Written by Hana Layson (Head of Youth & Educator Programs) with Laura Bartroff (Director of Communications) and reposted from the Portland Art Museum’s News blog.
Last month, over 70 educators from across grade levels and disciplines gathered to experience the Portland Art Museum (Portland, OR) as a space of creativity, learning, and leadership. The event, Finding Place: Art, Power, and Community, is part of an initiative to nurture teacher leaders at the Museum through the 22-member Teacher Advisory Council, year-round professional development programs, and the Summer Teacher Leadership Fellows Program. The initiative receives generous support from the Oregon Community Foundation.
The Finding Place program was planned and facilitated by educators for educators. Twelve members of the Teacher Advisory Council began meeting last October to brainstorm a way to meaningfully celebrate the Council’s fifth anniversary. Through a series of open conversations, the group identified place, belonging, and equity as some of the most vital issues in education and art today. They decided to design an experience that would encourage social and emotional connections as well as intellectual inquiry. Perhaps most importantly, they wanted the experience to be joyful—an opportunity for educators to step away from the tedium of standardized tests and administrative meetings and to reconnect with the joy of learning, creating, and being part of a community.
The day began with a story circles workshop for former and current Teacher Advisory Council members, facilitated by Charlene Martinez, Associate Director of Integrative Learning at Oregon State University and a current Council member. Story circles are a popular educational tool used in community organizing and arts-based social justice efforts. They offer a great way to build empathy and relationships quickly. For this session, participants were asked to respond to the prompt, “Think of a time when you did or did not feel you belonged to this nation.” Council members deepened their friendships with each other and came away with a new pedagogical technique to share with students and colleagues. As Dawn Nelson, a Language Arts teacher at Forest Grove High School, reflected afterwards, “The story circles not only gave me so much inspiration that day, but also when I used them in my classroom, they were so powerful—such a great way for a serious subject to inspire hope, joy, and community.”
Following the morning workshop, Teacher Advisory Council members opened up the program and welcomed all interested educators to the keynote presentation and a series of workshops inspired by the exhibition the map is not the territory. Dr. Natchee Blu Barnd, Associate Professor of Ethnic Studies and Native American Studies at Oregon State University, engaged participants with interactive activities to better understand decolonization, land and displacement, and how to implement concrete strategies for the classroom. Seven Council members facilitated small-group workshops connecting art and decolonization through a variety of disciplines, including movement and music, medicine and postcolonial literature, ink drawing and chipboard-sculpture-making. During one session, educators explored the exhibition independently, responding to prompts that encouraged reflection and dialogue.
Along with the deep thinking and conversations, educators also played. They filled in bingo cards that asked them to “Take a selfie with someone you just met” and “Discuss what you love most about teaching.” They posed before a gold-sequined curtain at the photo booth. They shared a meal and conversation and laughter.
In building teachers as leaders within the Museum and their own schools, the Teacher Leadership Initiative further supports the Museum’s efforts to integrate the arts into classroom teaching.
“When we began the planning process for this event there was an emphasis on being welcomed and respected as collaborators,” said Lilly Windle, a visual art teacher at Lincoln High School in Portland. “Through a commitment to listening and building on shared ideas, we made progress, learned and built a program that kept the original vision of connection, joy, collaboration, community and power, clear and at the forefront.”
The continuum of empowering educators was evident as the inaugural Teacher Leadership Fellows joined the Teacher Leadership Council, and participated in hands-on, collaborative resource-sharing during the symposium. As 2018 Fellow and H.B. Lee Middle School teacher Franky Stebbins observed, the planning process and final program were “a reminder that the leaders I respect and appreciate the most are those who are DOING—who are willing to lead, but also jump in, be vulnerable, and co-create.”
“For me personally, it felt grounding to experience a high-fidelity educator workshop addressing the many layers of connecting with the land and having Indian Country be visible,” said Carrie Brown, a teacher at the Native Montessori Preschool in Portland Public Schools. “So often, our Native families and students are invisible in university education courses and workshops. Much gratitude to the Portland Art Museum for hosting this workshop and supporting the exhibition the map is not the territory.”
In September 2017, I was honored to be a part of the Smith Leadership Symposium in San Diego, an annual program of the Balboa Park Cultural Partnership. Not only was this my second year being involved in this program, but I was also fortunate to be among a powerful group of presenters that included Shamell Bell (community organizer and choreographer), Milenko Matanovic (artist and community builder), and Monica Montgomery (founding director of the Museum of Impact). Throughout our conversations leading up to the symposium and that day, we shared ideas about the value of community dialogue and the role of community care in our personal and professional work.
My talk entitled “Changing the Things I Cannot Accept” was inspired, in part, by the writings of scholar and activist Angela Davis. Davis’s powerful work had been on my mind after being encouraged by a colleague to read the recently published collection of her writings and interviews entitled Freedom is a Constant Struggle. I am so grateful that this and other works by Davis made it to my ‘must read’ list, as she brings forward the urgency of feminism, intersectionality, and global solidarity to the struggles against injustice and oppression in our country.
In a speech to a gathering of Ferguson protesters in St. Louis in 2015, she stated: “Any critical engagement with racism requires us to understand the tyranny of the universal. For most of our history the very category ‘human’ has not embraced Black people and people of color. Its abstractness has been colored white and gendered male.” It is within this tyranny of the universal, the neutral, the apolitical, the fair and balanced, and the objective that my frustrations lie when it comes to the role of museums in our society and in our communities. Which brings me right back to the often-quoted words of Angela Davis:
“I’m no longer accepting the things I cannot change…. I’m changing the things I cannot accept.”
These words have resonated with me for quite some time. Not because this has become an internet meme since the election, but instead because I hear these words repeated by activists that I greatly admire and respect in my own community and beyond. And on that day of the Smith Symposium in San Diego, two of the other keynote presenters also included this exact quote from Davis in their slides.
So what are the things we can no longer accept when it comes to museum practice?
Well, for me, it is certainly not enough to lay out a laundry list of ‘things I cannot accept’ and continue to make the assumption that these are also ‘things that I cannot change.’ I think I was stuck in that long, deep rut earlier in my museum career. I still hear many museum professionals talk about “the way things are” in museums and our inability to change things from where we are located in our organization (and in these power structures, more importantly). Many of the entrenched behaviors, policies, and practices in museums are based in a whole set of false stories we tell ourselves — self-sabotaging and oppressive narratives that hold us back, maintain the status quo, and create a fearful and hesitant attitude towards change.
I came across this specific idea of recognizing our false stories in a self-help book by Jen Sincero called You Are A Badass(ok, so not everything I read is as intellectual and hard-hitting as Angela Davis). In it, Sincero writes:
“Because we’re so set in our ways and committed to our stories about who we are and what our reality looks like, we only scratch the surface of all that’s available to us every single moment.”
I’ve used Sincero’s framework in a few workshops I’ve led with museum professionals this year, working to identify the potential false stories that create barriers to change in our professional work, and then creating new powerful stories of change to replace them. In a couple instances, we made our new powerful stories of change public by writing them outside museums using sidewalk chalk (I’ll never forget how it looked to have these messages written all across the main entrance plaza to the Museum of Art & History in Santa Cruz — thanks Nina!). We have too often upheld a systemic ‘big bad no’ that has dramatically limited the potential of museums to be agents of positive social change.
