• Seems that New York City’s recent bill forcing schools to report out on the availability of arts education in its schools comes not a moment too soon: an audit from the state comptroller found that roughly half of seniors graduated from high school without having met arts education requirements.
• Denver is out with a bold new seven-year cultural plan, “Imagine 2020.” Among other things, it seeks to “increase the visibility of local and creative talent” by inventorying and ranking the availability of the arts in all neighborhoods, and supporting micro-art projects that can create new gathering spaces across the city.
• A federal court has ordered Google to remove the infamous “Innocence of Muslims” film from YouTube after an actress who appears on screen for only five seconds – and was told she was appearing in an adventure movie – asserted that posting the film against her wishes violates her copyright in her performance. The injunction is preliminary; Google is appealing.

MUSICAL CHAIRS

ALL ABOUT THE BENJAMINS

• The two latest articles to document artists’ struggle to make ends meet, even once they are established: on writers in London and artists in New York City.
• Hooray for practicing what you preach: the Hewlett Foundation takes stock of the two strategies of its Effective Philanthropy program – and announces that it will wind down and replace the one that the evidence suggests wasn’t working.
• Aditi Kapil from Minneapolis’s Mixed Blood Theater Company unpacks lessons from the company’s free ticket initiative, such as the idea that infrastructure costs make “free cheaper than cheap.” And thanks to to a new grant, all visitors to the Wilma Theater can now enjoy $25 tickets during the first four weeks of a show’s run. The newly flattened price structure will be in place for three years.

IN THE FIELD

• The Future of Music Coalition has been quizzing musicians on their knowledge of current copyright law, and the results are mixed, suggesting “there remains widespread confusion about the difference between musical composition and sound recordings” and musicians are generally unaware of “the changes in the digital landscape that have altered the way that money flows back to creators.”
• After managing to squeeze twelve years out of what was intended to be a three-year program, the USC Annenberg/Getty Arts Journalism Program ended with its final fellows last November.
• Getty Images has released 35 million photos to be used freely for non-commercial purposes, bowing to widespread, often ignorant infringement of its images. There are a few catches: the interface is clunkier than for paying customers, Getty can track usage data, and they reserve the right to put ads in the embedded image viewer. Now that we’ve liberated images and music, are books and movies next?
• Yes, data-driven decisions can come from cocktail napkins: Nina Simon offers a nifty example of how a simple measure of “success” can help draw comparisons across programs.
• The new performing arts center planned for the World Trade Center site, in the works for over a decade, faces an uphill battle to raise hundreds of millions of dollars for construction with former mayor and big-ticket arts champion Michael Bloomberg no longer in office. The project will have to compete with several recently-opened theater spaces of similar size as well as the nearby 9/11 Memorial & Museum.

BIG IDEAS

• An example-driven look at how grantmakers are building innovation into their programs to tackle large social problems in Stanford Social Innovation Review pairs well with this examination by four Boston Consulting Group strategists of what nurtures the “evolvability” of big companies like Google and Netflix. Meanwhile, Andrew Taylor poaches more lessons from the for-profit world by examining what the “Minimum Viable Product” familiar to tech start-ups might mean for the arts.
• March 20 was both the first day of spring and the UN’s International Day of Happiness, co-sponsored this year by Grammy winner Pharrell Williams. The designation of the day was inspired in part by Bhutan’s embrace of Gross National Happiness as a critical indicator of the country’s health. Culture is one of the pillars of GNH, so Createquity readers have special reason to celebrate.
• The Future of Digital Longform Project is out with a whopper of a report on how “long” (i.e. 5,000+-word) pieces of nonfiction are evolving, what “designing a story” can mean, and how and if writers can hope to make money from these efforts.
• Digital platforms continue to creep into the edusphere, with the College Board announcing a plan to (finally) counter the overpriced SAT-prep industry via a partnership with Khan Academy, and EdX, the only major non-profit MOOC provider, expanding its list of course partners to include NGOs and nonprofits ranging from the Smithsonian to the IMF.

RESEARCH CORNER

• Egads! First we learn we can’t always trust research; then we learn we can’t always trust the research that tells us not to trust research.
• The UK’s cultural sector’s hiring practices unfairly stifle diversity, a report from Creative and Cultural Skills finds. CCS calls out a widespread preference for unpaid workers and a tendency to hire people already known to existing employees as particular problems.
• A new report from the National Center for Arts Research has found that well under half of directors of the nation’s largest art museum directors are female, and they earn roughly three-quarters the salaries of their male counterparts.
• Southern California’s “creative industries” are booming with roughly 1 of 7 jobs in the Los Angeles area tied to the creative sector, according to the 2013 Otis Report on the Creative Economy. However, the relationship between the report and the fiscal health of the arts sector — and the economic stability of artists in the region — is murky.
• The international art and antique market, meanwhile, is  almost back to pre-recession levels. The uptick, however, is more due to the rising cost of artwork rather than an increased number of sales, suggesting a continued and worrisome creep toward a “winner take all” economy.
• The Brookings Institute tried out a badass new research methodology — a “survey with placebo” — in a recent attempt to measure the impact of advocacy organizations on the passage of school choice legislation. The method is one of several new and intriguing practices in advocacy evaluation.

