PEICA Arts and Education 2009

8/6/2019 PEICA Arts and Education 2009

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Report on the 2009

Arts & Postsecondary Education

Consultations

Prepared for : The Department of Tourism and Culture

Prepared by: The Prince Edward Island Council of the Arts

Darrin White, Executive Director

March 10, 2010Web Version 1.0

Imagining Modelling Shaping


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web version 1.0 July 28, 2010


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115 Richmon d Street (t) 902-368-6176

Charlottetown, PE (f) 902-368-4413

C1A 1H7 [email protected]

www.peica.ca

March7,2010

HonourableRobertVesseyMinisterofCultureandTourism

ProvinceofPrinceEdwardIsland

P.O.Box200Charlottetown,PE

C1A7N8

DearMinisterVessey,

ThePrinceEdwardIslandCounciloftheArtsispleasedtopresenttoyouourreport

ontheconsultationsweconductattherequestofyourpredecessorMinisterBertramonthesubjectofpost-secondaryeducationinthearts.

Thereport,intendedasanpreliminaryexaminationintobothinterestsandneedsof

theartscommunitycontains,webelieve,importantinformationthatwillcontribute

totheongoingdiscussiononthesubjectthatalreadyincludessuchpartiesasthe

ConfederationCentreoftheArtsandHollandCollege.

BoththeCouncilsChair,Dr.GregDoran,andIwouldbehappytomeetwithyouatyourconveniencetodiscussthereportindetailandtohelpyouconsiderpossible

nextsteps.

Sincerely,

DarrinWhite

ExecutiveDirector

ThePrinceEdwardIslandCounciloftheArts

Encl.

c.c.:Dr.GregDoran


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Imagining, Modeling, andShaping:Reporton2009ArtsandPost-SecondaryEducation

PreparedforTheDepartmentofTourismandCulture

Preparedby ThePrinceEdwardIslandCounciloftheArts

DarrinWhite,ExecutiveDirector

March10,2010


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Imagining,Modeling,andShaping: 1Reporton2009ArtsandPost-SecondaryEducationConsultations

March2010

TableofContents:

EXECUTIVESUMMARY 2

INTRODUCTION 4

THEPRINCEEDWARDISLANDCOUNCILOFTHEARTS 4THECULTURALCOMMUNITY 5

FINDINGSANDDISCUSSION 8

THECONSULTATIONSMETHODOLOGYANDLIMITATIONS 8NEEDS 9MODELS 11KEYFEATURES 14

CONCLUSION 15

APPENDIX1CONSULTATIONDATESANDLOCATIONS 17

APPENDIX2ENGAGEMENTSTRATEGY 18


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ExecutiveSummaryInthefallof2009,thePrinceEdwardIslandCounciloftheArtsengagedtheIslandsartscommunityinapan-Islandsetofconsultationsonthetopicofpost-secondaryartseducation.

Whatemergedfromthoseconsultationsrepresentsaclear,Island-born,solutionforadifficultsetofproblems,includingasignificantpopulationoftrainedartistslivingimmediatelyaroundthecityofCharlottetownbalancedbyawidelydiverseandwidelydistributedgroupofartistswhorangefromthehighlytrainedtothelargely-self-taught,allofwhomhaveeducationalneeds.Throughanexaminationofthedatacollected,andanobjectiveanalysisofthediscussionsateachofthefourteenlocations,avisionsurfacedofacentralhubactinginthecapacityofaSchooloftheArtsthatwasafocusforartsandarteducationactivity,andprovidedabaseforwidelydistributedprogrammingacrossPEI.

Attheheartofthematterisasimplefact:Islandartistswanttodowell,artisticallyandfinancially.Theywanttomakequalityartwork.Theyneedaccesstoprofessionaldevelopmenttoenhancetheirskills,asinanyotherprofession.Theyneedafocusfortheireducationactivities,forresources,formentors,andformaterials.Theyfeelastrongdesiretoconnectwiththeirpeers,toeveryonesmutualbenefitandgain.

Theseareallfeaturescommonlyfoundin,andareanintegralpartof,anyareathatfeaturesaninstitutionorentitythatactsasaschoolofthearts.

Thecommunitydevelopedanimageofaneducationentitythatnotonlyactedinpartnershipwithexistingpost-secondaryinstitutionsinaformal,accreditedsensebutalsoactedinpartnershipwithschools,wellnesscentres,existingcommunitycentres,andcommunity-basedgroups.

Whiletheneedsoftheprofessionallytrainedartistcadreandthemorecommunity-basedartistandartisangroupsarequitedistinct,eachagreedontheimportanceofprovidingopportunitiestotheotherandenshrininga

Ithinkitisabsolutelycrucialtore-establishartseducationfor

adultsandcontinuingeducation

forprofessionalartistsonthe

Island.Weoncehadarenowned,

enviableartcollegeanddespite

itsclosurewesomehowcontinue

tohaveawealthofprofessional

artists/educatorsinthe

communityandIbelievewe

couldeasilyattractartseducatorsfromaroundthe

world,werewetoonceagain

haveaprogramofstudybased

onPEI.

