Ideas and Insights from Engineering, Science, Medicine and Arts
Edited by Satish Nambisan
Chapter 8: Educating arts entrepreneurs: does, can or should one size fit all?
Arts entrepreneurship educators address curriculum development uniquely and, as an emerging field, this is not surprising. Without a consensus on what should be taught, how it should be taught and desired outcomes, the field’s educators will naturally approach the classroom largely based on their own experiences, beliefs and training. This is not only understandable; it is crucial in building an academic field. If one considers an arts entrepreneurship classroom as a laboratory on both sides of the instructor’s desk, where all parties are trying to find their own way to reach their own unique goals, then perhaps we can assume most students want to make a living with their art and faculty want to provide a platform for them to succeed. Though there is certain nobility in this assumption, the fact of the matter is that the classroom’s disciplinary diversity may preclude the curricular consensus suggested above. Certainly some students seek a “template of success” based on their collegiate arts training: do this, hone that, acquire this skill, invest incredible amounts of time and your goal magically manifests. Others may come to the classroom questioning their own artistic, personal, financial and professional goals.
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