Rather than simply re-hashing the same concerns and complaints over and over again, it is far more vital and urgent to take action and change these things we cannot accept. It is on us to replace these false stories with new powerful stories that envision a bold future for museums. Below is my raw attempt at creating a new set of stories that I am working to tell myself — a set of stories that can lead to action and change in the work that we do as museum professionals as well as citizens, civic leaders, and members of our communities.
This modest manifesto – first shared with the community of museum changemakers that came together for the Smith Symposium in September — brings the forces driving change in my own work out in a public, transparent, and vulnerable place. No doubt this list is incomplete, imperfect, abbreviated, and oversimplified, yet I invite readers to add on to this list, flesh it out, and help us all move forward to change the things we can no longer accept:
1. I cannot accept that museums are neutral. Museums have the potential to be relevant, socially-engaged spaces in our communities. Yet, too often, they strive to remain “above” the political and social issues that affect our lives — embracing a myth of neutrality. Well, MUSEUMS ARE NOT NEUTRAL, plain and simple. In a 2015 article entitled “The End of Neutrality: A Modest Manifesto,” scholar Robert Janes writes, “neutrality is not a foundational principle of museum practice, but rather a result of the museum’s privileged position in society.” He continues, “complacency, the absence of continuous learning, and the weight of tradition are persistent factors in the inability or unwillingness to rethink the meaning of neutrality and its implications for the role and responsibilities of museums in contemporary society.” It’s time to erase the tyranny of neutrality and move past this entrenched, limiting idea of museums.
2. I cannot accept that museums are entirely object-centered and their primary purpose is to serve and preserve their collections. Museums are human-centered institutions, in the broadest and most inclusive sense. This means more than just being visitor-centered or audience-centered. It’s a mindset that recognizes the human potential and impact of our work, externally as well as internally. It’s a mindset that has the power to inform our decisions as museum professionals (around exhibitions, programs, partnerships, budgets, security, collections management, etc.) in a way that places a spirit of human connection at the core of our thinking, rather than just the objects.
3. I cannot accept that museums function as separate from their communities. We often use language that externalizes those outside of our walls, setting up a false ‘us’ versus ‘them’ dichotomy. Museums can, instead, think of themselves as part of their communities. All museum staff, volunteers, members, donors, trustees, and partners are members of the community, and we only need to strive to be more inclusive and reflective of the broader local community.
4. I cannot accept the thought that involving community members and their knowledge in a museum’s core practices will lower the quality of content and decrease overall trust in a museum’s authority. I’ve heard this too many times. Instead, let’s repeat and amplify the words that changemaker Josh Boykin projected on the wall behind him during his entire lightning talk this summer at MuseumCamp: “Let Your Community In.” Our communities know more than we do, and we need to recognize and embrace the knowledge, creativity, and lived experiences of these communities. It’s no longer enough for museums to strive to be an essential part of their communities; we need to be working to ensure that our communities become an essential part of our museums. Quoting the transformative words of the Smithsonian Asian Pacific American Center’s Culture Lab Manifesto, “those who have historically been pushed to the margins hold the stories that will center our future.”
5. I cannot accept that museums do not consistently and persistently recognize the indigenous peoples on whose ancestral lands our institutions now stand. It’s time – now, today — to regularly and consistently honor the indigenous peoples of our place as well as the genealogies and hidden histories embodied in these spaces. It’s time to work toward decolonizing our institutions, and partnering with indigenous communities (artists, leaders, educators, activists) as we rethink the roles and responsibilities of museums.
6. I cannot accept that issues such as immigration, refugees, police violence, transgender rights, water, and climate change are too political for museums. Museums are inextricably linked to these complex issues that are relevant to us today, and they permeate everything we do (whether we choose to acknowledge it or not). I believe we can boldly come together around a respect for each other and the environment, rather than continue to allow these issues to divide us.
7. I cannot accept that museums still use ‘keeping their donor base happy’ as an excuse to not be socially relevant and forward thinking. This fear of losing donors and patrons is far too pervasive. No way. I’m not buying it. If museums have a clear, bold, community-based vision for inclusion and social change, donors will support this work. We need to have more trust in those individuals and foundations that support our institutions, and begin working with new funding sources specifically seeking organizations dedicated to inclusion, social change, and building stronger communities. Some supporters may leave, but new ones will join in. Like the old proverb says, “The best time to plant a tree was 20 years ago. The second best time is now.” Get that tree planted today! — And I wanted add to this a powerful, brutally-honest sentence from Brene Brown’s latest book Braving the Wilderness: “When the culture of any organization mandates that it is more important to protect the reputation of a system and those in power than it is to protect the basic human dignity of the individuals who serve that system or who are served by that system, you can be certain that the shame is systemic, the money is driving ethics, and the accountability is all but dead.”
8. I cannot accept that many museums are hesitant or afraid to proclaim that Black Lives Matter and black life matters, or work with activists in the Movement for Black Lives and other intersectional movements standing up for human rights. Museums need to unapologetically recognize and engage the brave, transformative work of the Movement for Black Lives and their vision to “move towards a world in which the full humanity and dignity of all people is recognized” (Vision for Black Lives), as well as other important movements fighting for these same basic principles of human rights. We should look toward the leadership and vision of the Ford Foundation, a global organization leading efforts to support social justice and human welfare. In their statement “Why black lives matter to philanthropy,” they bravely proclaimed, “now is the time to stand by and amplify movements rooted in love, compassion, and dignity for all people.”
9. I cannot accept that, for museums, being socially responsible is just a liberal trend. Museums have the potential to serve as agents of social change, bringing people together, contributing to local communities, and changing people’s lives. It is time for our institutions to respond to the challenges of our times by making a bigger difference. This is not a trend that involves museums starting a few new programs or pulling together an exhibition that is socially-engaged – this is a movement to re-envision the purpose of museums as collaborative, participatory, and socially responsible spaces in a way that will affect all of the work that museums do.
10. I cannot accept that we, as museum professionals and as citizens, do not fully recognize and celebrate the work we do to be inclusive, relevant, and responsive to the issues affecting the lives of our communities, our neighborhoods, our audiences, and our staff & volunteers. We must fiercely and consistently recognize the work we’re already doing to make positive change in our society and for our planet, and build communities of changemakers within and across institutions. This is some of the most meaningful, relevant work happening in museums right now, so let’s work to make these stories the central stories of our museums. People across our institutions—not just educators but directors, curators, marketing staff, board members, donors, etc.—need to be publicly and visibly proud of the programs, exhibitions, projects, and strategic & structural changes that actively embrace equity, unheard stories, dialogue about provocative questions, and the diverse and rich lived experiences of those living in our communities. More comprehensive support for this work can lead to an expanded focus on social impact and community partnership in a museum’s strategic goals and mission, in its exhibition and program planning process, in its staffing and hiring decisions, and in its overall allocation of resources.
* * *
In his introduction to Freedom Is a Constant Struggle, journalist and activist Frank Barat brings light to an unexpected key aspect of activism and change: trying. “Trying to change the world…,” he writes, “That is victory in itself.”
“Everyone and everything tells you that ‘outside’ you will not succeed, that it is too late, that we live in an epoch where a revolution cannot happen anymore. Radical changes are a thing of the past. You can be an outsider, but not outside the system, and you can have political beliefs, even radical ones, but they need to stay within the bounds of the permissible, inside that bubble that has been drawn for you by the elites.”