WereInotdeeplyattachedto

myIslandhomeIwouldlikely

stayhereinFredericton,where

thereisthisresourcefor

continuingeducationandsupport.

-WrittensubmissionfromanIslandArtist

studyinginFredericton


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March2010

balancebetweenusinglocalhumanresourcesandemployingtheabsolutehighestqualityofinstructioninallactivities.Wherepossible,therewastheunderstandingthatworkingtogetherwouldleadtothemostsuccessonbothsides.

Aresoundingfeatureofthediscussionswasthesenseoflossofcommunity,particularlyinlightofthedemiseoftheformerHollandCollegeSchooloftheArts.ManydiscussionscenteredonthisstrongdesiretoreestablishPrinceEdwardIslandasacentreofartisticexcellencewithastrong,vibrant,andengagedcommunityofpractitioners.Itwasoftennotedthat,asidefromtheobviousformaleducationalbenefitsthattheHollandCollegeprogramoffered,therewereinnumerableintrinsicbenefits,suchasaphysicalcentreforartsactivity,easyaccesstopeersandacriticaldialogue,easyaccesstoknowledgeablementors,andopportunitiestosteadilybuildartisticskills.

Itwasalsonotedthattheformerstudentsofthatschool,nowaging,seemtohavebeenthelastofacohesivecommunityofpeers,andyoungerartists,andthosewhowerenotpartofthatcohort,feeltheirseparationfromboththatgroupandfromeachother.

WhilethePEICAreceivedreports,bothfirsthandandindirectly,thatsomeartistsdidnotparticipateastheyfeltthatnothingcouldeverbeachieved,theconsultationsprovedthattherearemanyartistswhoremainhopefulandcommittedtotheideathatwe,onPrinceEdwardIsland,canworkasacommunitytobuildanappropriatesolutionasuniqueastheIslanditself.Thisreportisintendedtobethestartingpointforfurtherstudyandfurthercommunityengagement.Ideally,itwillalsoleadtowardsthegoalofprovidingqualitypost-secondaryartseducationrighthereathome.


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IntroductionThisreportisintendedasapreliminaryexaminationoftheneedsoftheculturecommunityforIsland-basedpost-secondarytrainingintheartsbeyondthatwhichisavailablenow.Italsoaimedtoexaminesomeofthepotentialmodelsfor

implementingordeliveringanypotentialprogramming,aswellastoexplorewhatkeyfeaturesshouldbeseriouslyconsideredwhenmovingaheadinthisarea.Thereportbasesitsfindingsonthedirectinputfromthosemostlikelytotakeadvantageofpost-secondaryofferings,thosebeingtheartists,andculturalworkersofPrinceEdwardIsland.

ThePrinceEdwardIslandCounciloftheArts

ThePrinceEdwardIslandCounciloftheArts,oftenreferredtoastheCouncilorthePEICA,isafederallyregisteredcharitableorganization,incorporatedasanot-for-profitintheProvinceofPrinceEdwardIsland.

ThePEICAissomewhatuniqueintheNorthAmericancontext,withonlyitandtheVermontStateArtsCouncilwhollyindependentfromgovernment,andoperatingundertheguidanceofelected,notappointed,BoardsofDirectors.Nonetheless,bothorganizationsactinthecapacityofpublicartsfunders,disseminatingpublicfundsandotherprogramstotheirrespectiveartscommunities.

ThePEICAhasthemandatetoMaketheArtsIntegraltotheLivesofAllIslandersandhasthestatedobjects1:

2.2 Pr imaryOb jects:

2.2.1. To promote the enjoyment of, participation in and accessibility to the arts of al l people

throughout the Province;

2.2.2. To promote all aspects of education in and through the arts throughout the Province;

2.2.3. To support and promote the creation, presentation, and distribution of the arts by

individual artists and arts groups throughout the Province;

2.2.4. To provide a forum for the exchange of ideas and program information, and for the

consideration and discussion of matters of mutual concern;

2.2.5. Through a program of prizes and awards, to honour those in the arts whose contribution

deserves special commendation;

2.2.6. To assist, co-operate with and enlist the aid of organizations whose aims and objectives

are similar to those of the PEICA;

2.2.7. To serve as an avenue of advice and guidance to and from the Government of the Province

in areas relative to the arts.

1FromthePEICABylawseffectiveJune2007


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Object2.2.2showsthelevelofimportancethePEICAplacesonartseducation.Further,thePEICAsStrategicPlanhaswithinitaspointthreeLifelongLearninginandthroughtheArts.Assuch,thePEICAwasgreatlyinterestedinengagingthecommunityinadeeperlookintotheissueofpost-secondaryeducationsinthearts.

