The document discusses different types of spaces that arts educators are asked to teach in, including shared spaces, abandoned spaces, and having no dedicated space at all. It notes that space is often undefined, budget constraints limit options, and past practices guide future space allocation. Issues with different space types include safety, security, lack of storage, and restrictions on computer or supply use. The conclusion advocates finding common ground and knowing when to request improved facilities.
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Arts Education Spaces
1. +
Arts Education Spaces
The acceptable, unacceptable, and unreal spaces
that artists are asked to teach their students
February, 2014
Kie Watkins, Ph.D.
2. +
“The Perfect Arts Space”
Arts education space is often undefined by those in charge.
Shared space is common.
“I’ll take anything!” Approach
Misunderstanding of class needs.
Budget constraints of the “parent” group.
Past practices often guide future results.
5. +
“Old enough to be on a Registry”
Area has no other use
Abandoned spaces within working spaces
Often “the only choice”
Safety issues
Security issues
Technology issues
12. +
“Shared Spaces”
High interest in the program
Available space for the program
Often a misunderstanding of needs
Storage may be “off site”
Possibility to improve/reorganize space
Often in well-established structures (recreation centers)
16. +
“Shared Spaces” to the Extreme
No room for program
High interest in having program
“One day” syndrome
No storage
Possible multi-use during teaching
No concrete location
18. +
“Nothingness”
No place for storage
No existing furniture or supplies
“Teach from the cart” philosophy
Scavenging for chair, tables, etc.
19. +
Conclusion
Attitudes can change lives and programmes
Working within the restrictions
“Vagabond Philosophy”
“Art for Art’s Sake Philosophy”
Finding common ground
Knowing “when to ask” for more/different space