Time to break outside that bubble, and be an active part of creating a new, radical future for museums.
Written by Chelsea Emelie Kelly, Park Avenue Armory
This article is a case study about the impact of “unplugging” as it relates to reflective practice for youth and educators. If you’re interested in exploring reflection more broadly, and you’ll be attending the 2016 National Art Education Association Conference in Chicago next week, please join Mike Murawski and myself for our session “Reflective Practice in Museum Education” on Thursday, March 17 at 12 noon (McCormick Place/Lakeside Center/E271a). We’ll unpack reflective practice for museum educators in an interactive, conversational session—we hope to see you there! If you can’t join us, please comment here, tweet us (@chelseaemelie and @murawski27), or follow #NAEAReflect.
When talking about unplugging, we always think of technology. However, I define unplugging as a way of regaining full control of yourself, physically and mentally, in any circumstances. —Isatu, high school senior, Phase II Youth Corps
In the summer of 2015, a group of New York City high schoolers and college freshmen, students in the Park Avenue Armory Youth Corps program, gather in the Board of Officers room at the Armory, reclined on lean-back floor seating in front of a grand piano. There is a buzz of anticipation in the air, which turns to quiet excitement when two world-class artists enter the room: performance artist Marina Abramović and pianist Igor Levit.
During the next hour, Abramović and Levit give the students a crash course in unplugging and being present, major themes of their upcoming winter production—a hybrid performance/immersive experience to introduce audiences to a new method of engaging with classical music. Over the next few months, inspired by Abramović and Levit, a number of these students will deeply explore the concept of unplugging: what it is, why do it, and the unexpected realizations it can evoke about our own selves.
Although some might stereotype today’s teenagers as one of the most “plugged-in,” smartphone-obsessed generations of all time, our students offered sophisticated, thoughtful reflections about how we can truly connect with each other and better understand ourselves. As one of the educators facilitating this project, I had the unique opportunity to experience this deep dive into unplugging alongside my students. This post explores both the impact of “unplugging” and reflective practice on teens as well as its impact on me as a teacher, and offers ideas about how we might apply the benefits of unplugging to our practice as art educators and museum leaders.
The Project: Goldberg and the Guide to Unplugging
We understand that not many people today know what it is like to be left in silence, stripped from their cellular devices, or even just stare into someone’s eyes… We stepped out of our comfort zone and… left wanting to try it again. —Terrelle, high school senior, Phase II Youth Corps
Igor Levit and Marina Abramović’s Goldberg (which ran December 7–19, 2015 at Park Avenue Armory) required patrons to lock up their cell phones, watches, and personal belongings in lockers, then sit in silence in the Armory’s Drill Hall for 30 minutes to “unplug” and mentally prepare themselves to be present to listen to Johann Sebastian Bach’s Goldberg Variations, performed by Levit. Abramović’s method for listening to music was experienced by thousands, including New York City public high school students in a student matinee.
The Youth Corps students were charged with developing ways to help their peers prepare for this uncommon experience. First, Youth Corps researched the artists and concepts behind Goldberg, familiarizing themselves with Bach, Levit, Abramović, performance art, and “slow” movements, from slow art to slow TV. They met with former Armory artist-in-residence Helga Davis, a vocalist and performance artist, who led the students through an activity in which they stared into each other’s eyes, opening themselves to their peers in a new way. They visited current artist-in-residence Imani Uzuri, whose singing and installation inspired by Sister Gertrude Morgan helped Youth Corps center themselves in mind and body.
A printed Guide to Unplugging became one of two facets of the project. As their driving question for the guide, the Youth Corps responded in writing to the question: What is worth unplugging for? They used verbal storytelling and peer editing to brainstorm and solidify their ideas. Their written responses ranged from getting in tune with nature to bike-riding with no destination in mind, from challenging oneself to communicate with family members, to getting lost in artmaking. Others talked of experiencing theater or acting, and some about meditating or being present on their morning commutes. Across the board, students acknowledged the importance in getting out of your comfort zone in order to unplug—and how worth it the challenge of being present is.
For the student matinee, and the second part of their final project, the Youth Corps assisted none other than Marina Abramović herself in creating a short pre-show for 450 students. Although the students had already been introduced to the production through a pre-visit from Armory Teaching Artists, this pre-show experience would ensure that students were present and ready for Goldberg itself. Over two meetings, Youth Corps spoke with Abramović about her method and process, and how Levit and the Goldberg Variations dovetailed with her own art practice. When the Youth Corps asked for any tips she had for experiencing Goldberg, Abramović led the group in an immersive breathing exercise—and it was so powerful that it quickly became clear that the pre-show should include the same. As Lizmarie described:
[Abramović had us start] by lying on the floor with our faces to the ceiling and having our hands to our hearts and stomachs. I felt like I was floating in the middle of the ocean, and found the comparison between the motion of the waves and the beating of my heart. That is when I realized I was in a full state of relaxation. To me, the noises of kids in the hallway outside faded into a nice summer day with seagulls and waves crashing onto the shore. —Lizmarie, high school junior, Phase I Youth Corps
And so the Youth Corps stood beside Abramović in front of 450 of their peers and shared their own personal experiences of Goldberg, then modeled the breathing exercise through which Abramović led the entire student audience. When she finished, the 55,000-square-foot Drill Hall was completely silent, and remained so during both the soundless preface and throughout Levit’s performance. Later, as students filed out, the Youth Corps gave each student a Guide to Unplugging, to explore how they could continue their experience outside of the Armory.
The Impact of Reflective Practice
We realized that unplugging is about being aware of your surroundings, reflecting on yourself, and being in control of who you are. —Lizmarie, high school junior, Phase I Youth Corps
Although my co-teacher and I felt as though we had barely scratched the surface of reflective practice, the students still showed growth and articulated takeaways from their reflective experiences this semester.
From a quantitative standpoint, data gleaned from retrospective surveys show clear improvement in students’ skills in reflection: 80% of the students said that they reflected on their creative process and that their reflection influenced future choices more often than before they took part in the program. All of the students improved in developing the ability to communicate their ideas and/or find solutions through the creative process. Additionally, 100% also developed interpersonal skills through collaboration and leadership opportunities—closely aligned to the Youth Corps’ realization that reflecting and unplugging is not always a solitary activity, but often relates to our engagement with those around us.
I also analyzed their written statements in the Guide to surface more specific themes about how the students felt the act of unplugging had affected them.
(Note: Percentages will not add up to 100%, since students’ statements often reflected more than one theme.)
In preparation for one of the sessions I am organizing at this year’s National Art Education Association Convention (see note above), I have been thinking a lot about what reflective practice is. The above impacts of “unplugging” identified by our students, are, I believe, all essential to reflective practice, no matter your age and whether or not you are consciously “unplugging” from daily stresses and technology.
Going outside of our comfort zones and opening our minds to new ideas and beliefs allow us to stay nimble, keep learning, and be empathetic. We must be conscious of how we communicate, and ensure we remain connected to the world—both physically aware of what’s around us and metaphorically, empathetic to others’ lives and backgrounds. Staying focused and aware of our surroundings and interactions allow us to be present in the moment. Overall, these practices help us understand ourselves better—both on a personal level and our relationship with others.