ART AND THE GOVERNMENT

• The International Federation of Arts Councils and Culture Agencies concluded its sixth World Summit on Arts and Culture in Chile earlier this month. Nearly 400 arts leaders and policymakers from 67 countries gathered to address shared challenges facing the arts world.  The summit coincided with the launch of IFACCA’s report detailing arts advocacy campaigns and best practices.
• The NEA’s Director of Design, Jason Schupbach, talks about the agency’s next steps in creative placemaking “in the spirit of openness and oversharing,” and telegraphs a gradual shift in Our Town’s focus from local case studies to national initiatives.
• New Jersey is the first state in the country to include data on student enrollment in the visual and performing arts in its annual report on school performance. Slightly less than half of Garden State high school students are enrolled in a course in one of the four art forms.
• The New York Times provides a glimpse into the capricious process used by the New York City Department of Cultural Affairs to review and approve applications from prospective residents seeking to live in lofts legally reserved for artists.
• A proposed noise ordinance in New Orleans drew a musical protest outside of city hall when musicians gathered to ensure their political voices, and their music, are not only heard, but heard at a proper volume.

MUSICAL CHAIRS

• Joan Finkelstein, formerly Director of 92^nd Street Y Harness Dance Center, is the new Director of the Harkness Foundation for Dance, replacing Theodore S. Bartwink.

ALL ABOUT THE BENJAMINS

• More good news for Gibney Dance: Director Gina Gibney’s dreams of turning their new space previously occupied by Dance New Amersterdam into a resource for emerging artists are $3 million closer to becoming a reality thanks to a  gift from the Agnes Varis Trust to make repairs to the facilities.
• Can an accounting change by SoundExchange impact the ability of middle-class performers and indie labels to create more music? The Future of Music Coalition thinks so.  A frequently disbursed stream of income that pays performers on a monthly, rather than quarterly, basis can help free up musicians to concentrate on their work rather than wonder how they’ll pay next month’s bills.
• Internet radio service Pandora pays nearly half its revenue to performing artists and labels, while only 4.3 percent goes to songwriters and publishers. Think that’s unfair? So does the American Society of Composers, Authors and Publishers (ASCAP) which represents the latter. But it was Pandora that brought suit to lower the royalty rate paid to ASCAP members. At the heart of the issue is whether music publishers can remove their catalogs from digital transmissions, while still using professional recording organizations like ASCAP to represent their work on issues such as collecting money from terrestrial AM/FM radio stations.
• Meanwhile, back in the world of terrestrial radio, this is what happens when you leave cultural taste-making to the whims of the commercial marketplace. More than ever before, radio stations are playing the same damn songs over and over. The article is interesting throughout, including such tidbits as the fact that the top 10 songs last year were played twice as much as the top 10 songs a decade ago, the fact that this trend is an example of data-driven decision-making on the part of radio stations, and this quote:
  

  In the new intensely scrutinized world of radio, said Mr. Darden, “taking risks is not rewarded, so we have to be more careful than ever before.”

IN THE FIELD

• Ever admire the shelves of beautiful art books as you exit through the gift shop? Turns out they rarely turn a profit, so commercial publishers often avoid them. Enter the Artist Book Foundation, a new nonprofit dedicated to filling the gap.
• Norwegian readers are in for a treat: 135,000 titles, still protected by copyright, are going online for free in Norway thanks to an agreement arranged between the National Library of Norway and Kopinor, an umbrella organization of major authors and publishers.
• Sometimes, when you want a concerto, you really want a concerto: during the Minnesota Orchestra’s lock-out attendance at smaller community orchestras jumped noticeably. We won’t know the long-term effects until well after concerts at Orchestra Hall resume on February 7.
• Just as the musicians of the Minnesota Orchestra prepare to head back to the stage, the entire board of Minnesota Dance Theater abruptly resigned last week, with no explanation yet as to the reason.
• Confused about the difference between a “cultural cluster and a “cultural district”? Learn more in a podcast highlighting work in Cincinnati led by ArtsWave and the Kennedy Heights Arts Center.
• In a victory for Venn diagrams, Americans for the Arts and 12 other national arts and education organizations have endorsed “A Shared Endeavor: Arts Education for America’s Students,” which defines shared delivery of arts education and identifies advocacy priorities generalist teachers, art specialists and teaching artists can support together.
• Arts administrators take note: Americans for the Arts has announced its spring webinar series, which includes sessions on the NEA, rural and small communities, and assessing social impact.

BIG IDEAS

• American artists are taking note of an international movement to ensure a “basic income” for all as a way of ending poverty. In a model proposed by Swiss artist Benno Schmidt, every citizen would receive a modest monthly check, regardless of need or merit.
• Is a permanent facility an asset or a prison to the modern arts organization? Diane Ragsdale shares four steps to scrutinize and reframe organizational core beliefs, and applies them to commonly-held assumptions regarding building-based arts organizations.
• Founder and CEO of The Teaching Company Thomas Rollins, whose nerd-tastic “great lectures on world history” got an affectionate nod in Createquity’s article on MOOCs and arts education, wades into the MOOC debate himself and finds the idea that they can transform higher education to be “utter nonsense.”

