K-12
arts educators, curriculum coordinators and superintendents,
a clear picture of the current state of regional arts education
is emerging. The recent release of the Arts & Economic
Prosperity Study III by the Arts Council and Americans for
the Arts indicates the quantifiable impact of the Cultural
Industries on our region. Second, the region is revitalizing.
"Pittsburgh is a post-industrial city with an ongoing
need for urban renewal," said Dr. Robinson, "while
at the same time having high-level cultural infrastructure."
This combination is ideal for arts-minded businesses and
gives a fresh argument to arts education efforts. The largest
percentage of CFA graduates choose Pittsburgh as their home,
adding annually to the number of gifted arts professionals
who help this infrastructure to thrive. Third, momentum
is rising. Through incredible public responses to the AEC's
Arts Education day, the Arts Council's MetLife Forums and
many other grassroots discussions, the word is spreading
about the importance of arts education in linking creative
learning to a vibrant economy.
Through
concentrated discussion groups, attendees were able to brainstorm
new strategies and identify potential obstacles to arts
education. The Business Focus Group suggested that more
practical connections are necessary between artists and
businesses, which would engender collaborative ventures
and re-examine existing roles. Collaborative opportunities
would include areas where strong local industries, like
healthcare, intersect with artistic solutions, as in the
rehabilitative effects of music on neuroplasticity. Re-thinking
roles would include a shift from a "business-as-donor/artist-as-recipient"
mindset to a model more focused on partnership or transaction.
Ideally, the by-product of such symbiotic thinking would
be artists who have a more sustainable business model, businesses
that maximize their creative capacity in an innovative economy,
and a general public with an evolving understanding of why
arts education is indispensable. This model, however, poses
several challenges. Philosophically, the group discussed
the nature of art and whether a more commercial mindset
hinders the purity of artistic purpose. Practically, the
group pointed out the lack of contexts for arts-business
relationships to develop.
The
Arts Focus Group offered an array of suggestions for how
the arts community can affect positive change in both the
business and education sectors. As design elements become
increasingly important to a business, artists could help
increase its Visual Literacy in a way that enhances communication
internally (between employees) and externally (with consumers.)
Suggested interactions included an artist consortium that
serves as a consulting firm, or an adopt-an-artist program
through which a business could retain an established artist
for ongoing consultation about creative thought. Results
of such collaboration would include design solutions to
business problems (as in the iPod), and a stimulating, corporate
work environment that renders irrelevant the "box"
metaphor. Turning its attention to education, the group
suggested arts mentoring programs aimed at all students
(not just those labeled "gifted" or "at-risk"),
and arts-business classes that demonstrate the breadth of
available arts careers. Similarly, Universities could require
more arts courses for business students and vice versa,
to strengthen and diversify both groups. Finally, a website
or database could be developed to help educators and artists
find one another, to facilitate continuing arts experiences
for students that are integrated with their curriculum.
The
Education Focus Group suggested a better utilization of
existing arts education resources, and proposed action steps
for integration in classrooms and advocacy efforts. Many
organizations like the AEC or Gateway to the Arts are doing
good work, but a stronger link between them could be developed
so they work in unison. Many Artist-in-Residence programs
exist for both local and visiting artists, who could be
utilized in education efforts via school programs, master
classes, etc. Many arts education "Best Practices"
are being modeled in Pittsburgh, but a better mode of communication
is necessary to make them widely known and adopted. Of particular
importance, the group cited a need for models that provide
experiential learning opportunities, recognize arts &
culture as core curriculum, and bridge generation gaps for
parents who never had an arts education. According to the
group, next steps should include professional development
for educators and curriculum writers about ways to use the
arts to increase effectiveness in all disciplines. It should
also include a centralized advocacy effort, based on a common
vision and better utilization of available platforms and
media outlets. Proposed outlets included local television
programs like KDKA's Real Small Business, seats on state
boards like the Pennsylvania System of School Assessment
(PSSA) or Pennsylvania Arts Educators Association, and arts
education spokespersons from typically non-arts sectors.
Outside
of the focus groups, many individual participants suggested
strategies for next steps, including:
- Send
a report of this event to school superintendents, arts organization
education departments, and key business leaders.
- Create
funding opportunities for schools to connect w/ nonprofits,
like the Children's Museum of Pittsburgh or the Carnegie
Science Center, whose educational offerings already meet
Pennsylvania standards.
- Encourage
artists and arts organizations to organize themselves like
the Small Businessman's Association, with more of an entrepreneurial
mindset. A positive example is The 16:62 Design Zone, Pittsburgh's
interior design and decorating district, organized around
those arts-related businesses.
- Create
more forums for dialogue between arts and business, with
a greater representation from businesses.
- Design
undergraduate and graduate curriculum that connects the
arts to other careers and develops cross-disciplinary thinking.
Following the forum, all input was given to the
Arts Education Collaborative for synthesis with its task force
and for action. Also, the Greater Pittsburgh Arts Council
is committed to exploring how input from this forum will affect
its 2007-2008 education and advocacy efforts. If you have
questions about how you can get involved with the Arts Education
Collaborative to continue this important work, contact info@artsedcollaborative.org
or call 412.201.7405. For information about the Arts Council's
upcoming programs, please visit www.pittsburghartscouncil.org
or call 412.391.2060.
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| To
register for other Arts Council events, contact ProArtsTickets
at 412.394.3353, or mail to the Arts Council Workshops, 707
Penn Avenue 2nd Floor, Pittsburgh PA, 15222, or visit www.ProArtsTickets.org. |
View
Press Coverage from the January 31, 2007 discussion.
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