With AI’s ability to automatically produce content and process complicated datasets with high accuracy, museums worldwide are exploring ways in which this innovative technology can help them better achieve their missions and advance accessibility efforts. Through case studies, learn about three applications of this technology: content digitalization, language accessibility, and visual description.
October was filled with new debates on AI policies, a halt to one of the most significant AI safety bills in the United States, and a host of new AI developments in video, music, and even podcasts.
Arts and cultural nonprofits often operate in multiple markets for earned and contributed revenue. With increasing attention on data-driven decision making, effective market orientation often depends on effective data use. This fundamental collection, transmission, use, and interpretation of data within an organization collectively contributes to what can be considered an organization’s data culture.
Museums have increasingly begun to volunteer their spaces as polling places, acting as a democratic vehicle for their communities and adding to the greater fabric of America’s election infrastructure. In doing so, they can support local democratic processes and prove to their communities that they are not unbreachable temples for the elite, but open platforms for the people.
As exemplified by the Hollywood strikes of 2023, we find ourselves in a new era of Artificial Intelligence in film and television. While studios are looking to cut costs, performers seek job security, and consumers seek quality content. Through research conducted in collaboration with facial motion capture technology provider Faceware Technologies Inc., Master of Entertainment Industry Management students at Carnegie Mellon sought to gain insight on how AI-generated content will transform existing industries, including how this technology could affect employment in the entertainment industry, content development, budgets, contracts, legislation, and privacy rights.
CREATE Lab creates multi-disciplinary learning experiences that allow communities to become technologically fluent. CREATE Lab’s novel combinations of visual arts and technologies provide a wealth of new potential tools to arts administrators and their organization. This article will introduce a few of the exciting projects that CREATE Lab is already testing in the Pittsburgh community, as well as access points for administrators and educators who are interested in implementing them.
The Australian Chamber Orchestra (ACO) has teamed up with Sydney digital media company Mod Productions to produce a new interactive “virtual orchestra” that is breaking down audience barriers in the music world. The resulting audio-visual installation, “ACO Virtual,” has created the means to bring the Orchestra outside the concert hall and into spaces where the ACO may not perform.
As a frequent concertgoer and prospective arts manager, I am intrigued by the question of how to create online audiences for symphony orchestras. What does it mean to create such an audience? And moreover, how does an online audience for an orchestra differ from the audience that comes to the concert hall? Or does it?
Just when we thought photos was the new rage in social media, video steps into the mix. I’m not talking about the typical YouTube video providing “how to’s”, news clips, music, or hilarious propaganda, I’m talking about the 30 to 15-second video applications now available through Instagram and Vine. I’m a huge photo sharer on Instagram, especially when I’m attending a cultural event; I love sending photos to my followers from my seat before a performance begins. Video, however, is becoming more and more prominent in our everyday social media lives. What does this mean for the arts?
I am mildly obsessed with Google Cultural Institute. Why, you ask? It's two-fold. Firstly, Google has implemented its newest project to supplement the Google Art Project, Google Art Talks on Google+. As published on Google's Official Blog, "Each month, curators, museum directors, historians and educators from some of the world’s most renowned cultural institutions will reveal the hidden stories behind particular works, examine the curation process and provide insights into particular masterpieces or artists."
On November 16, The New York Times published an essay by its music critic Anthony Tommasini reflecting on several of his favorite moments in classical and operatic repertoire. “I’m not talking about big climactic blasts or soaring melodies,” he writes, “but about some fleeting passage, an unexpected twist in a melodic line, a series of pungent chords, a short theme that reappears briefly in a new musical guise. Often these moments are subtle and quiet, almost stealthy.” He describes such moments as magical, fleeting, transcendent. Be it listening to a piece of music, sitting in a theater, watching a dance, or gazing at a piece of art, lovers of every art form surely know the sensation of which he writes—those split seconds where time seems to stand still and we are immersed in a realm beyond ourselves. As part of the project, Tommasini asked readers to share their own experiences of musical treasure. Overwhelmed by the response (to date, the query has received 875 replies and counting), what followed is a nine-part video and blog series in which Tommasini takes off the hat of critic and dons the role of teacher. Each video dissects one particular musical moment. Seated at his piano, Tommasini plays through the passage in question, simultaneously discussing its musical narrative and highlighting the particular nuances that cause it to grab the listener just so.