Applying Youth Takeaways to Museum Education Practice and Leadership
When you stop thinking about everything else and just focus on what you’re doing, you gain a new experience. You are open to things. —Joselin, high school junior, Phase II Youth Corps
With 40% of the Youth Corps identifying it as an impact of their time spent unplugging, it’s clear that being present is both an essential process in reflective practice and a benefit. In fact, as Terrelle put it, Abramović and Levit’s goal for Goldberg was “to place us outside our comfort zone and challenge us to be present to listen to the music. Marina and Igor wanted us to connect with our mind and body.”
In reflecting about how the semester went overall, my colleague/co-teacher, Pip Gengenbach, and I realized there was so much more we could have pushed the Youth Corps to try in exploring the idea not just of simply “unplugging,” but of truly being present. Of course, hindsight’s 20/20 and there is always room for improvement, but as I reread and analyzed the students’ writing, I found myself wishing we had facilitated even just one more session to encourage the students not to view being present as an end-game in and of itself, but to keep unpacking why the act is so important.
Even so, we scratched the surface: for example, when writing about paying attention rather than listening to music on her commute, Rachel said, “I realized how much more I was allowing myself to experience.” Leidy found presence in communicating more often with her family: “We express how we feel and look for a solution together.” Destiny models excellent self-care when describing her unplugging mechanism: “I put on a facial mask… close my eyes and center my mind on a blank space… I think of a state of peace and tranquility and allow my body to float.”
These experiences are all ways that we can practice being present in our professional lives. Setting aside a phone and committing not to email during a meeting with staff or colleagues, or during a program; taking time to look for solutions together, in person rather than via email; going for a walk during lunchtime—for that matter, actually taking a lunch; and taking time for self-care outside of work (I for one fully endorse Destiny’s masking regimen) are all small things we can do to be mindful with ourselves and when communicating with others.
Often we feel the need to put up a wall. We don’t want people to see certain parts of us, so we hide. But … when we allow ourselves to be vulnerable, we open ourselves and our minds. This is how we begin to surrender to unplugging instead of fighting it. —Sinaia, high school junior, Phase II Youth Corps
One of the most powerful ways that the Youth Corps—and we as educators—experienced vulnerability was through a two-hour workshop with vocalist and performance artist Helga Davis, mentioned above. Davis challenged us all to stare into each other’s eyes, in silence, for many minutes at a time. Cory describes what happened next:
We were then given the choice to come closer, go further away, or turn away from our partners. I personally chose to get closer to my partner because I wanted them to experience an awkward moment and adjust to it. I found myself visualizing my partner’s life line, and found it easy to see their comfort zone through their body language. My partner was fidgeting with their hands at first, but later on they adjusted. I also allowed them to look into my eyes without restrictions. I challenged myself to open up and dared myself not to worry about what they thought. —Cory, high school junior, Phase I Youth Corps
Some members of Youth Corps, like Cory, have performance experience, and are used to participating in exercises similar to this one. They understood the intimate kinds of nonverbal communications that can occur. For others, myself included, the experience felt foreign and intimidating. Isatu wrote:
The purpose was to [try] to interpret who we are… I [was] afraid to reveal my true self to someone that I barely know. I felt like my partner was not looking at me, but looking into me: she seemed… more aware of herself than I was. The jealousy that I felt helped me to unlock myself, I let all the painful moments that I have experienced out through my tears, because whatever she saw in me made me free. Unplugging in this way helped me to feel the support of the people around me. —Isatu, high school senior, Phase II Youth Corps
Isatu beautifully describes how allowing yourself to be vulnerable with another person can, in fact, help you both understand yourself better and connect on a deeper level with those around you. Understanding our strengths and weaknesses allows us to better understand our places in the world. Cory summarized her experience similarly: “We must be able to understand ourselves as a person first, in order to comprehend and change the things around us.”
This almost paradoxical statement directly relates to being an educator and leader. It goes back to the old airline oxygen mask adage (help yourself before helping others): know yourself in order to more deeply connect with others. After all, our jobs are not isolated: we have students, colleagues, and/or a field-wide network whom we not only support and encourage, but of whom we can ask support and encouragement. When we allow ourselves to be vulnerable in this way, we are able to foster empathetic collaboration that can strengthen our ideas and work.
I wholeheartedly endorse participating in something like this professionally, but perhaps more easily implementable and significantly less intimidating would be to try something like the Youth Corps’ mentor triads. During every Youth Corps program session, each education staff member works with a small group of two Youth Corps, where all members (staff included!) set a goal and hold each other accountable to it. Knowing that we were all equally committed and that we had a small group of people, most of whom we didn’t know well before our triads, who would be checking in on us are powerful incentives to keep on track. We meet for coffee or treats off-site, which made the whole experience seem special and important, but not a huge drain on busy schedules. And having a mixed group—one first-time student, one student who had been in the program already, and one adult educator—was an amazing way to stay fresh but also grounded. This would be easily replicable and powerful with groups of staff from different levels, areas, and even departments.
Personally, I don’t like talking in front of crowds so I was really nervous. But Marina got us prepared by doing breathing exercises closely related to the Abramović Method, which helped me be less nervous… She made us feel like everything was fine and there wasn’t anything to worry about. —Lizmarie, high school junior, Phase I Youth Corps
How many of us have created activities or goals that we know will challenge our students or visitors, yet perhaps don’t always “walk the talk” ourselves by participating alongside them, or trying something new in our own practice? You’re not alone! As I delved into ongoing reflection with the Youth Corps this semester, I was reminded that it is so important as an educator (and leader) to model taking up challenges, just as we expect our students to do, and to always be learning, never complacent.
Personally, I have been taking this to heart since starting at the Armory this past summer. After many years at art museums, I have been thoroughly enjoying the completely unconventional art we present here, as well as trying my hand at theater education techniques, the field from which several of my coworkers in the Education department come. Since last July, we’ve done role-playing, directed questioning, movement-based activities, “tinkering” with different materials—you name it, we’ve tried it. (And not to worry, we’re all learning from each other: I’ve been vehemently representing the “slow art” guard along the way.)
Although these techniques are certainly not unfamiliar to art museum educators, the fearless, try-anything, “show must go on!” attitude of unabashed risk-taking feels new to me, and is enormously inspiring. My own challenge for 2016 is to continue to reach—testing and stretching my own abilities as a teacher, and pushing our students in the process to do the same with their own goals and experiences in our programs. (And just in case you’re wondering, yes, my co-teacher Pip is part of my “mentor duo” to hold me accountable for this goal.)
Conclusion: Reflection and Self-Identity
I am grateful to Marina. I think what’s cool about her is that she does things that others are afraid to do. She’s taught me to always stand out. —Terrelle, high school senior, Phase II Youth Corps
Awareness of self—of our strengths and our weaknesses, of our relation to others and to the world around us—is a key trait of leadership, no matter where in an organization’s hierarchy your job may place you. Understanding our own identity, through reflective practice, allows us to better understand our own work, how we teach, and the place of our institution and programs in our students’ or visitors’ lives.
Youth are in a key phase of their life where they themselves are testing out and defining who they are as people—their interests, beliefs, connections, and communities. But as we all know, it’s not only youth who use museums and cultural institutions as spaces for meaning-making and self-understanding or reflection; visitors of all ages and backgrounds do the same. And it’s important to remember that we ourselves as educators participate in this process as well, every time we reflect on our teaching practice, on our role as leaders in our institutions, or as participants in the world. Being conscious of the reflective process—being present in it, if you will—allows us to be intentional about our teaching practice, improve our connections with our audiences, and ultimately create experiences for all that bring our institutions more deeply into our visitors’ lives.