TheCulturalCommunity

ThePEICulturalHumanResourcesCouncilhasprovidedexcellentinformationregardingthenatureoftheculturalcommunityonPrinceEdwardIslandincludedmembersoftheculturallabourforceaswellasimportantnatureonartiststhemselves.ThependingstudyonHybridCareers2intheArtsfindsthat:

Basedon2006censuscounts,thereareapproximately1,960culturalworkers,including460artists,onPrinceEdwardIsland.

Basedonthecensus,theaverageearningsofIslandartists(fromallsources)areonly$15,900.

Ofthe460artistsonPEI,25%arelessthan35yearsold.Thisislowerthanthebroaderculturallabourforce,where37%ofworkersareunder35.

ComparedwithallCanadianartists,thereisahigherproportionofPEIartistsintwoartsoccupations:(1)artisansandcraftspersons;and(2)musiciansandsingers.

Comparedwiththenationalaveragesfortheculturalsector,PEIsbroaderculturalsectorhasfewerpeopleintheirprimeworkingyears(3%feweragedbetween35and44)andahigherpercentageofolderworkers(3%moreaged55andover).

However,thisdatahassomeseriouslimitationsthataffectanystudiesonartistsandculturalworkersonPrinceEdwardIsland.Theselimitationsinclude:

IndividualsareclassifiedintheoccupationinwhichtheyworkedthemosthoursbetweenMay7and13,2006(thecensusreferenceweek).Thismeansthatartistswhoworkedmorehoursatanotheroccupationthatweekarenotcountedasartistsinthecensus.

Thecensuscannotinformusastohowmanyartistshavesecondaryoccupations.

2CreativeAdaption:HybridCareersofPEIArtistsMeganWilliamwithKellyHill,expectedreleaseSpring2010.


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Thosewhoteachinpost-secondary,secondaryorelementaryschoolsareclassifiedasteachersorprofessorsandarethereforeexcludedfromthecountofartists.

Becauseofthesefactors,censusdataisknowntoundercountthenumberofartistsinCanada.

ThePEICouncilfortheArtsestimatesthenumberofartistsontheIslandasroughlytwiceashighasthecensusestimate.

A2009studyofCanadianvisualartists(WagingCulture:Areportonthesocio-economicstatusofCanadianvisualartists)estimatedthattherearesomewherebetween22,500and27,800visualartistsinCanada.Thesefiguresareabout30%to60%largerthancensusestimates.

Censusearningsstatisticsincludeamountsreceivedfromallemploymentandself-employmentpositionsin2005,notjustthepositionatwhichtherespondentworkedthemosthoursduringthecensusreferenceweek.As

such,thecensuscannotinformusabouttherelativeimportanceofdifferentsourcesofartistsearnings.

Thecensusprovidesoccupationestimatesbasedonarelativelylargepopulationbase:the20%ofhouseholdsthatcompletedalongcensusform.However,thisstillhaslimits.Somebreakdownsofthenumberofartistsinareaswithlowerpopulations(suchasPEI)arelessaccuratebecauseofthefairlysmallsampleofartistsintheselocations.Inaddition,StatisticsCanadaseffortstoensureconfidentialityofindividualresponsesresultinsomedistortionoftheestimatesofartistsinareaswithparticularlylowpopulations.

AnimportantprojectionfromthePEICulturalSectorTrainingStrategy3isthat,givencurrent,orlowergrowth,theculturalcommunityshrinks(withlowgrowth,significantly).ThisdownwardtrendinthesizeofthecommunitymayhaveanegativeimpactontheoverallgrowthoftheIsland,particularlywhenthecreativeworkforceisaparticularlyattractivecomponenttoknowledge-basedindustries.TheremayalsobeanegativeimpactintermsofTourismwhennumerousstudiesshowtheimportanceofalocalitybeingabletoofferawealthofauthenticculturalexperiencestotodaysmoresophisticatedtourist.

3PEICulturalSectorTrainingStrategyHillsStrategies,2009


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Intermsofoverallneedfortraining,thishasalreadybeenexploredandillustratedinaculturallabourforcesupplyanddemandstudywhich,insection4.0SkillsandTrainingNeeds4stated:

As mentioned previously, the Cultural Sector is a highly trained workforce.When asked about the highest level of education completed, 73.8% of

respondents indicated having post-secondary training. That being said, 66%of respondents still indicated a need for continuing education. A breakdown

of respondents by Need for Training by sub-sector is included below.

Of those responding Yes to the need for continuing education and training,

64% were self- employed workers.

Asthisdatashows,thereisnolackofneedamongtheculturalworkersofPrinceEdwardIslandforsomeformofongoingtraining.

