Lydia’s New Play Institute Talk

Attached is the speech I gave at Arena Stage’s From Scarcity to Abundance, New Play Institute Convening.  My panel was called: Massive Thoughts from Four Big Thinkers and included: Lydia Diamond, Kirk Lynn, Marc Masterson & Meiyin Wang.

***

I’ve written my thoughts down – and since I’m a writer and owe a discomforting number of people in this room plays, it seems appropriate that I do indeed, show that on occasion, I write.

This has been one of the most well prepared panels I’ve had the pleasure of being on.  Thank you Deborah…   We had a wonderful conversation about those things which we value and worry about and are inspired by around the future of new work.  And I said several things, some of them passably well articulated, some brilliantly muddled through, among them the things you have or will hear from my co-panelists, thoughts about new models of management, sustainability, conversation about where is the conversation about aesthetics, talk of self-production, and diversity (when I speak of it today, mostly I’m thinking racially, though generational, aesthetic and class concerns

So I was identified as the person who would introduce the theme of diversity and share Big Big Massive Big Thoughts.  I think partially because its sort of a given that the Black girl should address that which we have been exhaustively addressing long before the twenty years I’ve been a part of the professional theatre world. It would be weird maybe if I didn’t.  Also I have little sense of self-preservation and much practice alienating both those who hire me and most likely those who I presume to identify with and champion, who see me working again and again with institutions and people I regularly take to task in public.

I think always of August Wilson’s “The Ground on Which I Stand”… I think of the many theatres I’ve been blessed to have been produced by – big ones with grand budgets and thoughtful, smart, passionate artists, and smaller ones with not so grand budgets and thoughtful, smart passionate artists.  I note that usually the smaller ones have had the most generationally and racially diverse audiences and have been nimble enough to produce my most “controversial” work. And I note that the majority of African American Theatres fall into this category.  August would not approve – it feels not like progress.

And I wonder if the word Diversity is not killing us all a little bit.  It just feels slippery.   It feels a bit like screaming into the wind.   It feels over-used and undervalued.  I wonder if the conversation is not as much about diversity, our philosophical commitment to diversity, but rather the doling out of resources, the making good on promises to funders and artists about an institutional commitment to diversity…racial, cultural, aesthetic.

When I go to the theatre, let’s even say to see a “Black Play” (and we will speak to this a lot this weekend, I am sure, about what that means.) So, when I go to an American play written by a Black person inhabited by mostly Black actors…. And I’m in a town that is reasonably diverse…where at the bus stop or the drug store, or high-end restaurants, I see lots and lots of people who look like me… but the demographic in the theatre is startlingly not the same, I am concerned.

I wonder how the traditional subscription systems in Lort theatres make room for audience expansion?  I wish for us to acknowledge a certain elitism, and address how that figure into our floundering around audience diversification, funding of culturally specific, non-white theatres and selections of plays produced.

I have a complicated relationship with this notion of theatres producing the hot person of color.  And, I do see it as a problem that should be addressed.   I also notice that theatres produce the hot playwright of any color and those of us with melanin stand out, as yes, we are vying most often for one slot…. But certainly the phenomenon is not limited to us.

I see my students, my young, brilliant students at Boston University, I see young artists (like really young) having a completely different paradigm around race.  Out of this will come great work.  The phenomenon, this strange lack of race affiliation and a kind of, “kumbianess,” threatens me, as it shakes my overly articulated notions of race and class and who and how we are disenfranchised, celebrated, marginalized….  And I feel great encouragement, for the making of new art, w/ all the tweeting and the texting and facebooking, there’s a way that the work will land, and I’m excited.   I think,  I see also, in the younger artists, still a desire for social justice and equality in artistic expression and resources… and that too heartens me.

Follow-up…

There is a full-length copy of this publication in Benjamin's office if anyone is interested to take a look.

A Way Forward: Information Technology and Creative Practices

A Way Forward: Information Technology and Creative Practices

The National Research Council of the National Academies has published Beyond Productivity: Information Technology, Innovation, and Creativity.*

The full report is available online.

A summary is provided below. I ask for your comments.

Information Technology and Creative Practices (ITCP)

Technology and the arts have collaborated for a long time.   “In the 19th century, for example, optical, chemical, and thin-film manufacturing technologies converged with the practices of the pictorial arts to establish the new domain of photography.”   This lead to a collaboration between the performing arts and moving photography called film.  Though we take movies and photography for granted today, the cultural and economic consequences of these collaborations are difficult to overestimate.