Header Photo: Lizmarie, high school junior and Phase I Youth Corps, speaks to NYC public school students alongside Marina Abramović and fellow Youth Corps. Photo by Da Ping Luo
In recent years, there has certainly been increased awareness and discussion about salaries within the museum profession. I can speak from my own place within the field of museum education when I say that this has become a very frequent (and more urgent) topic of conversation at conferences, leadership convenings, and professional meetings in recent months. Thanks to the efforts of museum activists involved with movements such as Museum Workers Speak, #MuseumsRespondtoFerguson, protests at individual museums, and several leaders in our field, we are seeing an increase in awareness around museum labor practices, hiring, and worker pay as well as the intersection of these issues with race, gender, and class.
Last week, Joan Baldwin wrote an insightful and widely-read piece entitled “Museums and the Salary Conundrum” via the Leadership Matters blog — a site that emerged in conjunction with the 2013 book of the same name written with Anne Ackerson and studying museum leadership in history and cultural heritage organizations. In her post, Baldwin so clearly and boldly frames the problem of museum salaries:
“we work in an underpaid, under-resourced field. And for too long, too many people have told us that it is such a privilege to participate, that we should suck it up, deal with the fact that we’re thirty and still need roommates to pay the rent, and revel in the fact that we have a museum position.”
Joan quickly followed her post with another this week entitled “The Salary Agenda,” in which she and Anne take a stab at what they think a Museum Salary Agenda for the 21st Century could look like. I really appreciated this action-focused series of items, which can begin to help the conversation focus on real change — from professional organizations and institutions to graduate programs and individuals. Here is a quick repost of their Agenda, and I invite everyone to read their entire post and add comments to the already-active conversation on their blog.
Be prepared to negotiate. Be prepared to say no. A dream job isn’t a dream if your parents are still paying your car insurance and your mobile phone bills.
Ask about the TOTAL package not just salary. If you are the trailing spouse and don’t need health insurance but do need time, make that part of your negotiations.
Network. Know what’s going on in your field, locally, regionally, nationally.
What Graduate Programs Can Do:
Be open about job placement statistics
Teach students to negotiate salaries and benefits.
Teach students to calculate a Living Wage plus loan payments and quality of life.
Encourage networking, mentoring and participation in the field.
Just as Joan and Anne are not speaking from a position of having solved all these problems, neither am I. However, I wanted to share their recent writings and ideas as a way to ensure that this conversation remains strong within the field of museum education. As we enter the spring season of conferences (AAM, NAEA, etc.), let’s make sure to keep these issues at the forefront of many of our conversations about diversity, inclusion, and leadership and work toward making appropriate and necessary changes within our professional organizations and institutions.
Thank you to Joan (and Anne) for sparking another important exchange around these vital issues to our field, and thanks to all the museum thinkers and activists pushing this issue through Twitter chats each week and in-person meet-ups across the country.
When you’re regularly working 10-hour days doing everything from implementing strategic initiatives to signing timesheets, how do you manage to be a leader in those circumstances? Ask any exempt staff (1) and they’ll no doubt share stories of being overworked, under-resourced, and despite the best of intentions, feeling overwhelmed and less than effective. Given this reality, beyond your personal conviction and will power to do a good job, what makes a great leader? What supports do leaders today and tomorrow need to be successful? What strengths and skills can museum educators bring to leadership roles?
These questions guided an interactive session we led at the National Art Education Association Annual Convention in March 2015. During the session, colleagues shared the qualities they believe make a great leader. If you think about a great leader from your own life, you’ll probably recognize many of these same qualities including:
is a great listener
speaks the truth
accepts and learns from failure
is strategic when fighting battles
knows when to follow rather than lead
models behavior for staff
brings others along and empowers others
is a chief storyteller
From there, we split into groups and tackled the top three leadership issues we face, as chosen by those assembled:
developing and supporting staff
institutional culture change
making change at your level
Since we believe in the power of collective minds, and know that there are incredibly smart, capable people in our work, we endeavored to develop solutions or, at least, resources and places to begin. Here’s what we learned…
Create interdisciplinary teams and use Design Thinking to create solutions. Change takes time and is an investment – you’ll need to weather storms and stay more than two to three years at an institution. It takes courage to run with it, create a space that doesn’t exist, and ask forgiveness later, not permission. Flip authority within by trusting others with the reins.
Making change at your level
Whether you are a volunteer, intern, part-time staff, full-time staff, or a director, hold yourself to high standards while knowing your limitations. Modeling change versus talking about change is more impactful. Awareness of change leads to more collaboration, which leads to growing success and less discouragement, which generates more ideas. The book Tempered Radicals was recommended.
As we reflected on the outcomes of that session recently, we realized the values, challenges, solutions all still feel relevant to us. When we talked about our current environments and work realities however, some new questions and challenges emerged:
has vision – what if others on your team don’t share that vision?
is innovative – what if others define innovation differently?
is a great listener – what if others aren’t listening to you?
speaks the truth – what if others don’t want to hear it?
is courageous – what if your courage backfires?
accepts and learns from failure – what if failure negatively impacts your job or career? What if others in your institution don’t value failure?
is strategic when fighting battles – when does strategy become political and personality-driven?
knows when to follow rather than lead – how do you follow when there’s a lack of trust?
models behaviour for staff – what if staff are not receptive? For example, emerging and mid-career professionals tend to prefer flat rather than hierarchical organizational structures compared to more senior professionals.
brings others along and empowers others – what if they disappoint?
is a chief storyteller – what if it’s a story others aren’t ready to hear? What if your story is competing for airtime, or there’s no one to hear it?
Perhaps these questions, or similar versions, have emerged in your setting as well, whether quietly or loudly. How do leaders tackle these very real, messy issues? What sources of strength, knowledge, or wisdom can we mine to support both ourselves and others?
We invite your thoughts and responses to these and other questions — add to the Comments below, or share your questions via social media.
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 The U.S. Fair Labor Standards Act determines many employment standards, including who is or is not “exempt” from overtime pay. Many museum workers are exempt from overtime pay due to their work duties.
About the Authors
WENDY NG: Manager, Learning at the Royal Ontario Museum in Toronto, Canada, where she oversees School Visits, Traveling Programs, and the Hands-on Galleries. Previously, Wendy worked at the Art Gallery of Ontario as Coordinator, Elementary School and Teacher Programs, and other museums in Washington, DC and London, England. She holds a BFA and BEd from York University, a MAT in Museum Education from George Washington University, and is certified by the Ontario College of Teachers.
RACHEL TRINKLEY: Director of Education for Explore! Children’s Museum of Washington DC, a new children’s museum being developed for the nation’s capital. Prior to joining the museum, she worked at the Freer|Sackler Galleries, Smithsonian Institution, and at the Columbus Museum of Art (Ohio), where she managed the docent program and served as Assistant Director of Learning. She holds a BA from Saint Mary’s College, Indiana, and an MA in art history from Ohio State University.
Written by Emily Lytle-Painter, Los Angeles County Museum of Art
The MuseWomen Initiative started in 2013 as an impassioned breakout conference session to talk about women and leadership in the museum technology sector. More meet-ups have followed, and the community has responded positively- this is something people want to talk about! Discussion topics include money, skill acquisition, career advancement, as well as how the museum field could be an example for other technology sectors struggling with implementing diversity across their organizations.
