PAF 3810: The Arts and Public Life
Fall 2013 • Fridays 11:10 to 2:05 pm
Room VC-10th Floor-Room 130
DESCRIPTION
Students will explore how art and arts organizations function in the political, economic, and cultural
context of the New York City and more broadly the nation. Through a variety of innovative learning
experiences, including field work at museums and other venues, students will grapple with the challenges
of leading, funding, and promoting art in public life.
RATIONALE:
There is no course in the BSPA curriculum that focuses on the arts. On February 20, 1921 the New York
Times headline declared: “New York the Art Capital of the World.” By 1983, the Port Authority
estimated that arts and cultural activities contributed over $5.6 billion dollars to New York City’s
economy. The National Endowment of the Arts and major foundations advocate that the arts are an
engine for economic development. In 1997, the Alliance for the Arts issued a report to Governor George
Pataki and Mayor Rudolph Guiliani citing the arts contributed $13.4 billion to the NYC economy. By
2005, this figure had grown to $21.2 billion and the sector by 160,300 people. Policy advocates need to
understand the many ways in which the arts relate to public affairs. Policy analysts should understand
how aesthetics motivate and undergird citizenship and public actions. Arts and cultural policies are also
an area of employment for a public service career. This course offers students an opportunity to become
familiar with arts organizations involved in both advocacy and service delivery. Among other NYC arts
institutions, BSPA students will work with the Rubin Museum of Art and the Theatre Development
Funds, both of which have a special arrangement with Baruch College and CUNY offering students the
opportunity to experience the arts for no or little cost.
INSTRUCTOR:
Professor Stan Altman, School of Public Affairs. (stan.altman@baruch.cuny.edu)
Office Room 8-12 in D-Building (corner of 22nd Street & Lexington Avenue)
COURSE OBJECTIVES:
By the end of the semester, students will be able to:
1.
describe how the arts promote, develop and influence public policy;
2.
explain the role different forms (such as theater, music, and museums) play in the cultural and
economic life of global cities;
3.
identify and explain the major political processes used in funding the arts and in making arts and
cultural policy;
4.
analyze the role the arts play in economic development;
5.
discuss how to visualize and conceptualize complex information related to the arts;
6.
communicate a strategy for advocating on behalf of an arts organization involved in shaping
public life and civil society;
REQUIREMENTS
Reading Quizzes 20%
Arts and Public Affairs Reflection Papers 20%
Research Paper 15%
Team Policy and the Arts Project 20%
Final Exam 15%
Participation 10%
SCHEDULE AND COURSE TOPICS
Week One AUGUST 30, 2013: Art and American Public Life-David Hoffman
Topics: Historical and cultural perspectives on the meaning of the term “Art.” “Art for art’s sake” vs. Art
movements with an ethical purpose. The place of art in American culture. Support for art in liberal
democracies. http://imaginingamerica.org/
Introduce Semester Project to be completed by teams of students (3 students per theme). Students are
asked to organize into work groups and select a policy issue at the national or state level that impacts
arts in the public sector. Each team will advocate for or against the specific policy selected and make
their arguments both in written and oral form at the end of the semester. Proposals and work group
membership are due by the end of week three and a prepliminary presentation of the topic selected and
preliminary results will be made in class during week eight.
Week Two SEPTEMBER 20, 2013: How the Arts Are Funded – Michael Seltzer
Topics: Sources of financing for nonprofit arts organizations: public (federal, state and local
governments) and private (foundations, corporations, and individuals), contributed and earned income.
How funding sources influence the creation and presentation of art.
Assignment: (1) turn in proposals for seminar projects and (2) Complete a short review quiz in
Blackboard covering material discussed in this module.
Week Three SEPTEMBER 27, 2013: The Arts and the Economy – Randall Bourscheidt, formerly
President of the Alliance for the Arts
Topics: The impact of arts institutions on the economy with primary focus on the New York economy.