RESEARCH CORNER

• What does the cultural data landscape look like? Get a bird’s eye view from the report New Data for the Cultural Landscape: Towards a Better Informed Stronger Future just published by the Cultural Data Project. Barry Hessenius pulls out key highlights and probes the persistent challenge of educating leaders in our field to make strategic decisions using data.
• AFTA’s Randy Cohen digs deep into the Bureau of Economic Analysis’s recent report on the contributions of the arts to GDP. Turns out, it omits a lot of architecture, design and creative writing at the college level, and many arts grantmakers. Fortunately, the BEA is open to suggestions for improving its strong first cut. Follow the link to contribute your thoughts.
• The University of Chicago’s Cultural Policy Center is out with the second issue of The Digest, which summarizes academic research on the cultural sector from the around the world, which is often inaccessible to a broad audience. The issue examines “creative cities in theory and practice.”
• A new Pew report finds that, although the typical American read five books last year, nearly a quarter of us read none at all. In related news, libraries continue to draw patrons in innovative ways, such as installing 3D printers, shifting collections from the academic to the popular, and offering hog-butchering seminars.
• Big Data may be a boon for marketers, but when does segmentation cross over the line into discrimination? A research fellow at MIT argues that this is the central ethical dilemma of today’s data analysts.

• The public has spoken: polling released in late September shows 75% of Detroiters oppose cutting pensions and 78% oppose selling artwork from the Detroit Institute of Arts to ease the city’s financial troubles. Meanwhile, the DIA is pitching a long-shot plan to Michigan Governor Rick Snyder that would direct significant state funding to the museum – possibly in exchange for the city’s relinquishing ownership.
• Is Philly’s status as a world-class cultural city at risk? The Philadelphia Inquirer explores the potential impact of sharp cuts in private and public funding in a city where arts tourists outnumber sports tourists 4:3.
• Washington, DC may be paralyzed over ObamaCare, but you don’t have to to be: Fractured Atlas follows up on its infographic guide to ObamaCare for artists with a similar guide for small business owners. And the Future of Music Coalition has announced a new website designed to be a comprehensive resource on the implications of the Affordable Care Act on artists. There’s even an artist-friendly hotline.
• In an interview in The Atlantic Cities, Austin Mayor Lee Leffingwell talks about how the city benefits from – and has to adapt to – the huge festivals that undergrid its cultural economy.
• “Be A Creator” enters California elementary schools later this year as a pilot program designed to teach K-6 graders that sharing other people’s ideas and artwork without permission is stealing. The Center for Copyright Infringement (CCI) prepared the curriculum in conjunction with the California School Library Association and the Internet Keep Safe Coalition to address online piracy by educating the young. Detractors claim the curriculum is just “thinly disguised corporate propaganda.”
• Meanwhile, voluntary agreements held by the entertainment, advertising and internet industries to address issues of content piracy are apparently going well, according to testimony from a recent Congressional hearing. That’s good news following the controversy over the SOPA and PIPA bills last year. However, notably missing from the hearing were independent labels and the artists themselves.

MUSICAL CHAIRS

• The Kansas Arts Foundation, established after Governor Sam Brownback abolished the Kansas Arts Commission in a controversial and unsuccessful attempt to eliminate state art funding, has named Karen Lane Christilles its first Executive Director.
• Lois Lerner, embattled head of the IRS tax-exempt organizations division, has retired after bearing the brunt of the blame for the recent scandal involving targeted investigation of Tea Party-related organizations. A review board that was about to propose she be fired alluded to “neglect of duties” during her 12-year tenure at the agency, which raises an interesting question: is Lerner just a political scapegoat or has the IRS’s nonprofit unit actually been mismanaged for years?

ALL ABOUT THE BENJAMINS

• Copper heiress Huguette Clark’s will established an arts foundation and bequeathed it her $100m California estate to showcase her art, but other aspirants to Clark’s $400m fortune have taken to the courts.

IN THE FIELD

• New York’s 70-year-old City Opera is closing its doors following a decade of deficits, an unsuccessful campaign to avert bankruptcy and, according to Mayor Bloomberg, “a business model [that] doesn’t appear to be working.” Michael Cooper and Robin Pogrebin provide the most in-depth reporting on the institution’s final days and just how precariously it held on to life up to the final act.
• How many stagehands do you need in a new education space? Carnegie Hall’s opening night gala was abruptly canceled in the wake of a union dispute over jurisdiction of Carnegie’s still-under-construction education wing. The feud is raising eyebrows, particularly given that five of Carnegie’s top ten earners are stagehands, each earning more than $300,000 apiece.
• In an interview with Ellen McSweeney, Cynthia Cyrus of the Blair School of Music discusses the role of MOOCs in music education and the challenges posed by murky copyright law.
• Two great examples of museums keeping pace with changes in the education sector: the Museum of Modern Art recently wrapped up its first MOOC on museum teaching strategies, and reflects on how it went. The American Museum of Natural History, meanwhile, graduated its first class of science teachers, thanks to a federal grant that made it the first (and maybe not the last) museum in the nation to offer a full teacher prep program.
• Perhaps not such a great example of a museum keeping up with the times: New York’s Metropolitan Museum of Art recently offered a Groupon “deal” for an $18 admission voucher. The only problem? Entry to the museum is supposed to be free five days and two nights a week. This bit of deceptive advertising appears to be just another episode in the institution’s shady history of misleading visitors about its pricing structure.
• The now year-long labor dispute at the Minnesota Symphony Orchestra has prompted both celebrated music director Osmo Vänskä and composer Aaron Jay Kernis to resign, dealing a major blow to the future of the organization. The question that remains is whether the board will try to rebuild the 110-year-old orchestra or the musicians will strike out on their own.
• Meanwhile in Germany, the Berlin Philharmonic has led a massive country-wide strike to protest further decreases in job opportunities for orchestral musicians.
• British museums are adjusting to a world with less public funding. The Museums Association recently released its annual review, finding that nearly a third of survey respondents have had to cut staffing, replacing many of the positions with volunteers and interns. Interestingly, museum attendance is at an all time high.

