PEICA 2006 Public Consultation Report

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Community

Consultations2006


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Prince Edward Island Council o the Arts

115 Richmond StreetCharlottetown, PE C1A 1H7

TOLL FREE: 1-888-PEI ARTISTS (1-888-734-2784)902.368-4410 (tel) in Charlottetown and area902.368-4418 ( ax)

http://www.peiartscouncil.comE-mail: in [email protected]


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TABLE OF CONTENTS

Introduction 4

Background 4

Consultation Method 5

Findings 5

QUESTION 1. What does a success ul arts community look like? 5

QUESTION 2- What can the PEICA do over the next fve years to achieve these goals? 8

QUESTION 3 -What are the principles that should guide the Councils activities? 10

Next steps 11

Acknowledgements 14

Appendix A Consultation Schedule 15

2006 Community Consultations 15

Appendix B. What does a success ul arts Community look like? 16

Appendix C. In the next fve years, what can the Council do to achieve this success? 20


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Executive Summary

Strong, vibrant, and creative communities are the key to Prince EdwardIslands ongoing success, and the arts make an invaluable contributiontoward this goal. Not only does a healthy arts community act as theincubator or the innovation required or social and economic success,the arts also play a vital role in strengthening and maintaining our culturalidentity in the ace o global challenges.

The Prince Edward Island Council o the Arts (PEICA) is dedicated topreserving and promoting the arts in the Island way o li e and is currentlyin the process o developing its Strategic Plan or the 2007-2010. To ensurethat the plan re ects the needs o the Island community, the PEICA helda series o public consultations in September and October 2006 to inquireinto the issues that are central to a healthy arts community. The publicconsultations ound that:

Islanders have a clear vision o an Island that possessesstrongcommunity connections with increased accessibility andvisibility with equal access or diverse cultures, a wealth o artspresentations and events, venues; and a growing audience withever increasing appreciation o the role the arts play in theircommunities. The arts shouldnot exist separate rom Island li e butas an integral component o it. Islanders see a role or the PEICA instrengthening relationships with communities through the arts.

Viable, sustainable careers in the arts on Prince EdwardIsland are an integral part o Islanders vision or the uture anda contributing actor in vibrant communities. The notion o acareer centers on an ability to maintain an adequate income thatallows or the continuation o an artistic practice and presence;opportunities to develop skills and receive training; and the ability

to reach new audiences, to export ones works, to plan or theuture and be recognized or ones contribution. The PEICAs rolewas seen as one o a service provider, acilitator and advocate,directly contributing to the advancement o artists careers.

Arts in Education is a major contributor to the Islands culturalvibrancy in the participants vision or the Island. It is pressing thatthe Prince Edward Island Council o the Arts dedicate resources todeveloping partnerships, programs, and advocacy e orts that willreach the goal o inclusive, quality, province-wide education in thearts or Island children.

Adequate unding and support is critical or the success o thearts community and the health o the province at large. The PrinceEdward Island Council o the Arts must concentrate on advocacye orts or unding opportunities; more meaning ul governmentsupport and representation; increased profle o the arts and artists;and the promotion o excellence.

The PEICA is pleased to present the results o these communityconsultations, or they re ect our desire to work in partnership with thecommunity and government to build a healthy arts and culture sector onPrince Edward Island. The PEICA is dedicated to providing support and

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service to the arts and culture community, while at the same time helpingto oster a creative Island, which will be attractive to immigration,tourism, and business.reers in

the artsarts in

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Introduction

Around the world, people increasingly understand how success ulcommunities are built and how the arts and culture create innovative,healthy, diverse and humane places to live.-Karen Kain, Chair, Canada Council or the Arts, 2006The Prince Edward Island Council o the Arts (PEICA) is committed to thedevelopment o the province and its communities through the supporto the arts or all Islanders. Our e orts include advocacy, education,recognition o excellence, and the delivery o programs and servicesthat are designed to realize the creative potential o the Islands artists.As a responsive arts organization, the frst and most important step indetermining the direction o the PEICAs e orts is to solicit input rom thecommunities directly.In September and October 2006, the PEICA conducted a series o publicconsultations in communities across the province. The purpose o thesesessions was to gather in ormation about the arts and culture issuesthat are most important to Islanders, so that, together, we can build ane ective and meaning ul plan to achieve our arts and culture goals.

