Becker’s statement gets at some of the main challenges in measuring the “impact” of a work of public art—a task which more often than not provokes grumbling from public art administrators. When asked how they know their work is successful, most organizations and artists that create art in the public realm are quick to cite things like people’s positive comments, or the fact that the artwork doesn’t get covered with graffiti or cause controversy.
—Katherine Gressel, Public Art and the Challenge of Evaluation (January 7)
But more than that, I sometimes wish we wouldn’t take what we do so damn seriously all the time. Maybe this is coming from someone who’s spent too much time on Roadside America, but I think that by pretending that all artwork is sacred, we unwittingly make failure (acknowledged or not) unacceptable. Of course art is subjective, but that’s precisely the point. Maybe it’s okay to hate a specific piece of public art, if that’s one’s honest response. Maybe we should be encouraging honest responses. Especially to public art, which, unlike a bad performance, is still there the next day and, unlike bad museum or gallery art, is visible to you whether you want it to be or not.
—Ian David Moss, Uncomfortable Thoughts: Is Public Art Worthy of Hate? (February 21)
Given all the above, it may seem ironic that it is Kickstarter that has seized the mantle of democratizing access to the arts in the public imagination, rather than the NEA. A closer examination, however, quickly reveals why. In recent years, the NEA has focused on arts access from the perspective of the audience, particularly through geographic reach. The Endowment publishes national studies on arts participation twice a decade, supports touring programs through its network of regional partners, and frequently supports established organizations that are capable of bringing in large crowds consistently. But these measures are often not so friendly to the creator. The NEA’s focus on pre-existing institutions, its requirement that applicants hold tax-exempt status, and its extensive application requirements and lengthy review process all erect barriers to participation no less formidable than those that face artist-entrepreneurs who come to Kickstarter without access to a video camera.
—Ian David Moss, Art and Democracy: The NEA, Kickstarter, and Creativity in America (April 9)
So if audience engagement is about utilizing the work of art to facilitate authentic, personally-relevant connections with others and the work of art itself, it seems we have an army of individuals waiting in the wings to be asked to the party. Teaching artists, still frighteningly in the margins of our quest to reinvent arts institutions, are experts in audience engagement. They do the following things exceedingly well:
- Teach cognitive skills needed to think artistically and creatively
- Teach aesthetic education, or the ability to make sense of art, not skills-based art-making
- Understand how to create questions and activities that are relevant to diverse ages and levels of arts education
- Work across the community, from performing and presenting works for discerning adult audiences as well as in schools in rural and low-income neighborhoods
- Understand that what they do is spiritual in nature, and help create a link to individuals’ higher selves.
—Kelly Dylla, Why Teaching Artists Will Lead the Charge in Audience Engagement (May 10)
Art and science have a longstanding relationship, and it does a disservice to both to pretend that isolation from one another is the best approach. For example, there is a long history of illustration in biology. Chemistry uses pictograms with specific rules to convey structures and arrangements of atoms and molecules. Many of these traditional methods have specific rules to most accurately represent ideas, or particular aspects of an idea. These methods of visualization are developed to work within the scientific community, frequently to the exclusion of the lay person. But interesting things begin to happen once those strict rules of representation are relaxed. Most specifically, in Dance Your Ph.D. we see scientists imagine their works through dance.
—Shane Crerar, Understanding Through Tangential Questioning: Art, Dance Your Ph.D., and the Large Hadron Collider (May 16)
One of the reasons people sometimes feel anxious about evaluation and measurement is because they’re afraid of being held accountable, especially to things that they don’t have full control over or to metrics that don’t seem relevant to what they’re trying to do. When that happens, there are enormous incentives on managers and their supervisors to “cook the books” or otherwise game the system to show results that look better than reality, because any failure—even failures that are no one’s fault—reflects on them personally. That’s the danger of trying to enforce a data-driven culture without first developing the theoretical frameworks that determine what data you’re trying to collect. Because logic models separate the person from the program, they can distinguish between lagging initiatives that might just need more time to prove themselves, and failures of design that can be transformed into productive learning opportunities.