BIG IDEAS

• David B. Pankratz reports out on a few ideas about research generated at Americans for the Arts’s National Convention back in June: better link research to policy, create pathways for young researchers to study the arts, expand the focus of research beyond nonprofit arts, and more speed dating, among others.
• At WorldFuture 2013 (the best-named conference around), Nicholas Negroponte, founder of the One Laptop Per Child project and co-founder of MIT Media Lab, described four different ways to see the future. In this post Elizabeth Merritt applies the theories to attempt to forecast the future of museums.
• Clayton Lord celebrates the recent Arts Dinnervention with a week’s worth of posts from himself and three other participants. Linda Essig joins in the conversation.

RESEARCH CORNER

• Where have all the theater nerds gone? The National Endowment for the Arts’s latest survey of public participation in the arts is out, and reports a nine percent drop in musical theater attendance and twelve percent drop in play attendance since 2008 – but greater participation by the young in arts festivals and by non-white and Hispanic Americans in art performances broadly. 
• Chris Unitt examines a a new report from the UK’s Culture 24  documenting the second phase of its action research project on “understanding and measuring digital engagement” in the cultural sector.
• Also out of the UK, Ticketmaster has released the results of a survey of playgoing among the British, who are more likely to have attended the theatre than a concert or sporting event. Audiences skew younger and more experimental than you might expect – which means audience codes of conduct are shifting, too.
• Last month Capacity Interactive released its Performing Arts Digital Marketing Benchmarking Survey Study with some interesting findings to report. Perhaps not surprisingly, “the biggest obstacle for digital marketing success is lack of budget.”
• Theater Communications Group has released its annual Theater Facts 2012 report, authored by the folks from the National Center for Arts Research. It’s possible to spin the news a few different ways, but what’s clear is that in many key areas, things are starting to look like they did before the recession: revenue is up, subscriptions are up, income from single-ticket sales is up. The full report is here.
• New neuroscience research finds adults with musical training perform better on tricky cognitive tests than those with little to no experience playing an instrument. And creativity in music doesn’t just happen randomly; freedom, flexibility, time and “being in the moment” are the key elements needed, according to a new study led by John Rink, professor of musical performance studies at Cambridge University.

• With a rare, wide-open mayoral race underway, Boston’s arts community has come together to assert some political sway of its own. The new advocacy coalition MassCreative organized a nine-candidate forum that actually pushed back a televised debate. The primary is today.
• North Carolina’s Randolph County just banned Ralph Ellison’s Invisible Man from school libraries following a parent complaint that the novel is “too much for teenagers.”

MUSICAL CHAIRS

• The Mrs. Giles Whiting Foundation welcomes Createquity’s own Daniel Reid as its new executive director and Courtney Hodell as director of the Whiting Writers’ Awards.
• The Ford Foundation announced Martin Abregú as its new vice president for the Democracy, Rights, and Justice program, and Hilary Pennington as the vice president of Education, Creativity, and Free Expression. Pennington, who previously led education initiatives at the Gates Foundation, will oversee all of Ford’s arts funding beginning October 1.
• Nearly a year after its prior president, Jeremy Nowak, resigned after eighteen months on the job, the William Penn Foundation has announced a search to fill its top leadership position, newly reframed as a “managing director.”
• John Palfrey, an expert on technology and civic engagement, is succeeding Robert Briggs as the new chair of the board of the Knight Foundation.
• G. Wayne Clough, who has served as the director of the Smithsonian Institution since 2008, will step down in October 2014.
• So long, Technology in the Arts blog; hello, Arts Management and Technology Laboratory. The rebranded/reimagined service from Carnegie Mellon’s arts management program will serve as “a research outlet for those working and learning in the arts management and technology sector,” and features interviews, case studies, research summaries, and more.