Information technology (IT),  “the technology involving the development, maintenance, and use of computer systems, software, and networks for the processing and distribution of data” (Merriam Webster) has matured to a point where it can now be used to “open up new (artistic) possibilities.”  Music and graphics have joined forces with IT for many years but other artistic areas lag behind.

Why?

One of the reasons is that the push to make computers easier to use has also resulted in more constricting software.  “…Software tools encode numerous assumptions about the making of art and design – precisely the sorts of presuppositions that truly creative practitioners will want to challenge.

Proprietary software and closed systems also diminish creativity.

Another reason is that computer scientists and artist/designers are often stuck in their respective roles of producer and consumer.  The IT scientist produces software for the artist to buy and use.  Collaboration between the two is rare because communication is sometimes difficult and each sees his/her role as essentially a distinct one.

On the whole, computer scientists are less likely to have a deep understanding of art and design than artists have about computers.  The solution might be to train the same person deeply in both fields.  This is expensive and time-consuming and may have mixed results.  Serious training in both fields for more people should be a long term goal but it may be more practical to set up teams of computer scientists working with artists. This model has worked well in the video games industry.  Architects have also worked well with IT people in computer-aided-design and computer-aided-manufacture (CAD/CAM).

The best known example of a successful team of artists and IT people working together is in the film industry (Avatar, etc.).

Another way to foster collaboration is to improve communication between existing IT and artistic groups, individuals, and organizations by setting up “ITCP clusters.”  Europe and emerging Asian countries are ahead of the U.S. in creating ITCP clusters.  A local example is the Media Lab at MIT.  The Media Lab is housed at a leading research institution utilizing the talent and resources offered there combined with the support and capabilities of industry leaders.  It is difficult to replicate the Media Lab however, as it takes major start-up funding.

In Canada and Europe, standalone government-backed ITCP centers are being built.  “Such centers are typically conceived of as instruments of arts and cultural policy, rather than as equivalents of national research laboratories.”  But they could be used as both.

Boston appears to be a highly desirable venue for ITCP clusters to spring up.  It has the talent, strong IT and artistic institutions, and potential corporate and governmental support.

Recommendations for Educators and Academic Administrators

1.)   “Support the achievement of fluency in information technology (IT)…by art and design students through the provision of suitable facilities, opportunities, for hands-on experience with IT tools and media…”

2.)   “Support educational experiences for computer science students that provide direct experience in the arts and design…”

3.)   “Foster exploration of information technology and creative practices (ITCP) through incentives and experimentation with a range of informal (workshops and seminars)and formal vehicles (centers, awards, majors, minors)…”

4.)   “Support curricula, especially at the undergraduate level, that provide the necessary disciplinary foundation for later specialization in ITCP.”

*Publisher: The National Academy Press, 2003, Washington, DC

USC Visions and Voices: The Arts and Humanities Initiative

Visions and Voices: The Arts and Humanities Initiative.

Link above to the Visions and Voices page at USC. Campus-wide arts programming and innovation initative; funded through Provost's office. A strategy to create momentum in the arts across a range of schools and partners at the University.

Other documents of interest: 2010-2011 brochure is here  V&V_1011_Brochure_Web

The RFP document for next academic year; which reveals a lot about the process and the operating strategy of V&V is here VisionsandVoicesRFPfor2011-12

Syracuse College of Visual and Performing Arts: “Initiatives”

Syracuse University College of Visual and Performing Arts.

Check out this page of "Initatives": specific programs and activities and VPA, organized around conceptual themes.

NEA Strategic Plan

NEA Strategic Plan 2012-2016

Vision: a nation in which the arts enrich the lives of
all Americans and enhance the livability of communities.

Mission: to advance artistic excellence, creativity, and
innovation for the benefit of individuals and communities.

Goals

The creation of art that meets the highest standards of excellence.

To engage the public with diverse and excellent art.

To promote public knowledge and understanding about the contributions of the arts.

To enable the NEA mission through organizational excellence.

More at the linked document.

CFA: A community of artists who have a dream

I wanted to let you know what I have been up to and where I see the College of Fine Arts going as we enter 2011.

This year began at full speed with classes, rehearsals, exhibitions and performances going on all over the College and University. You can review many of the events I attended on this blog.  A myriad of remarkable events closed 2010, among them, a visit by Geena Davis (CFA ’79, Hon. ‘99), who brilliantly discussed her career and work on the largest research project ever undertaken on gender in children’s entertainment.  It was wonderful to have her back at BU.

Two performing arts associations, the International Society for the Performing Arts (ISPA) and the Association of Performing Arts Presenters (APAP) held their annual conferences back to back in New York during the first ten days of January. The buzz words there were “collaboration” and “vision 2021”. These two themes are at the core of our current strategic planning process at CFA, and it is very pertinent to discuss them both within our community at BU and with world leaders in the arts.

