We now live in an entrepreneurial age. With it comes the rise of the artpreneur and edupreneur, two new identities that suggest a redefinition—if not the end—of what it once meant to be an artist and an educator.
This special issue of Art Education focuses on the theme of “Entrepreneurship and Creative Destruction.” According to economists, creative destruction of older models is fundamental to entrepreneurship (Schumpeter, 1942). Often precipitated by technological breakthroughs, creative destruction is the dismantling and restructuring of established institutions, ideas, processes, products, and spaces through innovation. The artist, for instance, once was attached to the image of a hard-working artisan. This model later was dismantled in the remaking of the artist as a solitary genius, only to give way to the credentialed professional, and now the creative entrepreneur (Deresiewicz, 2015). In addition to making works of art, artists who fashion themselves as creative entrepreneurs are self-employed and, thus, also must build a recognizable brand, cultivate an audience, and design and execute a business plan.
Entrepreneurism has influenced education as well. Increasingly, educators (are forced to) seek novel opportunities to make a positive difference in society while also making a living. Art teachers use online crowdfunding platforms to raise enough capital to support under-resourced art programs. Some artists launch their own pay-as-you-go art classes in storefronts and shopping malls. Others start online art education enterprises, such as blogs, YouTube channels, podcasts, and webinars, as a way to share original content with large networks of followers and bypass traditional institutions and processes of knowledge production.
This special issue of Art Education seeks submissions that explore the relationship between entrepreneurship and art, design, and art museum education. How is entrepreneurship—in definition, theory, and practice—being shaped by the creative disruption of artists, designers, and art museum educators? What alternatives are made possible when art education is conceptualized as an entrepreneurial enterprise, and what are the advantages and disadvantages of these alternatives? What entrepreneurial strategies do artists, designers, and art museum educators employ to sustain programs and seed new initiatives? How do art, design, and art museum educators encourage, model, and teach entrepreneurial habits of mind? How might a discourse of entrepreneurship influence participation in art, design, and art museum education, particularly by members of groups that are currently underrepresented in these fields?
Authors may wish to respond to one of the questions listed above or to one of the topics listed below:
- Art educators as entrepreneurs
- Artpreneurial literacy
- Maker movement and creative destruction
- Creative collaboration and partnerships
- STEAM and entrepreneurship
- Ethics of creative destruction
Deadline for submission: October 15, 2018
Dr. Amelia M. Kraehe, Senior Editor of Art Education, the official journal of the National Art Education Association, invites manuscripts that address the theme of “Entrepreneurship and Creative Destruction.” All submissions for this special issue should follow the established submission guidelines for the journal. Send questions to: email@example.com.
Deresiewicz, W. (2015, January/February). The death of the artist—and the birth of the creative entrepreneur. The Atlantic Monthly. Retrieved from https://www.theatlantic.com/magazine/
Schumpeter, J. (1942). Capitalism, socialism, and democracy. New York, NY: Harper & Bros.