IN THE FIELD

• Nathan Zebedeo reviews Sarah Durham’s Brandraising: How Nonprofits Raise Visibility and Money Through Smart Communications for the (ahem) brand-new Fractured Atlas Book Club.
• Last week, Americans for the Arts hosted a blog salon focusing on arts education and the “trifecta of education accountability—standards, assessment, and evaluation.” The salon included a perspective from Createquity’s own Talia Gibas and a nice summary from Kristen Engebretsen, and touched on testing, teacher evaluation, the Common Core, and more.
• Speaking of accountability, Tennessee is rolling out an ambitious evaluation system for visual and performing arts teachers that relies on portfolios of student work. Teachers select samples they feel show evidence of growth over time, and submit them electronically for peer review. Time-consuming and complicated? Yep. Worth following? You bet.
• Udacity, a popular provider of online college-level courses known as MOOCs (Massive Open Online Course), has announced the launch of Open Education Alliance, bringing together leading tech companies and educators to “bridge the gap between the skills employers need and what traditional universities teach.” Is there an Open Arts Education Alliance in the near future?
• The Detroit Free Press takes an in-depth look at the embattled Detroit Institute of Arts’s long and tangled relationship with its hometown, providing insight into the current threats of deaccessioning.
• Last Wednesday, September 18, #AskaCurator Day “connect[ed] experts in venues large and small directly to gallery and museum fans across the world, inviting both parties to take to their [Twitter] handles and ask each other anything they want.” You can catch up on the conversations here.

BIG IDEAS

• “Arts Dinnervention” participants Devon Smith and Laura Zabel each reflect on the recent WESTAF-supported discussion, which brought together twelve arts leaders to consider new solutions to old problems. While the convening did not result in a singular path forward, there was one notable consensus: “the arts are not in trouble, it’s the institutions that are failing.”
• The Dallas Morning News has taken a novel approach to hiring a new art critic to its staff, a position empty since 2006. The addition of Rick Brettell, an art history professor at the University of Texas, will strengthen the news org’s arts coverage and is the second time it has worked with UT to hire a local professor as a cultural critic.
• Is it ethical for arts funders to start what they cannot finish? Diane Ragsdale, one of the official bloggers at the upcoming Grantmakers in the Arts conference, has her doubts.
• How is an artist like a social entrepreneur? Laura Callanan explores the similarities at SOCAP13.
• If you’re looking for a dose of wisdom to go with your morning cup o’ joe, start here: an array of arts leaders including Roberto Bedoya, Janet Brown, Richard Kessler, Margot Knight, and Mara Walker reflect on what they have learned from their years in the field.

RESEARCH CORNER

• Break out the champagne – the arts have stagnated! Americans for the Arts’s new 2013 National Arts Index is practically identical to last year’s, following several years of steady decline. The study finds deeper reason for optimism in the wake of the Great Recession: over the last 10 years, total private giving to all charities and the total number of workers in all occupations have been strong predictors of the health of the arts sector, and both are up.
• Jon Silpayamanant digs into the WPA Federal Music Project with an annotated bibliographic timeline and argues the WPA, as well as the Federal Emergency Relief Administration that preceded it, were crucial to classical music during the Great Depression.
• Data on the relationship between cities’ aesthetics and economic health may be soon within reach thanks to Place Pulse, a project out of MIT that asks users to rank  photos from cities as more or less “boring,” “safe,” “lively,” etc.
• A new survey conducted by the Center for Effective Philanthropy catalogs concerns about foundations from non-profits: nearly half of the respondents felt that foundations are not aware of the challenges the respondents face, and more than two-thirds believe foundations fail to use their various resources to help nonprofits with their challenges. Commentators blame power dynamics and the “inherently self-serving” structure of foundations.
• Connoisseurs of fine wines and classical music may be dismayed over recent studies examining the complexities involved in critical judgement. Turns out that experts and amateurs alike are susceptible to everything from presentation, environment, and even price (gasp!) when it comes to evaluating quality.
• When faith and evidence collide, sometimes it’s faith that wins – at least when it comes to politics. See also Margy Waller’s Uncomfortable Thoughts piece for Createquity from back in the day.

Image by Giulia Forsythe via Flickr

The field of education is swimming in acronyms (care to forecast what a new AYP system will look like once CCSS fully replaces NCLB?) but a new one, MOOC, is causing a stir. MOOC, which as a New York Times columnist dramatically emphasizes, “aptly rhymes with nuke,” is shorthand for Massive Open Online Course.

In the simplest of terms, a MOOC is an online mechanism for teaching and learning that (metaphorically) blows the walls off the traditional classroom, and the gates off the traditional campus. In a MOOC, the instructor still stands at “the front of the room” and delivers content, but the audience has expanded to hundreds of thousands of people. And most of those people haven’t had to go through an arduous admissions process or, better yet, pay a nickel to get in the (virtual) door.

It’s important to pause here and stress what a MOOC is not. The online course you took for credit three years ago? Not open to everyone and probably didn’t have enrollment surpassing 100; not a MOOC. The free webinar your local funder hosted about a new grant program? While informative, it was not a sequential, structured course offering, therefore not a MOOC. The free course material, including videotaped lectures, course notes and reading lists you happily lap up on MIT Open CourseWare or Open Yale Courses? The content may be fascinating, but as it is posted in bulk without a registration process, live instructor, or formal assessment systems, it is also not a MOOC.