Art is about possibilities. Consequently, Islanders were asked to opentheir minds to the limitless potential o the arts and to envision asuccess ul arts community. Expanding upon this vision, they wereasked how the PEICA could align its resources and principles towarda healthy and vibrant arts community. The results o these discussionsare contained in this document and will be used in conjunction withthe fndings rom the upcoming the consultations with Prince EdwardIsland Council regional arts councils and arts organizations, to in orm thePEICAs Strategic Plan over the next three to fve years.

Background

As an arms-length to government arts organization, the PEICA playsan important role in ostering e ective relationships between the artscommunity and legislators. The PEICA acts as a bridge between publicpolicy and the needs o the community, identi ying the areas in whichwe can build cultural prosperity. With a provincial government thatormally recognizes the importance o ongoing, long-term, sustainedsupport or the arts (A Cultural Policy or Prince Edward Island, p5), weare confdent that a success ul partnership between the community, thegovernment and the arts sector is attainable and advantageous or theentire province.

In the initial stages o its strategic planning process, the PEICA set outto identi y the priorities o its community stakeholders. The PEICAbelieves that public consultation is integral to the development, reviewand assessment o its strategic plan so that it can consider and respondto community objectives. Given the dynamic nature o arts and culture,the PEICA is also committed to ostering and creating a learningenvironment that re ects and adapts to the provinces ever-changingneeds. To that end, the strategic planning document borne rom theconsultation process will be presented back to the arts community oreedback prior to implementation.


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Consultation MethodAn open call or public participation in the consultation processwas initiated in August 2006 and reiterated throughout the monthsSeptember and October 2006. In order to reach as many communitymembers as possible the PEICA employed a variety o media to publicithe events, including the PEICA website (www.peica.ca), the Island ArtNewsletter, notices in provincial and regional print and radio media inFrench and English, email reminders, letter mail outs and word o mout

rom PEICA directors and sta .Fourteen consultations were scheduled in communities across theprovince, with two sessions conducted in French. (See Appendix A).The ormat o the sessions included ocus groups and interviews, andthe community was encouraged to orward written submissions tosupplement the discussions.

The broad topics or discussion revolved around the potential o the artscommunity, and what can be done to achieve this potential. Specifcallythe participants were asked:

o What does a success ul arts community look like?o In the next fve years, what can the PEICA do to achieve

these goals?o What are the principles that should guide the PEICAs

activities?In the larger consultation sessions, wherein verbal polling o eachparticipant was not always possible, the participants were allocated votin which to articulate the priorities amidst the groups responses?

Findings

QUESTION 1. What does a success ul arts community look like?

As described in Figure 1, the provinces overall responses to the questiowhat does a success ul arts community look like?, were centeredaround our broad themes: community connections, the arts as a

pro ession, arts in education, and unding and support.

Figure 1. Provincialresponse to Whatdoes a success ularts community look

like?

(Frequency as a percentage of consultation sessions.)

In 90% o thesessions, strongcommunity connections with thearts were considered

0%

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30%

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50%

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Communityconnections

Arts as aprofession

Arts ineducation

Funding andsupport

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Communityconnections

Arts as aprofession

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an indicator o a healthy arts and culture scene. These connectionsincluded accessibility, visibility, arts events, arts spaces, audiencedevelopment, public awareness, collaboration, cooperation and equalaccess or all ethnic groups.

The viability o arts as a pro ession was identifed by 70% o theconsultation sessions as being a signifer o a success ul arts community.The viability and sustainability o the pro ession included such things asvenues, technical support, adequate income, recognition o excellence,export opportunities, pro essional development, training and services,long-term planning, adequate in rastructure and resources, and diversitywithin the arts.