4PrinceEdwardIslandsCulturalLabourForce:SupplyandDemandMacPhersonRocheSmithandAssociate,July2008


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FindingsandDiscussion

TheConsultationsMethodologyandLimitations

Artistsandcultureworkerswereinvitedtoattendconsultationssessionsbooked

acrosstheProvince5.Wherepossible,thePEICAworkedwithlocalgroups,particularlytheregionalartscouncilstohostthesessionsandencouragelocalparticipation6.GroupsizesvariedwiththesmallestgroupsinWestPrincecountyandthelargestgroupsinMontagueandCharlottetown.

AlimitingfactorforturnoutmayhavethegenerallevelofconcernabouttheH1N1Influenzavirusastheconsultationsweretakingplaceatthehighestlevelofpublichealthconcerns.ItshouldbenotedthattheintendedconsultationonLennoxIslandwascancelledafterallpublicmeetingsinaboriginalpopulationswerestoppedduetotheparticularconcernsforthatcommunity.

Eachconsultationwascomprisedofformallypresentingthreequestions,oneatatime,witheachquestionbeingrespondedtointhegroupsettingalongwithconcurrentdiscussionastheanswerswerecollected.Inthefinalanalysistopicsorresponsesthatgarneredthemostattention,boththroughtheorderinwhichtheywereaddressedandthedegreetowhichtheoveralldiscussionrevolvedaroundthem,weregivengreatestsignificance.

Thismethodprovidedtheopportunityforthegreatestbreadthoftopicstobeintroducedwithparticipantsabletotakeinspirationfrompriorresponsesanddiscussion,andbuildinguponsharedthemes.Theprocesswaslimitedinitscapacitytoranktheimportanceoftheresponseswithcompleteconfidence.Futurestudiesmaywishtouse,asstartingpoints,thearrayofresponseselicitedforthisreportandengagethecommunityinamoreformalizedprocessofranking.

Communitymembersunabletoattendoneofthearrangedsessionswereinvitedtomakewrittensubmissionsaddressingthethreecentralquestions.ThePEICAreceivedseveraloftheseindependentsubmissionsandtheresponsesfromthemwereincorporatedintothefinalresults.

5findthecompletelistofsessionsinAppendix1

6seeAppendix2EngagementStrategy


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Needs

Theneedsofthecommunitywereaddressedfirstineachsessionbyaskingthequestion:

ThinkingaboutalltypesofArtsEducationforadults:

1.Whatdoyouwant/need?Whatdoestheartscommunitywant/need?

Intotaltherewere19commonresponsesthatsummarizedthevarietyoftopicsthisquestionelicited.

ThemostcommonresponserevolvedaroundSpace/Place/SchoolandencompassedideasfromaformalPrinceEdwardIslandSchooloftheArtstopan-Islandofficialartsspaceswhichwouldactascommunityhubsforworkshops,meetings,andexhibitions.Ofalltheideasthatmakeupthistopic,thetwomostemphasizedweretheideaofaschoolinthesenseofanentitytodelivertheeducationalprogrammingbutnotnecessarilyaformal,stand-aloneschool;andtheideathatsuchanentitybyitsverynatureprovidesthefocusandlocusforalloftheothercorollaryactivitiessuchasexhibitions,peer-to-peercriticaldiscussionandmentorships,sharingofinformationandresources,etc.Itwaswidelyrecognizedthatthetwoideasinhabitthesamespacethecreationoftheoneenablestheother.


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Indeed,areviewofthenineteenmaintopicssuggeststhatmanyofthelowerrankedideasarereallycomponentsof,oractivitiesthatwouldrunconcurrentwith,theinitial,morehighlyrankedtopics.TheideasofAdvancedTraining,ResourcesforInstructors,Accreditation,andArtsEducationforTeachers,forexample,gohand-in-handwiththeideaofaschool,whilethetopicsofResidencies/Artist

Exchanges,Apprenticeships,Opportunitiesforexposureforandtoartists,andOpportunitiestodemonstratecareertoyouthallspeaktotheneedforspaceorplace.

Thecommunity,asawhole,wasclearinindentifyingtheneedforanentitytohouse,host,andcoordinateartseducationactivityacrosstheIsland,andthatthesize,shape,andscopeofthatentitycouldbefurtherdevelopedatalaterdate.

Animportantnotemustbemaderegardingartseducationattheelementaryandsecondarylevels.While,ateachsession,itwasmadeclearthatthiswasbeyondthescopeoftheconsultations,Islandersfeltstronglythatartseducationatthislevelwenthand-in-handwiththepost-secondaryideas.Itwasoftendiscussedthattheonelevelfeedsintothenext,andthattherewouldbeclosetiesbetweenapotentialschooloftheartsandtrainingforelementaryandsecondarylevelteachers,andopportunitiesforskilledchildrenandyouthtotakeclassesorcoursesattheschool.

