Public Agency

Arts in Education

In recent months, debate has been renewed over whether learning in the arts causes a "spill-over" effect on children's learning in other fields, directly or by transfer, and whether that "spill-over" is what should be measured. The discussion was heightened by the publication of a special issue of The Journal of Aesthetic Education titled "The Arts and Academic Improvement: What the Evidence Shows," with guest editors Ellen Winner and Lois Hetland.1

I have been an artist and arts administrator for over thirty years. Now that I'm on the other side of what painter Chuck Close calls "temporarily abled," I find my own profession not very accommodating. Unexpectedly,five years ago I was partially paralyzed from complications of surgery.

Museums seem to be the most problematic. My gallery visits are based on stamina, not driven by content. Are comfortable benches so contrary to the enjoyment of art? Group tours leave me behind: I often catch up just as the docent is leading the group on to the next room.

This piece was first published in the newsletter of the Grantmaker's Evaluation Network, Volume 9/Number 1, Winter 2001. It is published here with permission from Doug Easterling.

The Center for Arts and Culture, an independent think tank on cultural policy, began work on its Art, Culture and the National Agenda project in 2000. Scholars, artists, and practitioners from around the country were commissioned to write background papers on the most pressing concerns facing the cultural sector. With nearly 100 papers submitted to the project, the Center's board, research advisory council, and staff, in discussion with leading policymakers, crafted a set of four structural recommendations for the federal government.

At the annual GIA conference last fall, a group of twenty or so participants gathered together for a roundtable session devoted to funding individual immigrant and traditional artists. Organized by staff or board members of the Bush Foundation and the Flintridge Foundation, the roundtable session provided one of the first opportunities for foundation program officers engaged in this type of support to share information and to identify common concerns and strategies to meet them. And, indeed, common concerns and themes did emerge in the discussion.

The Minnesota Regional Arts Councils (RACs) system is one of a kind. Established in 1977 by the Minnesota State Legislature, the Regional Arts Councils work in partnership with the Minnesota State Arts Board to share responsibility for equitably distributing legislative arts funding throughout the state. The result of this system is decentralized decision- making for providing arts grants, establishing programs, and providing services.

In a past report on challenges facing San Francisco Bay Area arts nonprofits (Reader, Vol. 11, No. 2), I wrote at length about space. Many nonprofits had been forced to seek new office, rehearsal, and storage space due to a steep rise in Bay Area real estate costs fueled by demand from a dot-com economy for start-up locations. The situation seems to have eased somewhat, in part due to funder- and municipally-driven programs as well as to a general downturn in the economy.

The Americans with Disabilities Act has been an important piece of legislation, opening doors to opportunities and enabling people with disabilities to gain access to employment, homes and quality of life. Since the passing of the ADA in 1990, the National Endowment for the Arts has been holding conferences with regional arts organizations to encourage access to the arts.

October 2000, 100 pages, $16. National Alliance for Media Arts and Culture (NAMAC), 346 Ninth Street, San Francisco, California 94103, (415) 431-1391.