In a recent piece, Adam Fong, Program Officer in Performing Arts at the William and Flora Hewlett Foundation, reflects on a cluster of "adaptation grants" Hewlett put in place to help ensure Bay Area arts organizations "have sufficient resources to adapt to challenges both arising from and exacerbated by the pandemic."
Grantmakers in the Arts
by Carmen Graciela Díaz in Emergency Readiness, Response, and Recovery
Throughout this month, South Arts will be running a series of articles penned by their program participants and grant recipients exploring how their work has changed in response to the pandemic.
by Carmen Graciela Díaz in Social Justice
In a recent article in Alliance Magazine, Nicolette Naylor and David Sampson examine legal action as a key tool for interrogating and challenging power and advancing justice.
by Carmen Graciela Díaz in Philanthropic practice
Vu Le writes in Nonprofit AF about “sunsetting” in philanthropy and how he appreciates "when funders have the courage to do this. So many societal problems could be resolved more effectively if more foundations would spend more now to solve these problems instead of hoarding resources, which allows entrenched issues to persist."
by Carmen Graciela Díaz in Social Justice, Racial Equity
Grace Nicolette, vice president, Programming and External Relations of the Center for Effective Philanthropy, wrote recently that her observation from working in philanthropy for more than 15 years "is that Asian Americans and Pacific Islanders are often left out of conversations around race, either purposefully or by neglect."
by Carmen Graciela Díaz in Social Justice, Racial Equity
In its inaugural year, NPN’s Southern Artists for Social Change program awarded $300,000 through 12 project grants to artists and culture bearers of color engaging in social change in urban, rural, and tribal communities of Alabama, Louisiana, and Mississippi.
by Carmen Graciela Díaz in Arts Education
A post by Jamie Hipp and Margaret-Mary Sulentic Dowell, in collaboration with the Arts Education Partnership Higher Education Working Group, says "offering arts integration coursework for preservice teachers can embolden elementary teachers to embed the arts into the crowded curriculum, leading to benefits for students and teachers alike."
by Carmen Graciela Díaz
For the month of March, GIA’s photo banner features work supported by the Rozsa Foundation.