Arts institutions include nonprofit museums & theaters and commercial galleries and Broadway. The
role and impact of the art on urban development.
Week Four OCTOBER 4, 2013: Museums- Karen Shelby
Topics: An overview of the arts organizations classified as museums, ranging from a national system
such as the Smithsonian Museum, through museums with global collections such as the Metropolitan
Museum of Art, to specialty museums as the Rubin Museum of Arts and the Skyscaper Museum. The
history and purpose of museums. The influence of museums on public life. The rise of “blockbuster
exhibits.” Sources and distribution of funding for museums. Patterns of visitorship.
Assignment: Write a short 1-2 page discussing how different types of museums are funded and whether
public support provided by New York City is equitably distributed across all museums located in the
City.
Week Five OCTOBER 11, 2013: Museum Field Trip –Stan Altman
Visit to the Rubin Museum of Art. Assignment on the place of museums in contemporary public culture.
Assignment: Reflection paper on your first impression visiting the Rubin Museum; write about what
you learned from the experience in connection with course readings and lessons in a 1-2 page
paper.Include in your discussion how visit to the Rubin Museum influenced your understanding of
visualizing and conceptualizing complex information to the art displayed.
Week Six OCTOBER 18, 2013: Art in Public Places-Monuments, Memorials, and Parks- Karen
Shelby
Topics: U.S. monuments and memorials, such as the Vietnam War Memorial, the Civil Rights Memorial,
and the 9/11 Memorial. International monuments and memorials. Monuments and Public Memory. Public
landscapes. Central Park. Public Art installations.
Projects for Public Spaces Website: http://www.pps.org/articles/artfunding/#public
Madison Square Park Conservancy, Art in the Park: http://www.madisonsquarepark.org/tag/art-in-thepark
Assignment: Complete a short review quiz in Blackboard covering material discussed in this module.
Week Seven OCTOBER 25, 2013: Architecture and the Cityscape – Jerry Mitchell
Topics: The role of art and design in real estate development. The Empire State Building. Jane Jacobs vs.
Robert Moses on the future of the cityscape. The NYC Landmarks Preservation Commission. The Ben
Franklin Parkway & Museum District, Philadelphia. Skyscaper Museum and Discussion with curator and
founder, Carol Willis.
Assignments: Research paper prospectus due. Complete a short review quiz in Blackboard covering
material discussed in this module.
Week Eight NOVEMBER 2, 2013: Class Presentations - Stan
Assignments: Work Group Preliminary Presentations on Seminar Advocacy Project (see Week 1)
Week Nine NOVEMBER 9, 2013: Non-Profit Theater – Robert Callely
Topics: History of the nonprofit theatre movement - the Little Theatre Movement – the start of
regional/resident theatres in the U.S. The nonprofit movement today, in New York and nationally - the
Alliance of Resident theatres (A.R.T./New York); The League of Regional Theatres (LORT).
Assignments: Please conduct an in-depth search of both of these company’s websites. Complete a short
review quiz in Blackboard covering material discussed in this module. Reflection paper due by end of
class.
Week Ten NOVEMBER 16, 2013: Field Trip to Theater-Don Waisanen
Topics: Taking advantage of a special arrangement with the Theatre Development Fund, students will see
a Broadway Musical combining, drama, music and dance in one performance. At the conclusion of the
performance, the class will discuss the production with the cast.
Assignment: Write a 1-2 page reflection paper on the experience attending the Broadway Performance
and meeting with the cast.
Week Eleven NOVEMBER 23, 2013: Art & Artist Engaged in Social Change – Deborah Fisher,
CEO of A Blade of Grass Foundation
Topics: The role of art and artists engaged in discourses about the aesthetics, function, ethics and
meaning of socially engaged art.
Assignment: Complete a short review quiz in Blackboard covering material discussed in this module.
Week Twelve NOVEMBER 27, 2013: Art and the Law Donna Gitter
Topics: Shocking art, obscenity and free speech. Art and hate speech. Art and intellectual property.