One such leader I encountered in New York was Akram Khan, one of the most acclaimed choreographers in Britain today. His dance company has provided him with a platform for innovation and a diverse range of work through collaboration with artists from other disciplines. His latest project, Vertical Road, has attracted a host of performers from east and west to collaborate with him. Ballerina Sylvie Guillem, actor Juliette Binoche, composer Steve Reich and artist Antony Gromley are among his collaborators, and it was fantastic to hear about his experiences with the risks, opportunities and rewards of artistic collaboration, especially for me, since collaboration is the very reason for the existence of a College of Fine Arts at BU.

Among the many meetings and interactions at and around these conferences was a get-together with the violinist Aaron Dworkin, a friend of BU, who has sent many students to Boston University Tanglewood Institute, our summer music program in Lenox, MA. Aaron was named a 2005 MacArthur Fellow, is a member of President Obama’s National Arts Policy Committee and was the President’s first nominee to the National Council on the Arts; he is also founder and President of the Sphinx Organization, a leading national arts organization that focuses on youth development and diversity in classical music.  An author, social entrepreneur, artist-citizen and an avid arts education advocate, Aaron is a great example of how a virtuoso musician can also be a social leader and the best possible advocate for his art.

To succeed, Aaron has had to develop what we might call social entrepreneurial skills – skills that can be learned and taught, and which are at the core of the vision that is emerging in our strategic planning discussions. I have also found the roots of such social entrepreneurial teaching in some of the writings of Eben Tourjée, founder of the original College of Music at BU in 1872. In order to clarify a relevant vision for the future, we must carefully trace our history and remember the lessons learned along the way.

These two examples of collaboration and social responsibility come hand in hand with excellence in the artistic training of our students, who will face a challenging and uncertain future. It is our mission to provide the best possible tools for them to be relevant, resilient and, yes, successful, although in my choice of this word, I urge everyone to create their own definition of what “successful” really means.

The arts are the perfect space in which to face complex issues and to collaborate. My final thoughts go to my meetings with my friend Alan Brown, a leading expert on audience participation in the arts. We talked of many things, but of capital importance is the Creative Campus initiative, whose purpose is to develop cross-campus interdisciplinary collaborations that integrate the arts into both the academy and the surrounding community, in
order to further develop the role and influence of the arts within the education, service, and scholarly missions of the university.

We hope to engage chief academic officers in helping us to create opportunities to deepen and expand the participation of artists in the academy through long term residencies, commissions and/or other creative activities. Along the way, we must identify, document, and share lessons learned that will contribute to an evolving knowledge base and learning community for campuses, as well as the performing arts world. We have begun the necessary conversations toward establishing BU as a most creative campus, one that shares the arts with its community, city, and world.

We fully embrace our role at the forefront of global knowledge creation and collaboration.


Dean Benjamin Juarez

Technology and Media (from meeting notes)

Technology and Media: the impact (positive and negative) of technology on artistic life and creativity; technology and mass media—impact on culture; impact on cultural understandings of “what is art?”. CFA being aware of what is happening in the rest of the world, aesthetically and educationally. Role of technology in the arts as a medium. Need/opportunity for CFA to catch up in this area [what are the critical needs?]

Community (from meeting notes)

Community: the artist’s role in the community, CFA’s role in the artistic and university community, the importance of dialog and engagement, connection to alumni and broader community. Sharing resources, engagement, and advocacy. Having a voice in the BU community: a seat at the table.

Global Context and Relationships (from meeting notes)

Global Context and Relationships: CFA and CFA-students in an increasingly global context; influence of global political and cultural trends; extended “reach” of CFA beyond local region.

Collaboration (from meeting notes)

Collaboration: opportunities for CFA in collaborating locally, nationally, globally. Collaboration as a tool for advancing strategic opportunities for CFA. Collaboration as an important value to CFA and to individual artists.

Whole Artist/Whole Student (from meeting notes)

The Whole Artist/Whole Student: education of the whole artist, complementary to disciplinary training; educational needs of emerging artists; idea of entrepreneurship in the arts; impact on curriculum and student experience at CFA.

Focus on whole artists/whole student is a unique aspect of CFA; we need to consider how to approach this in a meaningful way. [See also notes above under excellence.]

Whole Artists/Whole Student is part of CFA in the University context (formal ways that the whole student is educated and trained; providing liberal arts, etc.) and the informal context of the academic community (creating chance interactions and connections that contextualize a student artist). Importance of proximity between students and programs; importance of student life in fostering connections.