The more we spoke about how to better support women in the field, the more we realized that we needed to move from talking to action, and thanks to the ongoing leadership of Brinker Ferguson (@brinkerf) throughout 2015, we have made some important strides in establishing two new projects.
Our pilot mentorship program, chaired by Liz Filardi (@lizfilardi) of the Met, is designed to supplement the MCN2015 conference experience (with no formal affiliation to MCN). Mentoring is one of the most important ways to establish a foothold in a community, and we created this program to bring intention and a lightweight structure to something you may already be doing unofficially.
Here’s how it will work: Prior to the conference, we will carefully assign mentor/mentee pairs based on the responses. On the first day, we will host a casual meet-up, and on the last day, we close with happy hour. That’s basically it. We’ll provide some tips to make the most of the experience, but you decide the rest: when to meet during the conference and if you want to keep in touch afterword.
Anyone attending MCN can participate as a mentor or a mentee. If you aren’t going to the conference, please share your email with us anyway, for (what we hope will be) future online iterations.
Additionally, we are collecting information to better understand some of the opportunities and roadblocks for women in the field. Designed by recent graduate Cait Reizman (@MuseumAdvoCait), this survey will help us to better understand the employment landscape for aspiring, current, and past museum workers, interns, and volunteers.
We seek responses from people of all gender identities who live in the United States. Data collected will be anonymized and used to report on women working in museums. We hope to present on the information gathered at future conferences as well as publish a report online in 2016.
Written by Karleen Gardner, Director of Learning and Innovation, Minneapolis Institute of Arts
Reposted from the Museum Education Roundtable’s JME40 blog. Be sure to check out their posts exploring the evolution of the Journal of Museum Education during its 40 volume run as a reflections of the field at large.
I recently enjoyed traveling to the great city of Denver, Colorado and participating in the Leading the Future of Museum Education: Challenges and Opportunities, a convening of an amazing group of museum leaders from across the country. This event (May 2015), co-hosted by Bank Street College’s Leadership in Museum Education and the Education Professional Network (EdCom) of the American Alliance of Museums, offered a much-needed opportunity for educators in our field to come together and discuss issues, the future, and ask beautiful, scary questions.
In her opening remarks, Sarah Jesse, chair of EdCom and Vice President of Education at the Los Angeles County Museum of Art, introduced the idea of beautiful questions inspired by the bookA More Beautiful Question by Warren Berger. A beautiful question is:
“an ambitious yet actionable question that can begin to shift the way we perceive or think about something—and that might serve as a catalyst to bring about change.”
Such questions seem to be ingrained in our DNA, for in 1987 a group of 25 art museum educators came together in Denver to explore similar issues and reforms, and to develop a collective vision for the future of the field. The Journal of Museum Education (JME) Volume 13, Number 3, Fall 1988, was dedicated to sharing the insights and key issues from the Denver Meeting. Guest edited and authored by the organizers and participants of that meeting, the JME issue reflected the individual thinking generated through their discussions and widened the conversation to engage more educators from across the field. I am proud to say that two representatives from my museum were in attendance in 1987.
Twenty-eight years later in Denver, our brainstorming and discussions focused on many of the same topics: the empowerment of museum educators as leaders; making our work visible; professional development and career tracks; visitor-centeredness; the lack of diversity and inclusion in our field; and leading change.
Much of the program and conversation in Denver focused on change on many different levels—the ever-changing and vast-paced world in which we live, the shifts and much-needed changes in our field and institutions, the rethinking of museum education, and the changes in us as individuals. Both Kaywin Feldman, the Duncan and Nivan MacMillan Director and President of the Minneapolis Institute of Arts, and Marsha L. Semmel, principal of Marsha Semmel Consulting, spoke of our VUCA environment and the need for adaptive and strategic leadership. VUCA is short for volatility, uncertainty, complexity,and ambiguity, and a catchall for our turbulent, dynamic reality. In order to thrive, we must have vision, understanding, clarity, and agility and be willing to experiment and take risks. Laura Roberts from Roberts Consulting points out there is no one way or single path to get us where we want to go and the “best practices” from the past won’t be sufficient.
We must challenge ourselves to find these new paths and ask beautiful, scary questions, which will inspire us to take risks and head into uncertain territory, and possibly fail. Some of the beautiful questions that emerged from our brainstorming and conversations in Denver:
How might we encourage greater diversity and inclusion in our field?
How might museums become truly visitor-centered institutions?
How might we find balance in engaging both our core and new audiences; balance between co-creation and expertise?
What if we broke down silos and collaboration was the new norm?
How might we rethink our work with the public education sector?
How might we harness the power of technology to expand access, improve engagement, and try new approaches to our work?
What if excellence isn’t enough?
What if educators became more empowered and began breaking the rules?
To begin exploring the strategies and solutions to these beautiful questions, we must become adaptive leaders and both individually and collectively embrace the gradual but meaningful process of change. Marsha Semmel introduced us to John Seely Brown who believes in social, participatory learning and teaches us that museums need to stop protecting our assets—our stocks—of authoritative knowledge and instead nurture our flows—creating new knowledge. We are poised to cultivate these flows.
Laura Roberts, who was asked to reflect on and summarize the convening stated in her closing remarks, “museum educators routinely use the sort of skills an adaptive leader needs. Moreover, if we are going to shift our museums from a focus on objects to a focus on visitors and community, it is clear we are positioned to lead the way…” She noted these observations about our character:
Educators are trained to elicit observations and points of view and to bring people together in dialogue. We are good facilitators. We have those “soft skills” to be boundary spanners.
We are clever, creative, and imaginative. We are good problem solvers. We are good listeners.
We practice the skills of collaboration and partnering. We are matchmakers and brokers.
We often serve as the integrators in the institution, bringing disparate staff together.
We are often “empowerers.” Many educators are refreshingly light on ego.
We have these skills, and we also need to become more empowered and better advocates for our values, our expertise, and our audiences. Insights on the 1988 Denver Meeting from Diane Brigham in JME echo this concept, stating that our role is essential in serving the missions of our museums and that:
“when we realize that we offer abilities that no one else in the museum can contribute, we are better able to offer leadership. We empower ourselves when we are clear about what we are and have prepared ourselves to practice our profession with rigor.”
It is essential for us to be more rigorous and confident in articulating our goals and vision, and ask beautiful, scary questions that will serve as catalysts for innovation and change in our field and our communities.
KARLEEN GARDNER is Director of Learning Innovation at the Minneapolis Institute of Arts. She leads initiatives and experiments in interpretation and learning, and works to make the museum accessible and relevant for all audiences. Karleen currently serves on the board of directors of the Museum Education Roundtable, on the editorial team, and as a peer reviewer for the Journal of Museum Education.
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Header Photo by Ann Rowson Love via Twitter @annrowsonlove
As someone whose interests, skills, and even job title (Manager of Digital Learning) sit squarely between two areas of museum work—education and technology—I think pretty much nonstop about the relationship between the two. This year, I had the great fortune to be able to attend the 2015 Museums and the Web conference (MW or #MW2015) in Chicago, IL, and think out loud with hundreds of leaders, practitioners, and students passionate about museum technology.