Itisridiculousandunfair

thatislandersshouldhaveno

otheroptionthantoleaveif

artistheirchosencareer,not

tomentionthatprofessional

artistsalsoneedtoleaveif

theywanttoupgradetheir

skillsandknowledge

- from written submission


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Models

ModelsforthedeliveryofArtsEducationwereelicitedbyaskingthequestion:

Thinkingaboutallthedifferentwaystolearnorparticipateineducation:

2.Howcanthesethingsbedelivered?Whataresomeofthemodels?

*Therearemanymodelsfromfull-fledgeduniversityprogramstoeveningworkshops.Whatsthebestwastodeliversomeofthe

thingsfromquestion#1

ThisquestionclearlyillustratedthedualityoftheneedsonPrinceEdwardIslandandtheneedforanIslanddevelopedsolution.Asseeninthechartbelow,thefirstmostdiscussedtopicwasthatofaSchooloftheArts,thesecondwastheideaofaDistributedSchoolandthethirdwastheideaofaHubaroundwhich,orthough

which,artseducationwouldtakeplace.

NotealsothatthefourthtopicwasPartnershipwithexistingfacilitieswhichspoketopartneringatthecommunitylevelwithexistingcommunitycentres,wellnesscentres,indeedanysuitablelocationwithinacommunity.AttheseventhspotwasPartnershipwithschoolsreferringtoElementary,JuniorHigh,andHighSchools,againinthecommunity.


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Whilethetopicscapturedthedata,itwasintheconversationsthatamodelemergedthroughouttheconsultationsofacentrally-based,dual-mandateSchooloftheArtsthat,fromitscorelocation,offeredanearlyorintroductoryleveloffineartseducation,accredited,andtransferabletoanyofthedegreegrantingartsschoolsacrossCanada,aswellasofferingworkshopsandshortcoursesataveryadvanced

levelfortheIslandsadvancedandseniorartistsandalsoattractivetoartistsfromotherpartsoftheregion,country,and,perhaps,theworld.Atthesametime,thisSchooloftheArtsiscoordinatinganactiveandexcitingprogramofcommunity-basedinstructionthatusestheIslandstalentedartistsandartisansasinstructorsforworkshopsandshortcoursesdeliveredincommunitycentresandschoolsfromTignishtoSouris(muchlikeexistingartsschoolsdowiththeircontinuingeducationprogramsbutinawidergeographicsense).

Itsworthdiscussingboththefifthandsixthtopicsinmoredetailaswell.AlmosteveryconversationhadelementsthatrevolvedaroundamodelsimilartotheBanffCentrefortheArtsinBanff,Alberta.Thisworld-classinstitutionfeaturesarts

workshopsandshortcoursesdeliveredbythebestofthebestintheirrespectivefields.Asaresult,artistsofalldisciplinestravelfromaroundtheworldtoattendtheprogramsoffered.ManysawapossibilityforaBanffEast,essentiallyofferingasimilarprogrammingtotheBanffCentreinanequallybeautiful??,albeitverydifferent,geographicsetting.Alongwiththisconversationcametheideathatthissortofactivitywouldgeneraterevenuestooffsetotherprogramcosts,wouldprovidenotjust

IslandartistsbutartistsfromeasternNorthAmericawithacloserchancetofulfilltheirtrainingneeds,andwouldcreateopportunitiesforIslandmasterstosharetheirskillsandknowledgewiththeworld.Atseveraloftheconsultations,asanaside,itwasnotedthereweretourismimplicationswiththismodel.

TheideaofApprenticesdidnotappearuntilthesecondhalfoftheconsultations,

butthenappearedateachconsultationthereafter.Therootofthisseemedtobetwo-fold:first,thatthereisanabundanceofskillhereontheIslandthatislargelygoingtowaste,inaneducationalsense,withnoentitytocoordinatethepairingofMastertoApprentice;andsecond,therewasasensethat,foranemergingartistwithoutaccesstoamoreformalmodel,apprenticeshipmaybeanavenuetopursuetoincreasetheirskillsunderthetutelageofamoreseniorartist.Themainfailing,atpresent,whichpreventsthedevelopmentofthistypeofactivityisthelackofa

Whatweneedisanalternative

artist-friendlytrainingcentrethat

providesshort-termspecialized

trainingandmentoringprograms

thatotherprovincesdontoffer.Why

notcreatesomethingthatwould

attractpeoplefromotherprovinces

aswellaskeepartistshereorbringthembackandhopefullyattract

more.Whatbetterplacetopractice

yourart,anyartform.Wehaveto

thinkoutsidethebox.

-fromwrittensubmission


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coordinatingbodyorentitytomakethematches.ItwasgenerallyseenthataSchooloftheArtscouldactinthatcapacity.