[embed width="560" height="315"]http://www.youtube.com/watch?feature=player_detailpage&v=AkeOC36Bmpo[/embed]
Like any fine instructor, Tommasini presents the subject matter with enthusiasm and knowledge. But unlike a lecture from an expert, the relevance of the session is derived as much from the audience as the teacher. Essentially the project asks devotees of an art form to reflect on their devotion. The subject is important not because an expert declares it so, but because the listener does. Tommasini comments in a follow-up essay on December 9 of the passion, intelligence, and clarity with which readers replied. Of the end of Debussy's Clair de Lune, one writer comments on the change of a single note, resulting in a "subtle change of harmony, like the instant of recognizing first love on a moonlit night." These moments, though brief, are deeply felt and moreover, personal.
As an engagement tactic, it’s a strikingly simple concept. Ask your current audience what moves them. Nudge them to remind themselves of their passion for what you do. In the process, create a forum for lively conversations to occur and then listen to what is shared. Tommasini’s “Musical Moments” project, of course, is able to utilize the human, financial, and technological resources contained at The New York Times. But with such a fundamental question driving it, we wonder if any arts organizations have taken on similar endeavors. To current arts managers who follow our blog, how does your organization garner feedback from the audience about their motivations for the art form you present? To arts patrons, have you participated in anything along the lines of the “Musical Moments” project? Would you want to?
Image Credit: Jillian Tamaki, Copyright 2012 The New York Times Company.
“We’ve managed to incorporate tons of technology into our classroom. Over 90 % of my students have personal blogs. Through their individual blogs, the kids can keep their parents in the loop and show off their creative skills. I get instant email updates when they blog, and nothing is cooler than seeing one of my students post to their blog – over the weekend!- about guitars they wish they had! Oh how I can relate!”
------Jon Schwartz
Can you believe a six-year-old child is as proficient as you do in Photoshop and blogging? Yes! That is what’s happening at Garrison Elementary School located in Oceanside, California. Jon Schwartz, a blues guitarist and a second grade teacher, creatively uses the blues, blogs and Photoshop, as tools to educate kids. Jon’s teaching endeavors, creativity and energy seem highly relevant to arts engagement opportunities for organizations across the country.
The Kids Like Blues Band Program is about using blues music and lyrics as a springboard for teaching academic content standards in reading, writing, listening, speech, social studies, and the visual and performing arts. Based on a careful song selection, Jon chooses lyrics with the appropriate cadence, imagery, and kid-friendly content. Students then sing out the vocabulary given the rhythm, and in turn practice reading through repetitive and engaging activities. The kids themselves are encouraged to choreograph cool dance moves and motions to help them define and recall complicated vocabulary.
These activities provide children an encouraging and exciting environment that motivates them to learn new knowledge and unleash their creativities. Chuck Berry’s “Let it Rock” is one of the most popular tunes.
[embed width="560" height="315"]http://youtu.be/Nlg5n9GmpZE[/embed]
Students who are learning English, have speech difficulties or other learning disabilities, and just plain shy kids seem to develop more confidence as they learn the songs since the material presented to them is an engaging group practice, rather than them needing to talk by themselves in front of the whole class.
See how a Japanese girl benefits from the project:
[embed width="560" height="315"]http://youtu.be/8hCWFIPmD5Q[/embed]
Additionally, both high achieving and struggling students who have made tremendous gains tend to take leadership roles in their enthusiasm generating creative opportunities, such as designing dance moves, coaching others, blogging the artworks.
See how children create artworks through Photoshop and Blogging:
[embed width="560" height="315"]http://youtu.be/xt4AZ5XWQsM[/embed]
“Perhaps most importantly, my students’ self esteem is soaring and they are becoming passionate about lessons that would have otherwise been dull..”said Mr. Schwartz. These strong emotional responses to the arts are exactly what arts educators wants to generate in the children, what arts organizations want to generate in their audience, and what art wants to generate in the human soul. Mr. Schwartz’s model of creative participation and engagement can be translated to audience engagement models through online groups or onsite post-experience workshops. The opportunities abound for the arts to become as exciting to your audience as they are to these students.
Resource:
You will see all of the articles, TV features and 4 videos on their official website www.kidslikeblues.org
As the arts world continues to discuss and reconsider what it means to participate in the arts, the Brooklyn Museum is testing a new construct of audience engagement with its current exhibit GO: A Community-Curated Open Studio Project. GO combines two existing tactics: inviting the public into studios of working artists to see where and how artwork is made, and crowdsourcing the selection of that artwork through an open voting process. Unlike ArtPrize, an art competition in Grand Rapids, MI, that awards cash prizes to artists as determined by public vote (juried awards were added in 2012) and cited by the Brooklyn Museum as inspiration for the current exhibit, GO asks participants to nominate artists—rather than specific pieces—whose work they would like to see exhibited at the museum. The catch is that to be eligible to vote, participants must first visit at least five artist studios, which in turn requires that the museum be able to track where people go. The answer is a multiphase project begun this past September and culminating in an exhibit of Brooklyn artists, on display through February 24.
