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ERIC Number: EJ974395
Record Type: Journal
Publication Date: 2012-Mar
Pages: 7
Abstractor: ERIC
ISSN: ISSN-0004-3125
The Business of Art Education: Friend or Foe?
Shin, Ryan
Art Education, v65 n2 p33-39 Mar 2012
Franchised art instruction businesses are not necessarily the enemy of the art educator, and can even provide a mutually beneficial way to enrich school art education programs. This article explores the status of art education businesses as creative enterprises that offer art curricula for children as clients, beyond the traditional school and non-profit museum contexts, and it specifically examines the intersection and relationship between the professional discipline of art education and the business of art education. The author focuses in greater depth on the new and emerging art education business service--art education franchises. The business model of art education franchises explored in this paper involves organizations or enterprises that develop their own art programs, recruit clients (children and adults), and deliver a standardized art curriculum while devising marketing strategies and regularly assessing their program's effectiveness via client surveys and testimonials. Art education services provided by these organizations or companies are gaining widespread attention and popularity within many U.S. communities, just as 3R tutoring services and other creative enterprises (dance, music, gymnastics, and martial arts) have increased in number and diversity. In particular, the author shares their educational content, discusses the significance of their success as art education partners, and identifies several concerns or cautions relevant to their strengths and weaknesses as providers of quality art education.
National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A