The document discusses different types of spaces that arts educators are asked to teach in, including shared spaces, abandoned spaces, and having no dedicated space at all. It notes that space is often undefined, budget constraints limit options, and past practices guide future space allocation. Issues with different space types include safety, security, lack of storage, and restrictions on computer or supply use. The conclusion advocates finding common ground and knowing when to request improved facilities.

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Arts Education Spaces
The acceptable, unacceptable, and unreal spaces
that artists are asked to teach their students
February, 2014
Kie Watkins, Ph.D.

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“The Perfect Arts Space”
 Arts education space is often undefined by those in charge.
 Shared space is common.
 “I’ll take anything!” Approach
 Misunderstanding of class needs.
 Budget constraints of the “parent” group.
 Past practices often guide future results.

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“Old enough to be on a Registry”

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“Old enough to be on a Registry”

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“Old enough to be on a Registry”
 Area has no other use
 Abandoned spaces within working spaces
 Often “the only choice”
 Safety issues
 Security issues
 Technology issues

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“Shared Spaces”’
Sharing a live classroom

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“Shared Spaces”
Sharing a multi-purpose space

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“Shared Spaces”
“We heard desks were needed”

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“Shared Spaces”
“Please do not use the computers”

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“Shared Spaces”
“we put out chairs for your event”

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“Shared Spaces”-
“Your supplies go in the corner”

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“Shared Spaces”
 High interest in the program
 Available space for the program
 Often a misunderstanding of needs
 Storage may be “off site”
 Possibility to improve/reorganize space
 Often in well-established structures (recreation centers)

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“Shared Spaces” to the Extreme

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“Shared Spaces” to the Extreme

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“Shared Spaces” to the Extreme

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“Shared Spaces” to the Extreme
 No room for program
 High interest in having program
 “One day” syndrome
 No storage
 Possible multi-use during teaching
 No concrete location

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“Nothingness”
“We’ve found the perfect spot for you!”

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“Nothingness”
 No place for storage
 No existing furniture or supplies
 “Teach from the cart” philosophy
 Scavenging for chair, tables, etc.

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Conclusion
 Attitudes can change lives and programmes
 Working within the restrictions
 “Vagabond Philosophy”
 “Art for Art’s Sake Philosophy”
 Finding common ground
 Knowing “when to ask” for more/different space