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A Study: Emphasis, Arts Management Training

<P>The study is divided into four sections, a bibliography and appendixes. The sections are: General Observations, National Endowment for the Arts, Academic programs, Service Organizations. The central question of the study is whether or not the Arts Endowment can and should support the improvement of education and training of arts managers. (p. 5-6)</P>
<P>CONTENTS<BR>Introduction. <BR>The Study. <BR><BR>I. General observations: </P>

<P>Findings and trends. <BR>Management skills. <BR>Apprenticeships. <BR>Accountability. <BR>Cooperation. <BR>The arts as business. <BR>Lack of communication skills. <BR>Inadequate fund raising and earned income techniques. <BR>Crisis Management. <BR>Experimentation. <BR>Additional findings:<BR>&nbsp;&nbsp;&nbsp;&nbsp; 1.&nbsp;The arts manager is a professional.&nbsp; <BR>&nbsp;&nbsp;&nbsp;&nbsp; 2.&nbsp;There is an urgent need for responsible journalism in the field.&nbsp; <BR>&nbsp;&nbsp;&nbsp;&nbsp; 3. Many arts managers are not ready to accept the fact that they need<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;continuing education in management skills. <BR>&nbsp;&nbsp;&nbsp;&nbsp; 4. All forms of training are important and necessary and should be<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;supported and encouraged; they must regularly attract and utilize<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;quality resource people from both the academic and the<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;professional worlds. <BR>&nbsp;&nbsp;&nbsp;&nbsp; 5. A new person is emerging in the arts management field to challenge<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;the co-existence of the artistic director and the arts manager. <BR>&nbsp;&nbsp;&nbsp;&nbsp; 6. Generally speaking, cooperation and communication between<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;constituent groups on arts management issues are not in evidence.</P>
<P>II. National Endowment for the Arts. </P>

<P>Findings and trends. <BR>History. <BR>General recommendations. <BR>Recommendations:&nbsp;<BR>&nbsp;&nbsp;&nbsp;&nbsp; 1. That the National Endowment for the Arts adopt a comprehensive<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;policy concerning arts management training. <BR>&nbsp;&nbsp;&nbsp;&nbsp; 2. That the Endowment assume a more active role in providing<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;support for the training of the professional arts manager. <BR>&nbsp;&nbsp;&nbsp;&nbsp; 3. That a program for arts management training be developed within<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;the Endowment. <BR>&nbsp;&nbsp;&nbsp;&nbsp; 4. That the Endowment continue to support fellowships for arts<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;management training at all levels. <BR>&nbsp;&nbsp;&nbsp;&nbsp; 5. That the Endowment adopt a leadership role in advocating and<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;supporting a study to design an arts management institute to be<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;housed in a university campus. <BR>&nbsp;&nbsp;&nbsp;&nbsp; 6. That the Endowment support a study to ascertain the feasibility of <BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; cooperative management training endeavors between arts<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;organizations and the corporate sector.</P>
<P>III. Academic programs: </P>

<P>Findings and trends. <BR>Graduate programs in arts administration management: <BR>&nbsp;&nbsp;&nbsp;&nbsp; There is a need for standards at all levels of management training.<BR>&nbsp;&nbsp;&nbsp; &nbsp;There is a noticeable absence of minority enrollment in arts<BR>&nbsp;&nbsp;&nbsp; &nbsp;management training programs at all levels. <BR>&nbsp;&nbsp;&nbsp;&nbsp; The diversity of academic programs with respect to degrees offered,<BR>&nbsp;&nbsp;&nbsp;&nbsp; focus, and preparation should be encouraged. <BR>&nbsp;&nbsp;&nbsp;&nbsp; In the field, there is a growing recognition that many of the skills in arts<BR>&nbsp;&nbsp;&nbsp; &nbsp;management are not learned from a textbook. <BR>&nbsp;&nbsp;&nbsp;&nbsp; Therefore, it is recommended that:<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 1. Standards be developed for graduate programs in arts<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;management by the academic programs themselves. <BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2. Communication and cooperation be developed between Arts<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;Management Academic Programs at the graduate and<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;undergraduate levels to assure continuity between programs. <BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 3. A concerted, focused research agenda in the areas of<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;behavioral and attitudinal studies and market research be<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;instituted and the results of these studies distributed to the field. <BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4. A study be initiated to ascertain the state of arts management <BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; training at the undergraduate level at colleges and universities in<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;the . <BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 5. A concerted effort be initiated to involve minorities in arts<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;management training programs at all levels. <BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 6. Academic programs actively draft career professionals in the<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;arts to augment the training of future arts managers. <BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 7. AAAE explore the feasibility of a faculty exchange and/or<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;visiting scholar program. <BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 8. The AAAE direct a project to determine the market for arts<BR>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; managers.</P>
<P>IV. Service Organizations: </P>

<P>Findings and trends. <BR>Recommendations. <BR>Service organizations with formalized training programs. </P>
<P>Bibliography. <BR>Appendix.</P>

The study is divided into four sections, a bibliography and appendixes. The sections are: General Observations, National Endowment for the Arts, Academic programs, Service Organizations. The central question of the study is whether or not the Arts Endowment can and should support the improvement of education and training of arts managers.

Approved
P
NA
Report
Rogers, Forbes W.
86 p.
December, 1980
Publisher Reference: 
National Endowment for the Arts
Old URL: 
http://www.artsusa.org/NAPD/modules/resourceManager/publicsearch.aspx?id=5607
Research Abstract
Rank: 
0
Categories: 
Professional Development
Is this an Americans for the Arts Publications: 
No