To participate, the museum first asked individuals to register on the GO community project website. Then, over a two-day open studio event involving nearly 1,800 artists in 46 Brooklyn neighborhoods, participants “checked-in” at each studio visited by way of a unique number displayed onsite. By sending that number to the museum either by text message, a free custom iPhone app, or the web, participants documented where they traveled. Those who checked-in at five or more studios received an email with instructions on how to vote, having earned the opportunity to nominate up to three artists. The museum tallied the results, sent two of its curators to review the work of the top ten nominated artists, and selected five to exhibit.
But GO didn’t stop when the voting was done. By asking participants to check-in, the museum was able to analyze how many people went where, when, and what platform they used to check-in, all of which was then shared in a series of posts on both the GO blog and through the Statistics section of the GO website. (Among those findings: Despite multiple mobile-friendly options designed especially for the event, nearly half of the 6,100+ participants chose to simply write down studio numbers throughout the day and check-in via the project website once back home, surprising project coordinators.) The website also provided a forum for participants to discuss (in real time and afterward) what they did and did not like about the process, share stories from their studio visits, learn about nominated artists, receive updates on the creation of the exhibit, and provide reactions to the final exhibit itself.
The exhibit has been criticized by some for not aptly representing the rich artistic quality Brooklyn holds, and is generating commentary on the age-old curatorial question of who should decide what constitutes “good” art. While a worthwhile debate, it seems to belie the larger point of the project: to expose people to the creative process, and ideally, to facilitate a better understanding of it. On that score, GO appears to have succeeded mightily. As project coordinators tagged entries in the Shared Stories section of the website, one of the most frequent themes to emerge was that of discovery. It seems that by opening studio doors, inviting people to participate in the curatorial process, and sharing reactions online, GO fostered meaningful interactions among artists, voters, volunteers, and museum staff, and in the process, created an innovative approach to engage audiences in the arts.
Perhaps you played the French Surrealist game, ‘The Exquisite Corpse,’ in grammar school using the week’s vocabulary words or at a sleepover, 
where someone inevitably managed to take the game in an inappropriate direction (wasn’t me, I swear).
If you do not recognize the creative exercise by its proper name, you will by its concept: a person begins a sentence or drawing on a piece of paper, covers their creation, passes the paper to the following person, and so the game continues until all participants have contributed. The final ‘masterpiece’ is often a comical, nonsensical, and potentially inappropriate, Dadaist anti-creation.
In July, Google’s Creative Lab teamed up with London’s Tate Modern Museum and launched the online collaborative project, “This Exquisite Forest.” Borrowing the game’s concept from the Surrealists, “This Exquisite Forest” enables users to draw or animate their own short animations (using Google Chrome browser) based on the initial “seeds” created by the artists Miroslaw Balka, Olafur Eliasson, Dryden Goodwin, Ragib Shaw, Julian Opie, Mark Titchner, Bill Woodrow, and Film4.0’s animators. One difference between the Surrealist’s version of the game and this project is the fact that online participants will have access to what was contributed before their own addition (as opposed to the Surrealist game where each participant's contribution is covered before moving on).
[embed]http://www.youtube.com/watch?feature=player_embedded&v=nnhJ1841K-8[/embed]
As users add their own animations and visual narratives using a web-based drawing tool, “the videos dynamically branch out and evolve, forming multiple new visuals.” From this idea- of initial videos or “seeds” planted by Tate’s artists- and the additional sequences branching out to create trees, this collaborative online project was coined “This Exquisite Forest.”
The project exists both in the digital realm and in the physical world. Large-scale projections of the best of the online contributions are displayed in the Level 3 gallery of the Tate Modern. In-house visitors have the opportunity to view the animations and contribute their own additions using digital drawing stations in the gallery.
“This Exquisite Forest” does three things expertly:
1) Allows museum-goers and web-users to become creators and curators, not just passive consumers of art
2) Provides a forum for the global, online community to collaborate creatively
3) Markets Google’s web browser Chrome, Google App Engine, and Google Cloud Storage
The physical installation at the Tate will run until January 2013 (approximately).
