From START to Finish: Lessons From the Wallace Foundation's Work With State Arts Agencies

Provides a history of Wallace's State Arts Partnerships for Cultural Participation initiative, assesses its accomplishments and shortcomings, and draws lessons. Concludes that START helped most grantee agencies place more emphasis on arts participation

Speaking about things: oral history as context

‘Speaking About Things: Oral History as Context’ draws on life history interviews conducted under the auspices of two oral history projects: the Life Story Collection at The British Library National Sound Archive [2003-4] [LSC], and the Voices in the Visual Arts [VIVA] project based at Camberwell College of Arts, University of the Arts London [2005-]. Oral histories, while focusing on the singularity of individual testimony, are here understood as creating ‘a vital document to the construction of consciousness, emphasising both the variety of experience in any social group, and also how each individual draws on a common culture: a defiance of the rigid categorisation of private and public just as of memory and reality’ (Samuel & Thompson, 1990: 2). The paper, therefore, addresses the value of life stories (sections within the overall life history) to demonstrate the ways in which interviews with designers offer a ‘thick description’ of the networks in which designers are situated as subjects. How designers talk, rather than write, about their work, and designed objects, in oral history interviews reveals their visual and embodied memories in everyday practice in which designed objects are not autonomous productions but are recollected as arising in a web of recollected images and references which all contribute to the meaning of ‘design’ and the identity of a designer

Positioning the Arts in the Australian National Curriculum

In 2008 the Australian Government embarked on the development of a National Curriculum. To date, announcements about development of learning areas in Phase 1 (English, mathematics, science and history) and Phase 2 (geography and languages) have been released. But where are the arts positioned? This article traces the advocacy strategy employed by Drama Australia and the National Advocates for Arts Education (NAAE) in the fight for the arts to be included in National Curriculum Board (NCB) timeline for development, trial and implementation

A visitor's guide to Glasgay

A history of Glasgay!, Glasgow's lesbian, gay, bisexual and transgender arts festival, drawn from interviews with the festival's producers

Lessons from the Workshop: A Guide to Best Practices in Performing Arts Education

Developed by the Workshop's Associate Artistic Director, Anne-E Wood, the Best Practices Guide is a hands-on tool for school administrators, teachers, artists, parents or arts organizations facilitating an artist residency program. The guide explains arts education within the framework of educational policy and practice in California, but the model can be adapted for many communities. In this guide, you will learn about the residency model, the history of Performing Arts Workshop's residency model and what 40 years of experience has shown to be the best practices for artists and teachers

Feminist Collaboration in the Art Academy

Women\u27s activity in the visual arts both in and outside of the art institutions of Europe and the United States reveals a history of collaboration in artistic production and political activism This paper analyzes the effects of feminist collaboration upon the disciplines of art, the pedagogy of art, and the administration of art institutions. In Part I, the authors review the impact of feminist collaboration in art history, aesthetics, art criticism, and art production. Part II provides examples of collaborative experiences of women in higher education art institutions and in some art communities in the United States, Scandinavia, and Italy. Three conclusions emerged from the review: (a) Collaboration facilitated women\u27s entry into the visual arts; (b) collaborative dialogue has changed the academic structures of art criticism and art history, but collaboration has had a minimal effect in the areas of aesthetics and art production; and (c) collaboration has not resulted in a significant change in the administration or pedagogy of art institutions

The Development of the Journal Environment of Leonardo

We present animations based on the aggregated journal-journal citations of Leonardo during the period 1974-2008. Leonardo is mainly cited by journals outside the arts domain for cultural reasons, for example, in neuropsychology and physics. Articles in Leonardo itself cite a large number of journals, but with a focus on the arts. Animations at this level of aggregation enable us to show the history of the journal from a network perspective

History of Theatre Arts

робоча навчальна програмаробочая учебная программаSyllabu

President Higdon\u27s 91st Commencement Address

President Lee Higdon told the 2009 graduates You are graduating at a pivotal time in US history – indeed, in the history of the world. In a global economic upheaval, traditional companies and organizations seek to redefine themselves and the work they do. Increasingly, they will look to your generation, and specifically to liberal arts graduates, for answers

Collaboration Paints a Bright Future for Arts Education

In July 2010, working with a nonprofit organization called Big Thought, officials at the Dallas IndependentSchool District embarked on an approach to summer school they hoped would change the image from one of punishment and failure and engage kids. The idea was to support teachers, artists, and others to replace worksheet-style instruction with teaching animated by music, visual arts, dance, and theater.The new arts-rich summer school program that resulted is just another sign of Dallas' initiative, spearheaded by BigThought (www.bigthought.org), to bring together schools, cultural organizations, and others to restore high-quality arts instruction to the many classrooms from which it has long been missing. "What's the goal of education: to assess kids or prepare them for life?" asks Craig Welle, executive director of enrichment curriculum and instruction for the Dallas Independent School District. "If you've taken the arts out of the education system, you are no longer preparing kids for life."This report talks about the history of arts education funding and the success of the Dallas initiative