Onlastkeyfeaturethatisworthdiscussingisthelingeringdistrust,expressedbysomeconsultationparticipants,ofHollandCollegeanditsperceivedroleintheclosureoftheformerschoolofthearts.WhilesomesawHollandCollageasanidealpartner,otherrecommendedthatanypotentialschoolstayawayfromassociationswiththecollege.Regardlessofwhichsideparticipantstook,whenpartnershipwasdiscussedwherewasanunderlying,butconsistent,feelingthatwhatevershapeanyschoolmighttake,itwasimportantthatithavesomemeasureofautonomyfromitshost,orpartner,school.

Inafinalnoteonmodels,theideaofhousingalltheexistingandpotentialnewartseducationactivitiesinoneplacecameuponseveraloccasions.Underthismodel,everythingfromHollandCollegesDesignandPhotographyprogramstoUPEIsMusicandTheatreprograms,alongwiththenewlydevelopedcurriculawouldalltakeplaceinonephysicallocation,creatinganappealingcommunityofartslearnersinamultidisciplinary,andtherefore,verystimulating,environment.


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KeyFeatures

Thekeyfeaturestoofanysuchundertakingwereelicitedthroughthequestion:

Thinkingaboutbeingefficientwiththelimitedresourcesthatareavailable,andofthemodels

highlightedinquestion#23.Whatarethekeyfeaturesthatyouwouldliketosee?

TheideaofLinguisticdualityfeaturesprominentlyintheresponsestothisquestionasadirectresult,andrightfullyso,oftheemphasisputonthisintheconsultationsconductedinFrench.TheFrancophoneartscommunitypointedoutthatforartistinitscommunitythecircumstancesareparticularlydirewithvirtuallynoabilitytotakeanyadvancedorpost-secondarytrainingintheartsontheIsland.TheprogramsatUPEIandatHollandCollegeareentirelyAnglophone,obligingallFrenchspeakingstudentstoleavePEIforanydegreeoftraining.

TheideaofAnimateurCulturelleisaFrenchtermthatdoesnotadequatelytranslateintoEnglishyetperfectlycapturesthepotentialroleofanyfutureartsschool.Atitsheartisthenotionthatthisschool,inwhateverform,mustactinawaythatanimatesthecommunityitselfintoaction,thatfostersandencouragesallmannerofactivityrelatedtotherebuildingofanartscommunityandtheestablishmentofmethodsandpathwaysforsharingandlearning.Itisawordthat


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embodiesasenseofacommunity,asawhole,risingtomeetnewchallengeswhilesharingitselfwiththeworld.

AccessibleandAffordable,whilenotlimitedtothemoreruralconsultations,certainlywasanidentifiablefeatureinthoseconsultations.Tomanyartists,especiallythosewhoseincomesmaynotbegreat,butwhohaveagreatdesiretoexpandtheirskillsandknowledge,thesetwofactorsareofvitalimportance.Theyanticipatebeingabletobenefit,butonlyiftheycanactuallyfindworkshopsortraininglocated?reasonablywithintheirarea,andwithintheirtightbudgets.Itwasunderthesediscussionsthattheuseoflocaltalentandresourceswasagainaddressedasitwasrecognizedthatlocallybasedinstructionwithinstructorsfromtheimmediateareawouldbeanextremelycost-effectivewaytoprovidesomemeasureoftrainingandskillsdevelopment.

Conversely,forhighlyskilledartists,andthoselookingataformalmodel,itwasoftheutmostimportancethatinstructorsbeoftheveryhighestcaliber(theseventhkeyfeature),andwiththatcametherecognitionthatcostswouldbereflectiveofthatcaliber,butthiswouldbeoffsetbyaccesstothoseinstructorsrighthereontheIslandandinamultidisciplinary(thesixthkeyfeature),andcentral,ideallyCharlottetown,location(thefourthkeyfeature).

Thesetwofactionsfurtherstressedtheimportanceofanyfutureschoolunderstandingthatitmustservedualpurposes,whilecarefullyleveragingandsharingresourcesbetweenthetwo.

TheremainingkeyfeaturescontinuetoemphasizeandreflectuponthoseissuesraisedintheNeedsandModelsdiscussions.Despitethedualityoftheresultingideas,therewerestrongconsistenciesineachdiscussionandthroughthe

consultationsinwhatwasneeded,howitcouldbedelivered,andwhatelementsitmustaddresstoberelevantto,andsupportedby,theIslandsartscommunity.

ConclusionTheseconsultationsandthisresultingreportwerenotintendedtobeanexhaustivestudyonthesubject;however,theywereintendedto,andweresuccessfulin,identifyingkeyareasforfurtherexploration,indentifyingpotentialpartnershipsfordelivery,andillustratingtheneedforsomelevelofpost-secondaryeducationinthearts,bothformallyandinformally.

