At the Fund for Folk Culture (FFC), we have been working with Laurel Jones and Morrie Warshawski of the Bay Consulting Group (BCG) to survey the range of private support for the folk and traditional arts and investigate opportunities for increased private support in this cultural sector.
Search
The GIA Library is an information hub that includes articles, research reports, and other materials covering a wide variety of topics relevant to the arts and arts funding. These resources are made available free to members and non-members of GIA. Users can search by keyword or browse by category for materials to use in research and self-directed learning. Current arts philanthropy news items are available separately in our news feed - News from the Field.
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.
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.
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
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.
In summer 2000, junior professionals working in Los Angeles County arts and culture organizations gathered to form the Emerging Arts Leaders (EAL), named to reflect their ambitions of becoming established arts leaders. The group has met bimonthly four times and is in the process of formalizing a mission statement and 2001 activities, one of which is to establish a professional development training program. EAL is composed of about thirty junior professionals from all facets of the arts (artists, arts organizations, grantmakers, for-profit enterprises, and independent consultants).
Sitting around tables at a conference center last May, we each joined five other participants in imagining and illustrating possibilities for artists who work in community arts programs for youth. We were part of a group of around thirty people convened as a working group first in San Jose, California in May 2000 and again in October in Minneapolis, Minnesota. Our aim was to explore how to build understanding and action toward the sustainable involvement of artists and arts professionals in youth and community development.
A Report on the Ford Foundation Initiative
Edited by Mindy Levine
1999, 64 pages. Developed by New England Foundation for the Arts, edited and published by Arts International, ISBN 0-9676467-0-7, 212-674-9744
The Arts Education Partnership (AEP) is a private, nonprofit coalition of education, arts, business, philanthropic, and government organizations that was formed in 1995 through a cooperative agreement among four agencies: the NEA, the U.S. Education Department, the National Assembly of State Arts Agencies, and the Council of Chief State School Officers. Its purpose is "to demonstrate and promote the essential role of arts education in enabling all students to succeed in school, life, and work.”