Readings

Allen Ginsberg begins his essay "Meditation and Poetics" with this paragraph: "It's an old tradition in the West among great poets that poetry is rarely thought of as 'just poetry.' Real poetry practitioners are practitioners of mind awareness, or practitioners of reality, expressing their fascination with the phenomenal universe and trying to penetrate to the heart of it. Poetics isn't mere picturesque dilettantism or egotistical expressionism for craven motives grasping for sensation and flattery.

This article is based on a presentation to a gathering of grantees held in the fall 2000 and aimed at building arts participation. The meeting was sponsored by the Wallace-Reader's Digest Fund and the Walter and Elise Haas Fund.

Last month I was signed up by a colleague to give a lecture to a class of graduate students at New York University studying arts management, all of whom were intending to pursue careers as managers and administrators in cultural institutions, and most of whom already had some experience in line management under their belts. My session was slotted into the finance elective.

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.

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.

We are at a new turning point in the field of aging. The past twenty-five years have witnessed two major conceptual shifts that have fundamentally influenced the course of research, practice, and policy deliberations.