Online learning models have existed since the dawn of the Internet, and private universities have experimented with posting free content for years. The concept of a MOOC, however, is fairly new. One of its more obvious precursors, Khan Academy, is only about seven years old. Khan Academy began when its founder, Salman Khan, posted short, low-tech videos on YouTube to help his nieces and nephews learn math thousands of miles away. Today it boasts more than four thousand short videos and exercises on everything from arithmetic to physics, and interactive learning dashboards that help students pick their next lessons. According to lead developer Ben Kamens, it has about fifteen million registered users.

Khan Academy gained significant attention in 2010 with large grants from Google and The Gates Foundation. Around the same time, higher education began experimenting with putting content online in new ways. In 2011, Stanford professor and artificial intelligence guru Sebastian Thrun offered his popular Introduction to Artificial Intelligence course to anyone with an Internet connection and ten hours a week to spare. A year later he founded Udacity, one of the two most well known MOOC providers. The other, Coursera, was launched by Thrun’s Stanford colleagues the same year. Meanwhile, Harvard and MIT teamed up to launch EdX. Berkeley, Princeton, Columbia, and others jumped on the MOOC bandwagon, adding courses to the Udacity, Coursera, and EdX rosters. Suddenly MOOCs were all the rage. Little more than a year after the silly-sounded acronym was coined, the California senate passed a bill requiring universities in the state to offer and provide credit for MOOC alternatives to “oversubscribed” classes – i.e. courses that students needed to graduate, but were shut out of as a result of California’s pernicious budget issues.

The diversity of MOOC offerings has expanded as rapidly as their number. The majority of early MOOCs (and remember, by “early” I mean they launched waaaay back in 2011) tended toward math, engineering, and computer science courses with multiple-choice exams that could easily be processed by computer. As of this writing, however, Udacity has added “design” as a new course category. Coursera, meanwhile, boasts courses on everything from poetry to comic books to public speaking. Coursera has also partnered with alternative education sites, including the Museum of Modern Art, which recently offered a MOOC on museum teaching strategies for classroom educators, and the American Museum of Natural History.

Now to those of you who, like me, have found yourselves swept up in reminiscences of the reading list for an awesome philosophy course you took in college, a MOOC sounds the best thing since your dad gave you a set of “great lectures on world history” CDs for your birthday (‘fess up: you loved them). But in their short-but-swift lifespans, MOOCs have inspired their fair share of controversies. Some are small-scale and amusing hiccups, like the case of the failed MOOC about how to teach a MOOC.  Others, however, raise deeper questions about pedagogy and quality control. While “massive” numbers of people sign up for MOOCs, very few – according to one study, less than 7 percent – stick around to earn course credit or a formal certificate of completion. How do you prevent them from cheating—and how do you determine whether they are learning anything? A professor at the University of California, Irvine abruptly quit teaching a MOOC on microeconomics, citing difficulties in getting his thousands of students to read required material. Meanwhile, philosophy professors at San Jose State University formally protested the school’s plans to partner with EdX and Udacity, arguing MOOCs, “designed by elite universities and widely licensed by others, would compromise the quality of education, stifle diverse viewpoints and lead to the dismantling of public universities.” San Jose State went ahead with its plans and suffered another setback a few months later, when more than half of the students signed up for the first round of MOOCs failed their final exams. The university has since put its MOOC experiment on hold, though early rumblings indicate it may return, with some changes, next year.

Despite these difficulties, there are enough success stories that interest in MOOCs shows no sign of waning. MOOCs may well be on the verge of disrupting higher education in the United States. If they do, they will have a revolutionary impact on K-12 public education – and, by extension, arts education. At first glance, MOOCs don’t appear particularly relevant to the arts. While a handful of arts-focused institutions have jumped on the bandwagon early (offering courses like “Creating Site-Specific Dance and Performance Works”), so much of best practice in arts education relies on hands-on experience that it’s difficult to grasp at first how online platforms could impact it. However, arts educators working with public school systems on a frequent basis need to pay attention for three reasons:

1.  Online learning may soon move to the top of any district official’s priority list. An effective K-12 system must provide a clear pathway to higher education, and our new Common Core State Standards put an unprecedented emphasis on college and career readiness. If our notion of how college is structured changes, traditional K-12 classrooms will shift accordingly.
2. If it does, those in the arts and humanities fields will have some catching up to do. Unsurprisingly given MOOCs’ origins, people in science and technology fields seem more favorably abuzz about MOOCs than those in the arts and humanities. While pedagogical concerns are valid, insisting our fields cannot be translated to a MOOC-like learning environment may set up an unhelpful contrast between artistic and scientific disciplines. Not long ago the University of Florida entertained a controversial “differential tuition” proposal that would have involved charging students less to enroll in science, technology and engineering courses than arts and humanities courses. The university’s rationale was to provide students added incentive to enter fields it felt spur economic development. While the debate never got into MOOCs specifically, it may foreshadow cost/benefit analyses that will only get more pointed if even a handful of MOOCs succeed. And speaking of cost/benefit analyses…
3. If MOOCs take off, they will turn the economics of education upside down. In their current structure – large, easily accessible, and most importantly, free – MOOCs may be to colleges and universities what Napster was to the music industry. MIT’s Michael Cusumano, pointing to the decline of newspapers, magazines, and the book publishing industry, cautions that price is an important signal of value, and that “’free’ sends a signal to the world that what you are offering has little value and may not be worth paying for.” He writes, “Stanford, MIT, Harvard et al, have already opened a kind of ‘Pandora’s box,’ and there may be no easy way to go back and charge students even a moderately high tuition rate for open online courses.” With the cost of higher education ballooning out of control, the idea that MOOCs signal it “isn’t worth paying for” may strike some as an overdue but welcome reality check. However, with Harvard University recently issuing a call to its alumni to serve as volunteer teaching assistants for the MOOC version of a popular philosophy course, one can’t help but wonder if a new precedent is being set for the teaching profession. Is it possible that in the not-so-distant future, a handful of academic hotshots fresh off their TEDTalks will be paid handsomely, while their discussion groups are farmed out to unpaid interns or retirees?

