Blog Posts for connect

Charting the Future: Why we need new Visionary Ideas, Values, and Models to Propel Communities forward through the Arts

Posted by Mr. Todd Eric Hawkins, Apr 18, 2014 3 comments

Todd Eric Hawkins Todd Eric Hawkins

When I think about the future, both my own personal future and that of the arts, my mind immediately recalls a quote by Wayne Gretzky. The quote came to me via Ben Cameron, Program Director for the Arts at the Doris Duke Charitable Foundation. During his keynote at the Emerging Arts Leaders Symposium at American University, Mr. Cameron recited the following:

“I skate to where the puck will be, not where it has been.” – Wayne Gretzky

As emerging leaders we have an opportunity to change the way current arts organizations operate, or create new ones while exploring new ideas, new values, and new models. We, as the next generation of arts leaders, will navigate through the largest generational shifts in decades. Who will our audiences be in twenty years and how will we serve them?

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USE US

Posted by Mr. George P. McLeer, Jr., Apr 18, 2014 0 comments

George Patrick McLeer George Patrick McLeer

As we sat down with our Congressmen this past March during National Arts Advocacy Day, one message kept coming out of my mouth, “In my community, we don't just 'fund' the arts, we use the arts.” I didn't arrive in Washington with that phrase in my mind. I didn't even think about it until after our “advocacy sessions,” the day before we visited Capitol Hill.

What alarms me the most about our annual trek to Capitol Hill is that our ask never seems to change— “We would like our Representative/Senator to support funding the NEA/Arts Education at this specific level.” We mention the ability to leverage the arts for economic impact, improve education, and make our lives more fulfilling, but at the end of the day we ask for money—either from the federal government or private citizens via tax policy shifts.

We need to stop asking for money and instead ask for a new vantage point.

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Take the Lead: Musing of a Professional Development Junkie

Posted by Whitney Roux, Apr 16, 2014 1 comment

Whitney Roux Whitney Roux

Professional development takes many forms, from hands-on workshops to panel discussions. Important opportunities for leadership and building relationships with mentors provide a robust calendar of growth options. An Emerging Leader’s plan for success needs to explore how to best combine education tracks to improve at their current job while simultaneously growing into their dream career.

As a Steering Committee member of the Rising Arts Leaders of San Diego (RALSD), I work with my committee to develop programs that fit the needs of emerging leaders in arts and culture. We build workshops, facility tours, and discussions around issues that affect our arts community, meanwhile crossing departmental bridges with networking events and social gatherings. But personally, I have found that the best professional development happens when you get your hands dirty.

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Whole Educators: A New Model for Teacher Professional Development

Posted by Molly Uline-Olmstead, Apr 16, 2014 0 comments

Molly Uline-Olmstread Molly Uline-Olmstread

Museums go with schools like peanut butter goes with jelly. It is a beautiful symbiotic relationship built on a variety of interactions including field trips, distance learning, traveling artifact programs, and teacher professional development. While I have worked with all of these programs in the past, I have been living in the teacher professional development neighborhood of the museum world since 2009. I work with K-16 teachers and other museum educators on projects meant to support and enhance teaching in the humanities through my job with the Creative Learning Factory at the Ohio Historical Society (the Factory).

Lately in conversations with teachers and museum colleagues, we have been talking less about content and more about learning. We have been asking the question, “How do we make learning an inextricable part of life?” Educators in formal and informal learning environments are bombarded with resources, regulations, and tremendous responsibilities. We struggle to find balance and time for exploration and reflection amid testing, lesson planning, and classroom management. Peter D. John articulates this frustration well in his 2006 article about non-traditional lesson planning, "The model of planning and teaching represented in this minimalist conception develops as follows: aim > input > task > feedback > evaluation. It reflects an approach to teaching and learning wherein reflection and exploration are at worst luxuries, not to be afforded, and at best minor spin-offs, to be accommodated.”  As cultural organizations, we are in that unique “third space,” which allows us to facilitate those crucial habits-of-mind that lead to life-long learning. I think of this as looking at the “whole educator” in the same way the education field has championed the “whole child.”

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A Rare Species in the Midwest

Posted by Ruben Quesada, Apr 16, 2014 0 comments

Ruben Quesada Ruben Quesada

 

"Man's capacity for justice makes democracy possible; but man's inclination to injustice makes democracy necessary." - Reinhold Niebuhr

In thinking about the impact of art on society, and in my case the impact of literature, I look back to the poetry of Walt Whitman, who in 1855 self-published Leaves of Grass. Whitman’s determination and willful inclusivity put him ahead of his time. Adapting to the changing pressures of the world around him, Whitman took the subject of the Civil War to render with convincing appeal the volatility of his nature and time. He resisted existing poetics conventions and used candid language to more accurately represent the world around him; he showed the beauty and ugliness of the men and women in America on equal terms. The subject of his poetry was of the ordinary—the working class, drug addicts, prostitutes, the rich and the poor. The tradition of Whitman’s “barbaric YAWP over the roofs of the world” continued to echo through most of the Twentieth century. It was subsequent generations of poets who sustained this idea (e.g., Paul Laurence Dunbar’s Lyrics of Lowly Life, Carl Sandburg’s Chicago, Allen Ginsberg’s Howl, Gwendolyn Brooks’ The Bean Eaters). Poetry for and about everyday Americans was born with Whitman and for most of the Twentieth century it became the standard. Readers like to see themselves in the stories they hear; they like the familiar. In many ways the stories found in literature help readers understand what is artful, beautiful, or good. As a poet the world around me informs the content of what I write. Often, as with any art, social and political movements influence its content and creation. Many social and political revolutions have been born through art because it has the power to make us question what is right and wrong. Take for instance the work of performance artists Karen Finley and Tim Miller, two of the NEA Four whose artwork led them to be denied an NEA grant because of the content of their artwork; the content of their work led lawmakers, artists, and art lovers to question what they considered to be art. Where do we draw the line between pornography and art? What is art?

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