Concluding Remarks: Policy Implications for Postsecondary Arts Education by Douglas Dempster
Insightful, rigorous social scientific research on the effectiveness of postsecondary education in the arts provides a more reliable guide and corrective to arts colleges than the accreditation process enforced by the National Office of Arts Accreditation, which protects and privileges arts disciplines, and faculties, over the interests of students. The postsecondary arts education industry should become more data driven and less tradition-bound.
arts education, artists, higher education, careers, arts accreditation
The distinguished SNAAP National Advisory Board meeting at Arizona State University.Standing: Raymond Tymas-Jones, University of Utah; Laurence Kaptain, University of Colorado Denver; Antonia Contro, Marwen, Chicago; Ken Fischer, University of MIchigan; Bob Sirota, composer, New York; Chris Ford, Baltimore School for the Arts; Sammy Hoi, MICA; Alex Frenette, Arizona State University and SNAAP postdoctoral research scholar; Aaron Flagg, Hartt School, University of Hartford; Sarah Cunningham, VCUarts.Seated: Amber Dumford, SNAAP research analyst, Indiana University; Steven Tepper, Arizona State University and SNAAP research director; Douglas Dempster, University of Texas at Austin and SNAAP board chair; Sally Gaskill, SNAAP director, Indiana University; Becca Houghton, SNAAP project coordinator, Indiana University.
This article by Stephen J. Tepper and Elizabeth Long Lingo:
“The authors argue that artists need to be masters of navigating across historically
disparate domains, for example, specialization and generalist skills,
autonomy and social engagement, the economy’s periphery and the core,
precarious employment and self-directed entrepreneurialism, and large
metro centers and regional art markets. In addition, artists both work
beyond existing markets and create entirely new opportunities for themselves
and others. As catalysts of change and innovation, artistic workers
face special challenges managing ambiguity, developing and sustaining a creative identity, and forming community in the context of an individually based