Taking these three points together and thinking about the implications for arts education, the issue of cost immediately stands out. While cheaper isn’t always better, it is more tempting, particularly to elected officials and the public employees who work for them. A few months ago the Georgia Institute of Technology announced it would offer a new, virtual master’s program at one-sixth the price of its traditional master’s degree. If this learning paradigm becomes common practice in higher education, K-12 will try to follow suit. Working with a school to include and integrate the arts, though, particularly through a shared delivery model, takes a lot of time and money. Arts educators will therefore need to be prepared to articulate how their work with students and teachers can complement and enhance the broad financial and pedagogical shifts that MOOCs portend.

That means starting to think now about how arts education will translate to a different platform. A few years ago, Thomas Friedman argued that any jobs that can be outsourced, will be outsourced; by the same token, any knowledge and skills that can be taught online will be taught online. Certain components of arts education are likely to transfer well: basic vocabulary, the elements of visual art, how to read music. The questions that remain are a) which components can’t be included, and b) which of those are most relevant and engaging to students on their own terms. A recent report commissioned by The Wallace Foundation finds increasing numbers of students using online tools and digital technology to pursue “interest-driven arts learning,” a “form of participation where youths research and learn about their creative passions and hobbies, connecting them to peers with the same interests who may extend beyond their immediate social circle.” In doing so, students appear to be gaining the same skills they would otherwise acquire in K-12 learning settings. The report also notes a contrast between the digital tools young people use when they make art on their own and the traditional materials and disciplines they encounter in schools. Does this mean that traditional artistic disciplines will become obsolete in classrooms? No, but it may mean that they are used explicitly to reinforce skills like precision and attention to detail that students explore outside of the classroom first, and then can later apply directly to their work in Sketchbook Pro.

This idea that students use in-class time to practice, refine and experiment with basic skills they learn online describes a “flipped classroom,” and also represents the most optimistic scenario for MOOCs in the long run. In a flipped classroom, the traditional roles of classroom time and homework are reversed. Rather than learn a concept in the classroom and then apply it at home via worksheets, students acquire content online via a pre-taped lecture or Khan-Academy-like lessons. Then they come to class to discuss and experiment.

Infographic from Knewton

In this model, teachers are less content experts and more partners in learning. TED Prize winner Sugata Mitra took this idea further with his vision of a “School in the Cloud” in which learning is entirely self-directed and a network of experts and educators (many retired, it’s worth noting) support children across the world. If MOOCs find their footing in education, they could serve as a “great equalizer” of educational opportunity. Beginning in the 1970s, public television via Children’s Television Workshop (aka Sesame Street) was developed specifically to reduce disparities in kindergarten readiness between high- and low-income toddlers. By most measures, it succeeded. If online learning, via some version of MOOCs, were designed for children with similar pedagogical rigor, classroom time could free up significantly. Cross-disciplinary applications, project-based learning, partnerships with cultural and community arts providers… these could become the core of what happens in all schools.

That’s the optimistic scenario. The pessimistic scenario reserves everything I’ve described above for the wealthy. In the pessimistic scenario, second-tier and community colleges are no longer economically viable, leaving students who cannot afford to attend bricks-and-mortar colleges to navigate through a maze of MOOCs. Those with the innate motivation and inquisitiveness to create a “school in the cloud” do so; the rest do not. ”Public” education shifts to an online platform. Students in wealthy districts with active PTAs and education foundations have the means to keep their bricks and mortar classrooms as spaces of inquiry and experimentation. The rest supply their students with iPads (as some large, urban districts are already doing) but not much else.

I’m an optimist by nature, but avoiding the latter scenario won’t be easy. Recent research out of Stanford points to a widening gap between rich and middle/lower income families’ abilities to invest in their children: to provide tutors, after-school dance classes, and opportunities to travel and explore. As our Secretary of Education put it while summarizing national data on arts in schools, “the arts opportunity gap is widest for children in high-poverty schools.” If MOOCs and online learning take off, it will be much easier for arts education providers to adapt within schools where they have existing relationships – and which are probably wealthier — than to start from scratch elsewhere. For MOOCs to “level the playing field” rather than widen the gap, we will need to make basic digital infrastructure available to all students and target online learning efforts toward vulnerable populations. Sesame Street did it with toddlers decades ago using a public broadcasting forum, but unfortunately the Internet doesn’t yet have such an equivalent. The “digital divide,” meanwhile, is persistent; while broadband access has improved for most Americans in the last few years, many schools continue to lag far behind.