I am active in the Museum Education Division of the National Art Education Association (NAEA) and usually attend the NAEA convention, but this year I was excited to step away from my home base of museum education and into the world of digital. I was not disappointed: I found my tech nerd people (you should have heard the nostalgic sigh when someone showed a GIF of old-school Hyperlapse in action).
However, this is not a post about digital nerdery, so if you understood not a word of that previous sentence, don’t be scared. From here on out, this is my attempt to bridge the areas of digital and education in museums. Here are some of my key takeaways from the MW2015 Conference.
Twitter is a magical thing
One of the best things I ever did for my career was sign up for Twitter, and I highly recommend it to anyone who wants to become more involved in the field. It has helped me make deep and vast connections with colleagues I never would have encountered otherwise, from all over the museum field and into art history, academia, and K-12 learning. I now use Twitter as my primary source for museum, art, and tech news; as a place to share resources; to talk about issues in the field; and to store my thoughts during conferences. At MW2015, I was finally able to meet many of my “Twitter colleagues” in person. As someone who’s more introverted, it made approaching someone I’d never met before much easier when I could lead with “I’ve followed you on Twitter forever!” and pick up a conversation where we left off online. I could see the same being true for a student or emerging professional.
And, not gonna lie, it’s both fun and weird to be recognized from Twitter when you’re at a conference. It’s like your own little celebrity moment when you introduce yourself to someone and they exclaim, “Oh! I follow you on Twitter and was hoping I’d meet you!” (Insert blushing emoji here.)
Museum technologists publish—and therefore legitimize the “musetech” field
Museum technologists publish. This topic has been bubbling up both at this year’s NAEA (read Dana Carlisle Kletchka’s speech here) and among the museum educators present at MW2015.
At Museums and the Web, presenters can host professional forums and workshops, but they can also present papers. For paper presentations, you write and submit a formal paper that goes beyond “show and tell” of a project and focuses on theory and practice. At the conference, you’re bundled into a session with two other author-practitioners who wrote on similar topics, and the three of you share key points. These engaging talks give technologists the opportunity to formally publish in their field, a boon for their institution and impressive internally to senior staff. Wrapping publishing into a conference also opens doors for emerging professionals and students to participate in the organization more deeply.
But more than that, it legitimizes museum technology. Emily Lytle-Painter used that turn of phrase when I mentioned how impressed I was with the publishing arm of the conference, and it was an “a-ha!” moment for me. Publishing in this quantity and with such dedication—plus offering the papers online, for free, for anyone to read—helps the museum field at large see how important tech is, because it connects theory with practice.
Michelle Grohe (Isabella Stewart Gardner Museum) and I are thinking about how to adapt this to the field of museum education, and I am hoping to have some ideas to pilot this summer. So stay tuned, and please feel free to get in touch with me if you’re interested in this topic.
We need to be better at translating and advocating for our work
One of my coworkers told me about a moment in the Linked Open Data session where the speakers were asked to do an “elevator pitch,” as if to their director or board, about the benefits of linked open data. Afterward, the audience was asked to raise their hand if they were convinced. Just one person did–in a room of nearly a hundred.
When my coworker—one of our fantastic IT (information technology) staff—told me this anecdote, we had a great discussion about the topic of translating what we do for non-technical staff. One of my biggest pet peeves about the museum field as a whole is that we use specialized language that visitors don’t understand. On top of that, we often use our own content-area words that our colleagues might not understand—curators use art history terminology, educators use teacher-speak, and digital has a host of terms drawn from tech. It’s so easy to forget that others might not know our vocabulary, and few of us are brave enough to ask our peers what the heck a mandala, parking lot, or API is.
Educators are great at knowing our audience on tours; let’s apply that to our own institutions by explaining what we mean when talking to our colleagues, as well as not being afraid to ask coworkers to define their terms. Another tool is metaphor, which Tracey Berg-Fulton suggested at the conference—she “translates” by using art history examples to explain tech to curators, and puts curator needs into tech speak for IT. When we translate what we mean, we gain powerful allies and advocates.
We grapple with the same issues—so let’s collaborate more!
There were countless themes and issues that surfaced during Museums and the Web. Technologists such as Peter Samis (SFMOMA) are thinking about storytelling in the digital sphere. We’re grappling with focusing on process vs. the object, as evidenced by a talk on museum makerspaces by Desi Gonzalez, which in turn sparked a sideline Twitter debate about visitor motivation. Developing projects that aligned with institutional mission came up again and again—as a guidepost, as a tool for advocacy, as a way to develop buy-in from colleagues. And we’re struggling with how to define impact and evaluate digital projects—how do we avoid “anecdata” (anecdotal non-data) and really dig deep into showing change?
I’m sure that more than one of these topics resonated with you as a museum educator–so it’s no surprise that I think we should collaborate more internally, cross-departmentally. The museum technologists leading the deepest organizational change and the most impactful projects are those who have strong collaborations cross-departmentally. So if you’re not already, reach across the aisle of your museum and foster relationships with your tech folks–then we can innovate together rather than separately!
It doesn’t have to be a huge, scary endeavor: start small. Have coffee with one of your museum’s digital/IT staff to learn a bit more about his or her job, and let them know what you do. Don’t be afraid to ask questions—your genuine curiosity will go a long way. Find existing projects that you might be able to support, and share what you’re working on. See if there’s a cross-departmental meeting like a Technology Team you could join, or invite your new IT pal to join in an education meeting.
Digital leaders are often museum change leaders
Finally, one of the biggest threads of the conference was about how change is affecting our institutions (you can track lots of different conversations at #MWChange). You’ll notice that “digital” wasn’t in that sentence, but it seems to me that organizational change is, at many institutions, being spearheaded by digital staff. I think this is because digital projects are often catalysts that force museum staff to rethink business as usual. Keir Winesmith (SFMOMA), Michael Parry (Powerhouse Museum, Sydney), Dafydd James (National Museum Wales, UK), Seb Chan, and Aaron Cope (both from Cooper-Hewitt) all led sessions that focused on or touched on institutional change as a result of digital projects. I highly recommend checking out Keir, Michael, and Dafydd’s excellent slides.
Their stories all rang true with one of my favorite books on change and leadership, Leading Change by John Kotter. Kotter proposes eight stages of organizational change, and asserts that it’s a long-term process that requires deep buy-in from all areas and levels. His theory resonates deeply with the change strategies put forth at MW2015. Both Kotter’s book and the papers written by these presenters (here and here) are well worth a read for those of us thinking about deep change in our institution and in the field at large.
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I’m sure you’ll find that there’s lots of overlap between our work as museum educators and the work of our colleagues in technology. After a week with some wonderful museum technologists at Museums and the Web, I guarantee that there is a lot we can learn from each other to invigorate our practice and better serve our visitors.
PS: I also had the pleasure of presenting at the conference with educators Hillary Cook (Art Institute of Chicago) and Barry Joseph (American Museum of Natural History), organized by Sofie Anderson (Antenna Labs)! We talked about digital in teen programs, and you can read more about our session on Barry’s blog.
Featured header image: A shot of the closing reception at the beautiful (and massive) Museum of Science and Industry in Chicago. Photo by the author.