Role of the university curriculum and CFA School curricula. CFA appropriating the perspectives of “liberal arts” education (e.g. critical thinking, understanding context, etc.) in a fine arts model: “Take the intuitive artist and make them into the thoughtful artist.”

Balance between the needs of the student and the standards/demands of the discipline. How does CFA create successful path along both dimensions?

Dynamic Innovation (from meeting notes)

Dynamic Innovation. A commitment to, or posture of, innovation and change. Remaining open to change and innovation. Experimenting, leading, moving forward. Part of CFA’s identity. Part of CFA’s “strategy”.

Diversity (from meeting notes)

Diversity. Opportunities to engage a diverse population of students—both ethnically and socioeconomically. Who can afford to come here, who thinks about coming here (or does not think about it) and who feels comfortable once here? Related to whole artist, whole student. What drives/limits diversity? Enrolling students—some cannot afford to come, even with need based aid. Diversity also a factor in recruiting/admitting talented students, who are “missing” parts of academic training. The catalytic role of art in creating understanding of diversity: student’s exposure to art forms, to literature, to drama, creates understanding—diversity contextualized and brought forward.

Leadership (from meeting notes)

Leadership. CFA needs to see itself as a leader and be seen as a leader and advocate. Need to take on the advocacy role: for “the arts” (as an institutional commitment), for the educational mission of CFA and the Schools, for “artistic expression”. CFA can state its convictions—silence is not an option; being silent, we will participate in diminishing the arts. CFA should be a leader and produce leaders. Importance of risk taking within the leadership position. CFA’s posture needs to be “head up” not “head down”.

Excellence (from meeting notes)

Excellence. Artistic excellence and excellence in the discipline. Balance/tension between excellence and broader “liberal arts” focus. Balance between professional/disciplinary focus (training, accomplishment, recognition) and other educational goals for students. Connection to whole artists/whole student theme (below). Excellence for the University—a need for literacy in the arts across BU (sciences, social sciences, and then the arts. “Universe” in university.)

Identity of CFA (from meeting notes)

Identity of CFA. Defining the identity of CFA and the Schools as a clear, firm, aspiration for CFA, not just limited to circumstance and current position (CFA is as it is today). Relationship between how we define the identity of CFA and the mission of CFA. Identity as an expression of shared values:

  • Fundamental belief in a rigorous education; with real depth in the discipline.
  • Appreciation of the fundamentals of each art form—a classical way of learning.
  • Classical perspective but also an appreciation that the Academy can be new, can be about inventing and reinventing.

[See also leadership.]

Reading: Harvard Arts Task Force

Harvard Arts Task Force Report (December 2008)

In 2007/2008 HU convened a university wide task force on the Arts. The final report is at the link above. The document addresses many of the same insitutitonal challenges as apply to BU and CFA. The first 20 pp are an essay on vision and priorities. A one page scheme of  recommendations follows that essay.

 There are many points well-discussed in the report about the status of the arts at a University. Here are two interesting passages. Please find and repost others:

No serious university would relegate what it regards as cognitively important—laboratory science, for example, or economics—to a marginal institutional space without regular faculty or adequate funding or expert training or rigorous evaluation.

Because the arts are deemed at Harvard to be extracurricular, many students remain oblivious to the hard work—the careful training, perception, and intelligence—that the arts require. They know that writing essays is a skilled and time-consuming labor. They recognize that problem sets in math and science are meant to be difficult. But ask them to photograph a landscape, compose a short story, or direct a scene rather than write an analytical essay and they will almost universally assume that the exercise will be quickly and easily dispatched. The problem is not that they believe art-making is trivial but rather that they believe that talent alone, and not thought or diligence, will determine the outcome. To teach non-artists to be as thoughtful and diligent in drawing a picture as they are in conducting an experiment or analyzing a complex text would mean not only, or primarily, enhancing their appreciation of art. It would mean teaching them to exercise a quite different kind of diligence, one involving the mind and the body in different ways than analytical writing and computation do.

Background Data: College Students in 2020

College of 2020-Students (Chronicle of Higher Education)dl

The above link leads to a research summary report by the Chronicle of Higher Education. CHE summarized a broad range of research on the demographics and interests of college students in 2020; this inlcudes data on educational trends, etc.  The file is a good overview of long-term trends. Take the conclusions and recommendations with a grain of salt.

Meeting Notes: Themes and Ideas

Summary of Key Questions (from 11 19 2010) (Draft for Distribution)

Summary of Themes and Planning Topics (from 12 2 1010) (Final)

The links above are to the meeting notes from 11/19 and 12/2. These include notes on all of the themes and ideas for discussion in the virtual meeting. (Each theme is also now a short post).