Private Foundation

2001, 166 pages. National Arts Journalism Program, Columbia University Graduate School of Journalism.

The cultural landscape of Maine is as rich and diverse as its natural landscape, although it is less well known. Recent initiatives have brought attention to the arts and culture of this rural state that is home to 1.4 million residents and covers two million acres, 2,000 miles of rugged (and increasingly developed) shoreline, and a vast area of working forest, farms, and urban settings not unlike its northern NewEngland neighbors.

Are Oregonians in danger of losing their cultural assets and identity? Kim Stafford [special advisor to the Joint Interim Task Force on Cultural Development] fears we are, "For Oregon is beautiful, and fragile, and her people live deep in cultural heritage that could soon be gone. We preserve wilderness in the high country; we make laws to preserve farmland; we brag about the beauty of Oregon. But how do we save our cultural identity before we become a faceless port in a global economy?

The 2001 Summer Music and Art Institute for Teachers was presented through a collaboration among Cleveland State University, Young Audiences of Cleveland, Cleveland Opera, the Cleveland Orchestra, and ICARE (the Initiative for Cultural Arts in Education, a program currently housed at the Community Partnership for Arts and Culture). The Institute was the first such collaboration by this diverse group of organizations and programs. The featured keynote speakers were Cleveland Municipal School District CEO Barbara Byrd Bennett and Elliot W.

When we initiated an artist award program at The Durfee Foundation a few years ago, we decided to use financial need as one of several criteria for support. Durfee is a relatively small family foundation, and the trustees feel strongly that the foundation's modest resources should be applied where they will make the most difference. This is true across the board at the foundation, not only in the arts, but in our other programs as well.

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.

Although most grantmakers get involved in program development, it is rare to have the chance to build an entire foundation giving program from the ground up. However, that was exactly the challenge Olga Garay encountered three years ago as the first program director for the arts hired by the newly established Doris Duke Charitable Foundation (DDCF). The New York-based foundation was created in 1996 as part of Ms. Duke's estate, whose family wealth came from her father's tobacco company and Duke Power.

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.