—Ian David Moss, In Defense of Logic Models (June 28)
The survey bias may significantly undermine one of the five goals of the study, to “measure levels of cultural engagement, broadly defined” in the Inland Empire and Central Valley. Given that both Phase 1 and Phase 2 display signs of pro-arts bias, it’s difficult to take the reported levels of overall cultural engagement at face value. The four other goals don’t require as broad a view of the data, and Cultural Engagement serves them much better. They include exploring and defining what arts engagement means for the target regions; understanding differences in engagement across demographic cohorts; investigating the settings in which people engage with the arts; and developing recommendations for how Irvine can more effectively support arts and culture. Even if the report’s numbers for the general public represent an already arts-interested population, results showing an expansive definition of arts and culture, differences in engagement among racial/ethnic cohorts, and a wide variety of arts settings are likely relatively unaffected. WolfBrown’s recommendations to adjust Irvine’s funding to reflect these findings seem to rest on a fairly strong foundation.
—Jackie Hasa, Arts Policy Library: Cultural Engagement in California’s Inland Regions (July 3)
Nevertheless, what “Discovering Fiscally Sponsored NYC Dancemakers” does show is that fiscal sponsorship is a major force in the New York City dance world. Sponsored projects account for hundreds of distinct enterprises and at least $3 million in annual expenditures. They reach tens of thousands of audience members and serve something like a thousand artists (assuming a reasonable rate of overlap between projects). And remember, this is just in one discipline and one city of the country.
—Ian David Moss, “Discovering Fiscally Sponsored NYC Dancemakers” (September 17)
In any particular place, changes in the proposed indicators will not be attributable to the creative placemaking intervention alone. So imagine the distress of a fundee whose indicators are moving the wrong way and which place them poorly in comparison to others. Area property values may be falling because an environmentally obnoxious plant starts up. Other projects might look great on indicators not because of their initiatives, but because another intervention, like a new light rail system or a new community-based school dramatically changes the neighborhood. What we’d would love to have, but don’t at this point, are sophisticated causal models of creative placemaking…
—Ann Markusen, Fuzzy Concepts, Proxy Data: Why Indicators Won’t Track Creative Placemaking Success (November 9)
Shared delivery does not reflect what I or, based on anecdotal evidence, the majority of people within my age bracket received in terms of arts education. My fifth grade generalist teacher was a woman named Mrs. Gonzalez. I saw her every day, and she taught me math, reading, science, history and so forth. My school had a visual arts specialist, Ms. Peters, whom I saw once a week. Art never really came up during my math/reading/science/history lessons, and math/reading/science/history never really came up during my art lessons, so if Mrs. Gonzalez and Ms. Peters worked together behind the scenes, their collaboration wasn’t readily apparent to me. The only visiting teaching artists I recall encountering in elementary school were members of a theater company who performed an abridged version of Macbeth during a school-wide assembly in our cafeteria. Afterwards they sat on plastic chairs and answered questions. They stayed for about an hour, and we never saw them again.
—Talia Gibas, Unpacking Shared Delivery of Arts Education (December 3)
Here were the most-read articles from the past year, in case you missed them:
- Creative Placemaking Has an Outcomes Problem
- Public Art and the Challenge of Evaluation
- Fuzzy Concepts, Proxy Data: Why Indicators Won’t Track Creative Placemaking Success
- In Defense of Logic Models
- Unpacking Shared Delivery of Arts Education
- Parklets: Coming Soon to a City Near You
- Art and Democracy: The NEA, Kickstarter, and Creativity in America
- Burning Man is Dead; Long Live Burning Man
- Why Teaching Artists Will Lead the Charge in Audience Engagement
- Apply for the Spring 2012 Createquity Writing Fellowship