Blog Posts for Research

Thank you to the many people who have been blog contributors to, and readers of ArtsBlog over the years. ArtsBlog has long been a space where we uplifted stories from the field that demonstrated how the arts strengthen our communities socially, educationally, and economically; where trends and issues and controversies were called out; and advocacy tools were provided to help you make the case for more arts funding and favorable arts policies.

As part of Americans for the Arts’ recent Strategic Realignment Process, we were asked to evaluate our storytelling communications platforms and evolve the way we share content. As a result, we launched the Designing Our Destiny portal to explore new ways of telling stories and sharing information, one that is consistent with our longtime practice of, “No numbers without a story, and no stories without a number.”

As we put our energy into developing this platform and reevaluate our communications strategies, we have put ArtsBlog on hold. That is, you can read past blog posts, but we are not posting new ones. You can look to the Designing Our Destiny portal and our news items feed on the Americans for the Arts website for stories you would have seen in ArtsBlog in the past.

ArtsBlog will remain online through this year as we determine the best way to archive this valuable resource and the knowledge you’ve shared here.

As ever, we are grateful for your participation in ArtsBlog and thank you for your work in advancing the arts. It is important, and you are important for doing it.


Wendy Feuer

The Art in Transportation

Posted by Wendy Feuer, Apr 15, 2011 1 comment


Wendy Feuer

Wendy Feuer

Wendy Feuer, Assistant Commissioner of Urban Design and Art, New York City Department of Transportation, will present her innovative program at the Built Infrastructure: Interdisciplinary Initiatives Public Art Preconference session in San Diego this June.

Feuer’s blog outlines proposal authored by the Transportation Research Board Subcommittee on Art and Design Excellence in Transportation. The study will examine art in transportation program, feasibility, art and design in transportation projects, proposed funding of programs, and assessing value and outcomes – to offer successful models for how more transportation agencies can incorporate public art.

Transportation infrastructure is one of the leading ‘shovel-ready’ programs of our nation’s agenda, let’s add art to the equation. ~ Liesel

Many communities are interested in public art programs to further their economic development, tourism, and place-making initiatives. Art programs can enhance the quality of public spaces, reflect local culture, and provide a venue for community engagement in project planning and design decisions.

In these ways, art programs can support the Livability Principles of the Federal Partnership of DOT, HUD, and EPA.

As public transportation agencies (sponsoring urban and rural public transit, high-speed and intercity rail, air travel, passenger boat and ferry travel, bicycling infrastructure, and walkable neighborhoods) respond to community interest and incorporate art in their projects, the need has been demonstrated for a resource booklet of successful public art processes and practices specific to the context of public transportation.  

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Mr. Eric Booth

Answering the Charge of "Fluffheadery"

Posted by Mr. Eric Booth, Sep 14, 2011 8 comments


Mr. Eric Booth

Eric Booth

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.

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Theresa Cameron

Getting the Pulse: Our Local Arts Agency Listening Post

Posted by Theresa Cameron, Apr 19, 2011 0 comments


Theresa Cameron

With the local arts community facing many challenges, American for the Arts wanted to develop a current picture of trends at the local level.

So we developed the Local Arts Funding Listening Post: A Survey of Local Arts Agencies.

In late March, Americans for the Arts' Research Department distributed a very short survey in order to take the pulse of our field.

Here are the questions we asked:

Over the next 12 months, I expect that paid attendance to cultural events that take place in my community will...
•    Increase
•    Stay the same
•    Decrease  

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Kristen Engebretsen

Creation vs. Creativity vs. The Creative Habit (from Arts Watch)

Posted by Kristen Engebretsen, Sep 14, 2011 3 comments


Kristen Engebretsen

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.

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Randy Cohen

The Top 10 Reasons to Support the Arts (from Arts Watch)

Posted by Randy Cohen, Apr 20, 2011 31 comments


Randy Cohen

Randy Cohen

Randy Cohen

Editor's Note: For a revised list of 10 REASONS TO SUPPORT THE ARTS IN 2012, head over to Randy's latest ARTSblog post!

I was recently asked by a major biz leader for “10 reasons to support the arts.”

He needed the points to help him pull an 8-figure inve$tment for a new arts center...Make it compelling to government and business leaders, he asked.

Oh, yeah, he’s a busy guy—didn’t want a lot to read:  “Keep it to one page, please.”

So, apart from the 10-1 flip (and with apologies to David Letterman), this is what I delivered:

10. True prosperity...The arts are fundamental to our humanity. They ennoble and inspire us—fostering creativity, goodness, and beauty. They help us express our values, build bridges between cultures, and bring us together regardless of ethnicity, religion, or age. When times are tough, the arts are salve for the ache.

9. Stronger communities...University of Pennsylvania researchers have demonstrated that a high concentration of the arts in a city leads to higher civic engagement, more social cohesion, higher child welfare, and lower poverty rates. A vibrant arts community ensures that young people are not left to be raised solely in a pop culture and tabloid marketplace.  

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Stephanie Riven

Arts Education Provides Another 'Pathway to Prosperity'

Posted by Stephanie Riven, Sep 16, 2011 0 comments


Stephanie Riven

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?

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