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| Id | 151 | |
| Author | Brown, A., S.; Novak-Leonard, J., L. | |
| Title | Measuring the intrinsic impacts of arts attendance | |
| Reference | Brown, A.S.; Novak-Leonard, J.L. (2013). Measuring the intrinsic impacts of arts attendance. Cultural Trends, 22(3-4): 223-233. |
Link to article | https://doi.org/10.1080/09548963.2013.817654 |
| Abstract | Understanding the value of the arts to individuals, families and communities has long been a query for policy-makers and researchers. At the core of the value system is how individuals are affected and transformed by virtue of participating. Individual arts experiences are the building blocks upon which the larger outcomes of the arts, such as social cohesion and cognitive development, are constructed. Tools for effectively measuring how art affects audiences, however, are just being explored. Anecdotal stories of impact provide helpful information. But as arts groups are called upon to provide more rigorous evidence of the impacts of their artistic pro-grammes, a more systematic measurement approach is needed to convey the intrinsic value of their work. This article reviews initial exploratory research and subsequent research undertaken over the past six years to better understand how art affects audiences, and to develop reliable and replicable measurement approaches. The research has yielded a more nuanced, but still emergent, understanding of the emotional, intellectual, social and aesthetic constructs of intrinsic impact, methods of measuring them, and insight into the limitations and applications of this work for policy-makers and arts practitioners. |
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| Individual arts experiences are the building blocks upon which the larger outcomes of the arts, such as social cohesion and cognitive development, are constructed. . | The transformative potential of the arts may stem from its ability to inspire, challenge and unite people, as well as the innate complexity and uniqueness in how it can affect individuals. . | Additional indicators were added to this construct to address the extent to which an arts experience motivates an individual to be more creative, or to make a change in ones life. . | Conclusion This research aims to further policy research and development, and aid arts organizations in capturing and reflecting on the intrinsic impacts of their artistic endeavours. . | Understanding the aesthetic experience and how it can transform individuals is deeply challenging. . | (2) Art as a Means of Social Bonding & Bridging encompasses the sense of connectedness that can result from arts experiences, both with respect to self-understanding and identity construction, as well as a sense of belonging with, or pride in, ones community, defined by geography or people. . | Developing constructs The aesthetic experience is complex and affects individuals in conscious and subconscious ways. . | Aesthetic growth: characterizes the extent to which an individual was exposed to a new type or style of art, or otherwise stretched aesthetically by the performance; for example: Did this performance expose you to a style or type of dance with which you were previously unfamiliar? . | Investigating the holistic impacts of the arts on individuals and communities is a relatively recent policy focus. . | The challenge lies in aggregating the individual level impacts in some fashion so as to help frame and inform a policy-level understanding of the public value of the arts. . | This construct was, therefore, expanded to include an indicator of aesthetic validation: Did the performance remind you of how much you love the featured work on the program ? . | Social bonding: measures the extent to which the performance connected the individual with others in the audience, allowed her to celebrate her own cultural heritage or learn about cultures outside of her life experience, and left her with new insight on human relations; for example: To what extent did the performance serve to celebrate and sustain your own cultural heritage? . | In several focus group tests for face validity, participants commented that the survey instrument serves an educational purpose, in that it defines a new way of thinking critically about an arts experience. . |
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