MOOCs are extremely young, and for all their hype, may flame out as quickly as they rose to prominence. We are prone to misreading the impact technology will have on our lives. When televisions first became ubiquitous in American households, those in the Instructional TV movement opined that televisions (or Big Bird?) might replace teachers. They were, obviously, wrong. Even if they are a passing fad, though, MOOCs can still teach us something about the pedagogical benefits and pitfalls of online learning, and about cracks in the economics of public education. Many arts educators cite “21^st-century skills” and the demands of our “increasingly connected world” as an argument for teaching dance, drama, visual art and music in classrooms. As we consider the implications of increased connectivity for our students, we should take care to do the same for ourselves.

• One artist’s activism on immigration and visa reform (he’s banned from entering the USA for 10 years because of a paperwork snafu).
• The Obama administration has announced three new members of the National Council on the Arts, the body that oversees the NEA. Here are interviews with Maria Rosario Jackson, Emil Kang and Paul Hodes.
• Google’s chief executive is stumping for an unregulated internet in developing nations, but some musicians in Africa aren’t buying what he’s selling. (I wonder, though, if an internet free from censorship must also be an internet without copyright controls.)

MUSICAL CHAIRS

• Wow: after only two years in the driver’s seat at ArtPlace, Carol Coletta is jumping to the Knight Foundation, as Vice President/Community and National Initiatives. She writes a farewell letter via the ArtPlace blog.
  
• Margaret Hunt is the new director of Colorado Creative Industries.

ALL ABOUT THE BENJAMINS

• The Pew Charitable Trusts has restructured its culture program to emphasize project grants made through the Pew Center for Arts and Heritage. The Pew Cultural Leadership Program, which provides general operating support to Philadelphia-area organizations, will disappear over the next two years.
• Philadelphia arts philanthropist Gerry Lenfest is stepping down from his foundation, which is entering spend-down mode.
  

IN THE FIELD

• The San Francisco Symphony is on strike; here is a great background on the situation from San Francisco Classical Voice.
• A proposed merger between Los Angeles’s Museum of Contemporary Art and the LA County Museum of Art is off the table (for now).
• Linda Essig reports from the Association of Arts Administrators Conference in New Orleans; Steven Tepper offers his perspective on the 3 Million Stories conference in Nashville hosted by the Strategic National Arts Alumni Project (for which he is research director) and Vanderbilt’s Curb Center.

BIG IDEAS

• Michael Rushton is the newest ArtsJournal blogger and has 15 posts up in five weeks, including ones on dynamic pricing, free admission at the Indianapolis Museum of Art, faux-expensive admission at the Metropolitan Museum of Art, price discrimination as seen in the Veronica Mars Kickstarter, price discrimination, price discrimination, and more price discrimination. WHY DOES NO ONE TELL ME THESE THINGS. (Side note: Michael asks why people [incorrectly] think price discrimination is a bad thing. Hint: it’s because of the word “discrimination.”)
• Speaking of ArtsJournal, Doug McLennan has designed a Massive Open Online Course (MOOC) around the Spring for Music Festival, designed to get people to “listen smarter.” The class lineup looks pretty interesting and manageable (I particularly like the topics “How do you judge an orchestra” and “How does a piece of music become famous”), and the participants all get to sit together if they buy discounted subscription tickets to the festival. Looking forward to hearing how this plays out.
• Not everyone’s psyched about MOOCs though. Steve Lohr warns that the movement toward free online education could mean lots of financial trouble for universities, not to mention the teachers and staff in their employ.
• In fact, we’re getting more and more evidence from all sides that even “successful” cultural products – the likes of Gagnam Style and 50 Shades aside – don’t actually earn creators that much money. Here, Patrick Wensink spills the financial beans on his bestselling novel.
• Kristy Callaway has a helpful cheat sheet for early childhood educators, and Nina Simon considers varying levels of participation and co-design for children.

RESEARCH CORNER

• The McKnight Foundation has some cool visualizations of its research on individual artists; Laura Zabel comments.
• The National Center for Arts Research at Southern Methodist University answers the question, “what is it exactly that you DO?”
• Writing for the Daily Beast, Joel Kotkin gleefully makes hay on what he characterizes as an admission of defeat from Richard Florida on the efficacy of his creative class theory, but Florida says not so fast. A lot of it is the usual academic pissing match BS, but the original Florida essay that Kotkin cites is pretty interesting and provides some new fodder for gentrification warriors. The money quote (as it were):
  

  On close inspection, talent clustering provides little in the way of trickle-down benefits. Its benefits flow disproportionately to more highly-skilled knowledge, professional and creative workers whose higher wages and salaries are more than sufficient to cover more expensive housing in these locations. While less-skilled service and blue-collar workers also earn more money in knowledge-based metros, those gains disappear once their higher housing costs are taken into account.

  In other words, as this article on the region-wide effects of Silicon Valley new money points out, “in a free market, people with money drive demand, which then drives supply.” Among other things, the article tells of a just-out-of-college startup techie paying almost $3000 a month for a studio in San Francisco, “simply because he didn’t know better.”