Stolen art and the politics of restitution. Obscenity and Post-Modernism. Hate Speech.
Assignment: Complete a short review quiz in Blackboard covering material discussed in this module.
Weeks Thirteen and Fourteen December 6 and 13, 2013: Final Presentations –Stan Altman
Topics: Groups will make their presentations on the advocacy topics they selected. Half the groups will
present during week thirteen and the other half in week fourteen. If the class is smaller than anticipated
and all the presentations can be completed in one week, another topic, such as “Arts in Education” may be
included.
COURSE POLICIES
Attendance: There is a strict attendance policy. Attendance will be taken through your signing of an
attendance sheet which will go around the class ONCE at the class’s beginning. You are not officially in
class until you sign the sheet. Every unexcused absence may result in the lowering of your final grade.
Submit excuses to me before you miss class. You may do so via phone or email. I do not normally return
phone calls only to confirm that I received your excuse. E-mail me if you need a response.
Assignments: All assignments must be typed in 12 point font to be accepted as complete unless
otherwise noted. You are responsible for keeping an electronic copy of all your work at all times.
Writing: Spelling, grammar, organization and diction are all factors in the grading of all written
assignments in this class.
Revision: All written work, other than tests, handed in on time in good faith can be revised for a better
grade, time permitting. You can revise as many times as the length of the course permits and will receive
the highest grade you make on the assignment. Late assignments will not be accepted.
Integrity and Academic Conduct: DO say what you have to say. DO be respectful of other people.
DON’T plagiarize or cheat.
I fully support Baruch College's policy on Academic Honesty, which states, in part:
"Academic dishonesty is unacceptable and will not be tolerated. Cheating, forgery, plagiarism and
collusion in dishonest acts undermine the college's educational mission and the students' personal and
intellectual growth. Baruch students are expected to bear individual responsibility for their work, to
learn the rules and definitions that underlie the practice of academic integrity, and to uphold its ideals.
Ignorance of the rules is not an acceptable excuse for disobeying them. Any student who attempts to
compromise or devalue the academic process will be sanctioned. "
Academic sanctions in this class will range from an F on the assignment to an F in this course. A report of
suspected academic dishonesty will be sent to the Office of the Dean of Students. Additional information
and definitions can be found at:
http://www.baruch.cuny.edu/academic/academic_honesty.html
Services for Students with Disabilities. From the Provost’s Memo for Students with Disabilities:
“Baruch College provides reasonable accommodations and modifications for students with disabilities to
ensure that no student with a disability is denied the benefits of, is excluded from participation in, or
otherwise is subjected to discrimination under the education program or activity operated by the College
because of the absence of educational auxiliary aids for students with disabilities. Arrangements for
adapting class procedures without compromising course content and standards may take time. Therefore,
students who require accommodations or modifications should speak with me as soon as possible. I am
available for you to talk with me before or after this class. To meet outside of class contact my assistant
Ms. Jonelle Griffen 646-660-6720 and she will schedule an appointment. In order to receive services, you
must register with the Office of Services for Students with Disabilities. Documentation is necessary for
every disability. For more information concerning services for students with disabilities, please contact
Barbara Sirois, Director of the Office of Services for Students with Disabilities, Vertical Campus
Building, One Bernard Baruch Way, 2nd floor, Room 2-270, phone number: 646-312-4590.” Please go to
www.baruch.cuny.edu/studentaffairs/disabilityservices.htm for more information.
Collaboration: You are free to work on the homework assignments in groups. In fact, you are
encouraged to work in groups: working in groups is an excellent way to learn. However, each person
must individually write up their own solutions in their own words, and quizzes must be taken on one’s
own—except in the case involving a group work product. Writing out your homework in your own words
is how you will know that you really understand. However, I do encourage you to work in groups and to
try to explain things to one another. Take advantage of the Discussion Forums in Blackboard.