Whathasemergedisasharedvisionforsomeversionofaschooloftheartswiththecapacitytodeliverhigh-qualitytrainingatalllevels,andtrainingthatisresponsivetotheneedsoftheappropriatelevelofstudent.Itisentirelypossibletodeliverworld-classinstructionin,forinstance,oilpaintingthatisdeliveredbyaworld-renownedcontemporaryartistattractinglearnersfromhereathomeandfromaway-whilesimultaneouslydelivering,inaschoolroom,orahall,water


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colourinstructiontoalocalartistgroup,deliveredbyamoreseniorartistfromafewcommunitiesaway.Bothareneeded.

Webelievestronglythatthissharedvisioniswidelysupportedsolongasthediversitybetweenurbanandrural,betweenhighlytrainedandself-taught,betweenhighconceptandhighlycommercialarerespectedandencompassedinprogramdesignanddelivery.Ideally,therewouldbehighquality,perhapsevenaccredited,instructioninacentrallocation.Theremustalsobelocallydelivered,communitybased,instructionintheruralandoutlyingareas.And,lastly,theremustbecoordinationbetweenthetwo.

Thereareanumberofsuitablepartnerstocontinuetoexaminethisarea,andfosteritsgrowthfromideatoreality.TheIslandisremarkablywellequippedforthiswithHollandCollegeeffectivelypartofdowntownandwithexistingtiesandcurrentprogramdeliveryacrosstheIslandthatdeliversanexcellentdesignprogramamongothers.UPEIisanaccredited,degreegrantingUniversitythatalreadyhasacompletemusicprogramandsomemeasureoffineartsandartshistoryoncampus.TheConfederationCentreoftheArtsdeliversartsprogramtochildrenandyouth,andcanprovideanexcellentsettingfortechnicaltrainingandaccesstostagesofallsizes.

Clearlythereisgreatpotentialforsavingsinadministrativemattersthroughpartnershipswiththeselargeorganizations.InthecaseofUPEIandHollandCollegebothhaveexistingsystemsforstudentregistrationandotherappropriatesystemsfortheoperationofaschoolandthedeliveryofprograms.

Beyondthesheerpracticalityoftheneedsofthecommunity,andthenearidealcollectionoflarge,capableinstitutions,thereexists,also,aremarkablepotential.

TherearemanywhocanenvisionPrinceEdwardIslandasacentreofartisticexcellencewithofferingsbeyondwhatcurrentlyexistanywhereelseinEasternCanadainasettingofartisticcommunitiesateveryturn.

Atpresent,thePEICulturalSectorCouncilhasaworkinggroupexaminingthetrainingneedsoftheculturalsectorlabourforcewhichwillprovideadditionalinformationandinsightintothespecifictrainingneedsandopportunitiesoftheculturalcommunity.

Itisourrecommendationthataformalworkinggroupbedevelopedtofurtherexplorethismatterandprovidedeeperinsightsintothepotentialforpost-secondaryeducationinthearts,toidentifypracticalareasforpartnership,andtolaythefoundationforaction.


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APPENDIX1ConsultationDatesandLocations

Wednesday,Oct.14

5:30-7p.m.-Tignish-AccessPEIBuilding-103SchoolStreet8-9:30p.m.-O'Leary-AccessPEIBuilding-45EastDrive

Tuesday,Oct.20

5:30-7p.m.-Souris-BluefinRestaurant-10FederalAvenue8-9:30p.m.-Montague-ActiveCommunities-540MainStreet

Thursday,Oct.22

5:30-7p.m.-Summerside-LefurgeyCentre-205PrinceStreet8-9:30p.m.-Bonshaw-BonshawCommunityCentre-25GreenRoadMonday,Oct.26

6-7:30p.m.-Charlottetown(inEnglish)-TheGuild-cornerQueen&RichmondStreets8-9:30p.m.-Charlottetown(enfranais)-TheGuild-cornerQueen&RichmondStreets

Tuesday,Oct.27

5:30-7p.m.-LennoxIsland-EcotourismComplex-SweetgrassTrail(cancelled7)8-9:30p.m.Wellington(bilingual)-AccessPEIBuilding-48MillRoadTuesday,Nov.3

3:30-5p.m.-Souris(enfranais)-colelaBelleCloche-95,Route310,FortuneBridge

Tuesday,Nov.10

6-7:30p.m.-Charlottetown(enfranais)-LeThtreduGuild-111,rueQueen

7ThissessionwascancelledduetoconcernsregardingthespreadoftheH1N1Influenzavirus.AllpublicmeetinsonLennowIslandwerecancelledduringthistimeperiod.


