Tips for Business Start Ups: 3 blindingly obvious things about the arts business: ideas, experiences and immortality.

What do you actually do, many people ask of Aspire. Do you provide products or services? Services or products? What do you sell? someone asked insistently this week when we were part of a trade mission to Skopje in Macedonia.

After some spinning around of the options – tickets? consultancies? projects? It occurred to me that we do all and none of things. No, what we sell are ideas. As simple and complex as that: ideas.

And we sell them to audiences, participants, staff, funders, project holders and stakeholders, past present and future. it’s not even as something as structured and regulated as knowledge or know-how although that’s part of the picture. No, It’s ideas. Widgets we are not.

The difficulty in selling ideas is that they’re difficult to demonstrate to people and say, there you are, there’s an idea. Would you like to buy it? We have neither have catalogues nor a website which advertises stuff we can sell on in a clear unambiguous way. An idea may as frequently be present on the back of a fag packet as it is in a business plan. Many of the better ones don’t even make it onto the fag packet.

Annoyingly for the accountants amongst us, ideas cannot be pinned down, measured or assessed with much confidence about their economic viability. Ideas are a bit like thought bubbles which lead to further thoughts, which lead to actions which lead to consequences –some beneficial and worthwhile, others unexpected and unwelcome.

We may –and do –produce many things over a year – but given the nature of the arts, these are frequently ephemeral, may just last for a few minutes or hours and may have taken many weeks or months of preparation for that big moment of arts production – when whoof! Its all gone in the flash of an eye, the curtain has come down, the houselights gone up and you’re left looking at a bare stage going, is that all there is?

The notion of arts as service is equally unreliable. Good arts activities will lead to personal experiences which are memorable, transferrable and irreversible. Once you participate in a workshop for example, you may not like it – but you can’t un-do the experience and you can’t take it back to the retailer complaining that you don’t like the colour, that it doesn’t fit or that you were given it by mistake by your grand-aunt. An arts workshop is for life, not just for Christmas. It’s a service you don’t always know what you’re going to be getting from it.

So, the products fade quickly and cost a small fortune to put together; the services may be modest and last for a few hours on a wet Tuesday afternoon in a school in Ellesmere Port.

But what they alll have in common is that the ideas that drives this economy lead to fundamental and vital experiences – learning, fun, play, entertainment, reflection, friendship, connection, love, humour and bewonderment.

Oh, and perhaps even immortality on a good day: a big claim for any business, to be sure, but one which ranks up there with the best of all human aspirational activity.

The Tuesday Rant: how the arts sector is being shafted by parts of the public sector who should know better.

Dear local authority,

It has come to our attention that you are increasingly awarding tenders for arts projects to universities whose turnover is a zillion times higher than the value of that tender.

Do you not realise that you are undermining the sector you claim to represent?

Dear university, why do you insist on putting students on public projects which effectively takes the bread out of local artists mouths? Do you not realise you are shooting the local arts economy in the head every time you place an unqualified graduate into an arts project?  Would you accept student doctors diagnosing your children’s health if they’d done just one year in medical school?

Dear local authority, why are you complicit with this act under the guise of getting ‘value of for money?’ Old mill owners got value for money by exploiting their workers to within an inch of their lives.  Why are you contributing to this outdated industrial practice? And more importantly, why are you allowed to keep getting away with it?

Maybe you’ll appreciate our case once all your arts workers have lost their jobs because of your funding cuts and come back to the sector to look for work… Only to find there is a skeleton of a sector left because it’s been shafted by universities who place unqualified students on projects which should be run by qualified local professionals. And offer access to their so called ‘premium spaces’ in order to claw back some of the massive capital deficit they’ve built up in ‘investing’ in the local economy. 

Dear local authority, dear university, please don’t coming looking to the sector to dig you out of a cultural desert in a few years time. The responsibility for that emptiness will be yours and the students who have long flown the city.

So you wanna be a partner? Presentation to the Creative Connections in the Early Years Tasmania teams

Urban regeneration partnership initiatives – in which public, private and the voluntary sector collaborate in order to bring about the management of public services within neighbourhoods – have been a feature of the UK’s political landscape since the Thatcher government of the 1980s.

In 1999, the National Advisory Committee on Creative and Cultural Education (NACCCE) were commissioned jointly by the British government departments of culture (the DCMS) and education (the DfEE) to review  the place of the arts and creativity in the curriculum.

They went on to publish  All Our Futures: Creativity, Culture and Education in 1999 which in turn led to the launch of the Creative Partnerships (CP) initiative: a programme of creativity and cultural education in 16 areas across England in 2001. Their aims were to provide school children with the opportunity to develop creativity in learning and to take part in cultural activities of the highest quality….  and provide ‘a powerful, focused, high profile and inspirational tool for change, genuinely capturing the imagination of children, parents and carers, teachers and communities.

Whilst CP came to an end earlier this year, its ethos of partnership working has been extended across many public sector organisations who have developed many different kinds of cultural initiatives from music education to cultural leadership to creative learning.  Increasingly, these public sector organisations have identified themselves not only as funders but as partners too.

The impact of new forms of cultural partnership on the Early Years settings

This presentation will critically review within an Early Years context what this new form of cultural partnership has entailed and how it is played out in the classroom, the school, between organsiations and at a macro, policy level too.  It ask questions such as:

• What is meant by partnership – by whom, when and in what context?
• How is partnership is manifested at operational and strategic levels?
• What might be principles of cultural partnership?
• How have these principles been implemented in the Early Years classroom?
• What factors prevent the development of a healthy cultural partnership?

Case studies involving the engagement of artists in early years contexts; cross-organisational planning and delivery; and how national policy impacts on practitioners at a local level will be discussed.

Learnings from on-line dating sites and lonely hearts club adverts will also be taken into account!

Download the presentation here:

http://db.tt/sFJrxJGC