Doctor of Organization Development & Change (D.O.D.C.), Bowling Green State University, 2024, Organization Development

Research has established a case for the importance of diversity, equity, and inclusion (DEI) in arts organizations. Achievements in DEI "…will allow arts organizations to engage their entire communities on multiple levels. Arts organizations will benefit from utilizing new perspectives on chronic challenges that have plagued the arts." (Cuyler, 2013) Additionally, we know that there is a relationship between racial and ethnic diversity and better financial performance. "Companies in the top quartile for racial and ethnic diversity are 35 percent more likely to have financial returns above their respective national industry medians." (Hunt et al., 2015). While there is some research on the effectiveness of DEI initiatives, there is little research on how commitments to DEI have impacted the artistic programming choices of artistic directors in arts organizations. With over ten years of experience in artistic programming, I am invested in examining how DEI is presented in artistic programming decisions. This grounded theory study explores the artistic programming decision-making process of artistic directors at nonprofit arts organizations in New York City. Through research, I sought to understand DEI's role in the decision-making process of artistic directors and if artistic programming can be used to examine an organization's commitment to DEI. Based on the findings in this study, the Artistic Programming Decision-making Model is presented to explain the role DEI plays in the artistic programming decisions of artistic directors. The emergent model proposes that DEI influences the artistic director's values and experiences, artistic programming philosophies, and leadership role, and these factors impact the artistic programming decision-making process.

Committee: Deborah O'Neil Ph.D. (Committee Chair); Lubomir Popov Ph.D. (Other); Truit Gray Ph.D. (Committee Member); Margaret Brooks Ph.D. (Committee Member) Subjects: Arts Management; Organizational Behavior

Doctor of Education (Ed.D.) in Leadership Studies, Xavier University, 2020, Leadership Studies and Human Resource Development

This case study explores the factors that contribute to and hinder institutionalizing community engaged arts programs (CEAP) based on a synthesis of various data sources from in-depth interviews with key stakeholders related to CEAP, publicly available documents such as CEAP programs' flyers, social media sites, and website, and the organization's internal income and expense allocation document. The findings reveal an organization that embraces collaborative decision-making—both internally and externally—to create CEAP and develop measures of success. The case organization also incorporated CEAP into its strategic plan, and mission and vision statements. To facilitate CEAP, community partnerships are important, but also is becoming a member of the community. This study provides implications for practices by revealing the necessity of every member of the staff, including artists, contributing to CEAP through presenting ideas and providing connections to the community.

Committee: Ahlam Lee Ph.D. (Committee Chair); Gail F. Latta Ph.D. (Committee Member); Michael Chilkeleze Ph.D. (Committee Member) Subjects: Arts Management; Fine Arts

Master of Arts, The Ohio State University, 2019, Arts Policy and Administration

This case study explores the role of partnerships in creating and implementing youth and family arts programming at Project Jericho, an arts organization located in Springfield, OH. Narrative interviews, document analysis, and participant observation are used to examine the relationships between Project Jericho and its partners—Clark State Community College, the Clark County Department of Job and Family Services, and the Clark County Juvenile Court. Included in the study is a discussion of the role partnerships play in increasing the scope and instrumentality of the arts to address larger community change and capacity building. The study also explores Project Jericho as a model of positive youth development, with an emphasis on relationship building and pro-social attitudes toward youth and family programming. Findings suggest that when arts organizations are central in a larger network of pro-social partnerships and community resources, they can be the impetus for great community change. A summary of Project Jericho's success factors is followed by implications for the field and suggestions for future research.

Committee: James H. Sanders III (Advisor); Dana Carlisle Kletchka (Committee Member) Subjects: Art Education; Arts Management

Master of Arts, University of Akron, 2017, Theatre Arts-Arts Administration

While observing at-risk high school students at a Cleveland-area arts education organization, it became evident that stress may act as a barrier to developing confidence in teens. This project contains research to support and methods to creating an original theatre curriculum that reduces stress and increases confidences in late adolescents. The methods include identifying how confidence is measured in adolescents as well as collecting existing theatre curricula with learning objectives that promote confidence. These in combination with identifying existing framework(s) used to reduce stress; all informed the development of a theatre curriculum that could breakdown the barrier of stress in teenagers while building self-esteem.

Committee: Elisa Gargarella Ph.D. (Advisor); James Slowiak (Committee Member); Rachel Eastwood (Committee Member) Subjects: Art Education; Arts Management; Curricula; Curriculum Development; Education; Fine Arts; Performing Arts; Theater

Master of Education, Cleveland State University, 2012, College of Education and Human Services

James Catterall's, (1997) report, “Involvement in the Arts and Success in Secondary School”, espoused the need for Arts Education. Finding that students who were involved in the arts had increased motivation, school attendance, and positive attitudes, this longitudinal study became a national model of Arts Education advocacy. Landson Billings (1995) assertion that culturally-relevant pedagogy is a pillar for student success is but a further expansion of Ogbu (1987) which stated that “A culturally relevant pedagogy must provide a way for students to maintain their cultural identity while succeeding academically” (p. 155).Although the academic world has reflected and responded to the concept of culturally-relevant, culturally-responsive, culturally-congruent and culturally-compatible curriculum through the development of research and a plethora of sensitivity building activities for aspiring and practicing teachers, the arts and arts education world have not gotten as far. The purpose of this research is to look at students who have been exposed to arts intensive education from a culturally-relevant perspective. I stand with the great philosopher John Dewey, in his assertion that the arts should have a central role in general education, and I am interested in identifying ways in which that role is increased in the lives of the often marginalized students of our society: low SES, African-American, urban students in particular.

Committee: Anne Galletta PhD (Committee Chair); Joshua Bagakas PhD (Committee Member); Debbie Jackson EdD (Committee Member) Subjects: African American Studies; African Americans; African Studies; American Studies; Art Education; Cultural Anthropology; Curricula; Dance; Demographics; Education; Elementary Education; Ethnic Studies; Families and Family Life; Fine Arts; Folklore; Gifted Education; Multicu

Master of Arts, University of Akron, 2008, Theatre Arts-Arts Administration

The Massachusetts Museum of Contemporary Art (MASS MoCA) presents both visual arts exhibitions and performing arts events. This thesis recorded data over a three year period of time, May 2002 through April 2005, related to performing arts events, including: the amount of publicity that each received; the weather on the date of show and the season in which each took place; and census information related to the block group from which each patron who attended hailed. The relationship(s) among these factors reveal several items specific to MASS MoCA's performing arts attendance, mostly importantly how media exposure for a particular event affects ticket sales and revenue. In addition, several other factors are discussed: the effect ticket prices have on attendance; whether poor weather conditions drive down sales and/or limit attendance and revenue, particularly from non-immediate areas; the effect that season has on sales and income; and how patron income influences buying habits.

Committee: Durand Pope (Advisor) Subjects: Economic Theory; Fine Arts; Management; Museums

Bachelor of Arts (BA), Ohio University, 2024, Environmental Studies

Spring Break Sisters is a professional project led by Ohio University undergraduate students to provide a Spring Break Camp to Athens County girls aged 11-14. The inaugural camp ran from March 11th-15th, 2024, at ARTS/West. The camp themes were community, self-care, and empowerment. During the week, ten people participated in an educational nature walk, guest speakers, nature poetry, and the creation of 2 community-themed murals, now on display in the Athens Community Center. The camp was possible through a partnership with Athens, Arts, Parks, and Recreation and by a $5,000 experiential education award from the Center for Advising, Career, and Experiential Learning.

Committee: Joseph Crowley (Advisor) Subjects: Environmental Studies; Recreation