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APPENDIX2EngagementStrategy

ThePEICAusedathree-prongedcommunicationsstrategytoengagethecultural

communityandspreadinformationabouttheCommunityConsultationsonArtsandEducation:

1. thePEICAinformedthepublicaboutthewhyandwhereoftheconsultationsthroughmediaoutlets;

2. thePEICApartneredwithlocalartsgroups(whereavailable)andotherconcernedorganizationsacrosstheIslandtoreachintocommunities;

3. backgroundinformationaswellastheup-to-datescheduleofconsultationswereprominentlyfeaturedonthePEICAwebsite,aswellasintheIslandArtsNewsletter,whichisdistributedviae-mailtohundredsofpeopleweekly;and

4. thePEICAutilizedsocialmedia(Twitter/Facebook)aswellassmaller,morespecializedcommunicationlistings(i.e.,CarrefourdelIsle-Saint-JeanandTownofSourise-maillistings)tonotifythosenotservedbyothermethods.

DETAILS

MediaOutlets

Pressreleasesweree-mailedtoCBC,TheBuzz,CFCY,CTV,TheGuardian,TheEasternGraphic,Eastlink,JournalPioneer,LaVoixAcadienneandtheWestPrinceGraphiconOct.8,15,22,29andNov.3providingbackgroundinformation,thecompletescheduleofconsultations,aswellashighlightingthoseupcomingsoon.

Uptakewasexcellent:

CBCCompassOct.9theweekpriortoconsultationsstartingreporterLindsayCarrollinterviewedPEICAExecutiveDirectorDarrinWhite&ArtistBeckaViauabouttheimportanceoftheconsultationstothePEIartscommunity;

CBCMainstreetOct.13onthedaybeforetheconsultationsbegan,AngelaWalkerinterviewedPEICABoardChairGregDoranandPEICAExecutiveDirectorDarrinWhiteaboutthefocusoftheconsultationsandwhytheywerebeingheld.

CBCIslandMorninghostKarenMairannouncedconsultationdates&locationsseveraltimesweekly.

CBCClosetoHomehostCarmenKlassenannouncedconsultationdatesandlocationsonherMaritimes-wideshow,whichplaysonCBC-PEIfrom34p.m.eachweekday.


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CBCConnectionshostOlgaMilosevichannouncedconsultationdatesandlocationsonherMaritimes-wideshow,whichplaysonCBC-PEI(Radio2)fromnoon1p.m.Saturdays.

TheGuardianpublishedarticlesOct.10,20,24andNov.3:

-Oct.10Artscounciltoundertakeprovince-wideconsultationsontrainingneedsofartists

-Oct.20ArtsCouncilsconsultationscontinue

-Oct.24Bilingualartsdiscussionstobeheldthisweek

-Nov.3CounciloftheArtslookingtohearfromPEIsfrancophonecommunity

TheEasternandWestPrinceGraphicsranshortenedreleasesascommunityannouncementsclosetothedatesconsultationswerebeingheldinlocally.

PartnershipswithArtsGroups

SeveralregionalartscouncilsandorganizationswereconsultedearlyintheplanningstagesandwereaskedtoconsiderpartneringwiththePEICAinthisendeavour.Specifically,theywereaskedtorecommendandbookanappropriatemeetingplacefortheirrespectivecommunities;tointroducePEICAExecutiveDirectorDarrinWhiteontheeveningoftheconsultationsintheircommunityandtoadvertisethemeetingslocally.Advertisingposterswerealsoprovidedtopartnerstobeplacedinstrategiclocations.

Partnershipswereformedwith:

WestPrinceArtsCouncil SouthernKingsArtsCouncil SouthShoreArtsCouncil LennoxIslandBandCouncil LefurgeyCentre LaComitacadienetfrancophonedelest LaFdrationculturelledel.P..

PEICAWebsiteUp-to-dateinformationaboutthedatesandtimesoftheconsultationswasfeaturedprominentlythroughouttheconsultationsonthePEICAssplashpage.Pleaseseeattachmentfordetails.


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ThisinformationwasalsoincludedintheweeklyIslandArtsNewsletter,whichisdistributedviae-mailtoseveralhundredsubscribers.

SocialMedia/LocalizedE-MailLists

ThePEICAmaintainsapresenceonbothFacebookandTwitter.Up-to-date

informationwasregularlyprovidedthroughthesesites.

Wherenolocalartscouncilexistedtohelpusspreadthewordaboutupcomingconsultations,weutilized,whereavailable,e-maillistservsthroughothersources.Forexample,theTownofSourise-maileddatesandtimesofconsultationstoitsresidentsandLaFdrationculturelledel.P..andCarrefourdelIsle-Saint-Jeanalsocommunicatednewsofbilingualandfrancophoneconsultationstotheirconstituencies.


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115 Richmond Street

Charlottetown, Prince Edward Island

C1A 1H7

t: (902) 368-4410

f: (902) 368-4418

www.peica.ca

[email protected]

Documents

PEICA Arts and Education 2009