Editor’s Note: I have been following EmcArts ever since they announced their first round of Innovation Labs for Museums back in 2011, and have had the pleasure of meeting with their staff as well as those working with the ArtsFwd initiative. I was also fortunate enough to be invited to attend the Association of Art Museum Directors meeting this summer in Dallas, where Richard Evans gave a great presentation on innovation as part of that organization’s thinking around education. The team at EmcArts and ArtsFwd is working to help make a break with our patterns of “business as usual” and develop new capacities and mindsets to tackle the major adaptive challenges facing museums in the 21st century. The post below by Karina Mangu-Ward does such a fantastic job of highlighting this shift in practice and ‘mindset’, to use her word. I thought it was worth sharing with ArtMuseumTeaching community as a way for museum professionals at all levels of their organizations to reflect on the models and mindsets underlying our practice as well as the real challenges we face. I invite readers to comment below about how you see these models operating at your institution, and how you might help support change towards a new mindset in museums.
Written by Karina Mangu-Ward,Director of Activating Innovation at EmcArts
Reposted from the blog at ArtsFwd, an online community of arts and culture leaders committed to doing things differently in their organizations in order to stay relevant and vital in a changing world.
I’m thrilled to announce that I’ve been selected as a guest at the Dinner-vention 2, organized by Barry Hessenius of Barry’s Blog and WESTAF. On October 9, I’ll join seven other dynamic, forward-thinking leaders in the arts to discuss some of the most pressing challenges across the field. I’m looking forward to meeting everyone and engaging in what should be a spicy conversation.
I’ve shared my briefing paper below. I encourage you to read the papers of the other seven guests, which you can find here.
What’s a model, exactly?
I’m a very literal person, so the first thing I did when tasked with this briefing paper was look up the definition of “model.”
Model (n): 1) A standard, an example for imitation or comparison
OK, got it. A model is like a blueprint. Or a recipe. So, this Dinner-vention is a debate about standard or best practices in our field. We’re taking a long hard look at the routines we’ve replicated again and again because they work, or at least they’re supposed to, or they once did.
What models are we questioning?
My next step was to plainly state what I see as the old model in each of the areas Barry mentions (plus I added strategic planning, evaluation, and artistic development).
However, I assume every model evolved to meet a particular challenge. So I also tried to name the challenge I think we’re facing right now in that area. For me, there’s nothing worse that poor problem definition. We can reform our models until we’re blue in the face, but that’s useless unless we get clear about the future we want and the challenges we’ll face in getting there. Only then can we answer the question: why aren’t our models working?
I think this was a useful exercise, so I’ve shared the results below. It’s wide open for debate. My hope is that it serves as a starting place for a shared understanding of the standard practices we’re questioning and the real challenges we’re faced with as a field, so that we can begin to understand whether our approaches are the right ones.
In each case, I see a stark disconnect. The old models we’re using aren’t matching up with the deeply complex challenges we’re faced with right now.
Old model: Ticket sales + government + foundation + corporate + wealthy patrons + small donors + endowment income = Balanced budget
New challenge: To generate new sources of sustained revenue and capital
Old model: Sell subscriptions and market shows
New challenge: To engage new and more diverse groups of people in meaningful arts experiences
Old model: Give/get boards focused on fiduciary oversight and maintaining stability
New challenge: To cultivate boards that are partners in change
Old model: More ticket sales, more revenue, bigger budget, nice building = Success!
New challenge: To evaluate the success of our organizations based on the value they create in people’s lives
Old model: Attend leadership conferences and seminars, build your network, wait for your boss to finally leave/retire/die. (Alternatively, change jobs every year.)
New challenge: To develop a generation of new leaders equipped with the tools they’ll need to tackle the wickedly complex challenges the future has in store
Old model: MFA programs, residencies, commissions, occasionally a grant, get a day job
New challenge: To support artists in making a living and a life
Old model: Decide where you want to be in 5 years. Outline the steps to get there in a long document no one will read.
New challenge: To plan for the future in a way that allows us to stay close to our core values and make incremental improvement while also making room for experimentation, failure, and rapidly changing conditions.
Old model: The money goes to whoever the funder says it to goes to. Usually bigger organizations run by white people in major cities.
Our challenge today: To distribute funds in a way that is equitable, geographically diverse, and creates the most value
Note: I decided I was too ignorant in the areas of creative placemaking, advocacy and arts education to weigh in. I’ll leave that to my colleagues.
Here’s my main argument
Over 60 years in the field, we’ve developed standard practices, or models, in all these different areas. They worked for a while. Now they don’t. This has given us a false notion that we need new models in each area. This is wrong.
Models, best practices, recipes, and blueprints work only when your challenge has a knowable, replicable solution. Sure, there are some challenges that fit this mold. I’d argue that having a great website, designing an effective ad, doing a successful crowd funding campaign, and producing a complicated show are all challenges where best practices, models, and experts are really valuable. You might not know the solution, but someone does, and you can find it out.
But what happens when there actually isn’t a knowable solution to your challenge? When there is no expert, no model to call upon? When the only way forward is through experimentation and failure?
I’d argue that every one of the big challenges I name above falls into the realm of complexity, where the search for replicable models is fruitless. There isn’t going to be a new model for generating revenue that the field can galvanize around that will work for every or even most arts organizations. Nor is there going to be a long lasting model for community engagement that can be replicated by organizations across the country. For the deeply complex challenges we face today, there simply isn’t a knowable solution or model that can reliably help us tackle them. These kinds of challenges require a new way of working.
We don’t need new models, we need a new theory of practice
Instead of new models, I’d argue that we need a new theory of practice, one that champions a different set of priorities in how we do our work.
Our old models imply a vision of success that’s rooted in growth, stability, and excellence. They drive us towards efficiency and competition by perpetuating an atmosphere of scarcity. They are not as creative as we are.
What if a new vision of success in our field could prioritize resilience, flexibility, and intimacy? What if we could be enablers, not producers? What if we could harness the abundance of creative potential around us?
This new vision of success doesn’t demand consensus around a new set of standards, best practices, or “examples for imitation,” it demands a new way of thinking and acting that empowers us to shift and change our routines all the time, as needed.
A proposed theory of practice for the future
Here is my call to the field: a proposed set of practices that align with the world as it is today, not as it was before:
Let’s get clear about the challenges we’re facing and if they’re complex, treat them as such
Let’s ask hard questions, listen, do research, and stay vulnerable to what we learn.
Let’s question our assumptions and let go of what’s no longer working.
Let’s embrace ambiguity and conflict as a crucial part of change
Let’s bring together people with different experiences and lean into difference
Let’s experiment our way forward and fail often
Let’s recognize the system in which we’re operating.
Let’s rigorously reflect and continuously learn
When I set out to write this post, I wanted to question the premise that a conversation about “broken models” could even be useful in a time when expertise, excellence and replicability are the values of the past. I wanted to propose that we move past the very notion of models – let’s jettison the word itself from our vocabulary.
In the end, I guess you could call what I’ve proposed a kind of “new model.” But I’d rather think of it as a new mindset.
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About the Author
KARINA MANGU-WARD: Director of Activating Innovation for EmcArts, Inc. Karina leads the development of ArtsFwd, an interactive online platform that extends learning about innovation among arts leaders and organizations nationally and internationally. She took on the role of Director of Activating Innovation in August 2011. In addition to her work at EmcArts, Karina is a New York based producer and filmmaker, whose projects include an original web series, an interactive online documentary series, promos, how-to videos, and event videography. She received her MFA in Theater Management & Producing from Columbia University, where she wrote her thesis on the strategic use of online tools and technologies for arts organizations. She holds a BA from Harvard College.