The arts in education were recognized by60% o the consultationsessions as an integral part o cultural vibrancy. Engaging youth; artsintegrated into the curriculum; increased cultural awareness; exposure toarts; and more arts program in schools were are identifed as importantcomponents o arts in education.

Adequate unding and government support was also identifed in60% o the consultation sessions. This category included responses suchas transparency; accessibility; more unding opportunities; and moremeaning ul government support and representation

As with any discussion, the responses in the sessions were interconnectedand there was some level o overlap in responses. For example, audiencedevelopment and adequate arts venues could be categorized under communityconnections and the viability o the arts as a pro ession. Summaries o sessionspecifc results can be ound in Appendix B.

Priorities by region

While there was a level o consistency in responses across the province,di erences were noted when comparing the overall results with the regional andrancophone community results. (See Figures 2, 3, 4 and 5) Figure 2. Prince County responseto What does a success ul artscommunity look like?

Prince County identifed a heightenedrole o the arts in education as beingo primary importance in a success ularts community. This included increasedopportunities to expose youth to the arts,alternative curriculum models, a betterconnection between artists and schoolsand more arts- ocused extracurricularactivities.

Connectionwith community(27.8%)

Arts ineducation(41.1%)

Public fundingand support(16.7%)

The arts as aviableprofession(14.4%)






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Figure 3. Queens County response to What does a success ul arts community look like?

Queens Countys priorities were almost evenly splbetween the our themes. The viability o the artsas a pro ession garnered slightly more response.Responses included adequate in rastructure andresources; more physical spaces or arts to happenincreased local and export opportunities; adequaterecognition and income diversity and growth in tharts community; and the opportunity to developpro essionally.

Figure 4. Kings County response to What does a success ul artscommunity look like?

Over hal o the responsesrom Kings Countywere centered aroundthe connections withthe community. For ahealthy arts environment,there must be audiencedevelopment both locallyand rom the touristpopulation, with peopleo all ages and artistic

background; increased visibility o the arts; an open andcollaborative community, and an appreciation o the artas an essential part o our culture.

Figure 5. Francophone Community response to

What does a success ul arts community look like?

The Francophone sessions identifed the viability othe arts as a pro ession as their frst priority. Responsesincluded access to adequate in rastructure and resourcein both o fcial languages; the ability to earn a living asan artist; training and development opportunities; andeducational support.










Arts in

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QUESTION 2- What can the PEICA do over the next fve years to achievethese goals?

Once the groups had fnished brainstorming and prioritizing their responsesto the question o what an success ul arts community should look like, theywere asked to consider how the provincial arts council could work to achievethis success over the next fve years. As described in Figure 6, the responses tothis question can be categorized into six directives:strengthen relationships;

provide more services or artists; increase advocacy e orts; increaseprofle or the arts and artists; strengthen role o art in education; andpromote excellence

Figure 6. What can thePEICA do to achieve thesegoals? Frequency by

percentage o consultation sessions.

In 80% othe sessions,

strengtheningrelationships withthe community, theregions and withgovernment wasseen as importantin osteringsuccess in the artscommunity. Specifc

recommendations included building community support and appreciationor the arts, increasing government awareness o the arts, improvingFrench language communication, developing e ective regionalconnections, creating more e ective networking mechanisms, andincreasing membership.

The increased provision o services or artists was identifed by 70% o the consultation sessions. Suggestions included: capacity building;promotion and marketing; assessment and development o arts spaces;access to workshops and seminars; increased in rastructure; and anaccessible catalogue o existing resources

A need or increased advocacy was also identifed by 70% in theconsultation sessions as a critical activity. Suggestions or advocacyprimarily related to more e ective unding models than the existingederal, provincial and regional structures. Lobbying or more arts spacesand an increased presence o the arts in education were also noted.

For 50% o the sessions, the need to increase the profle o the artsand artists was seen an integral. E orts to raise the profle include artson the streets initiatives and other public displays; increased awarenesso the less visible art disciplines; more recognition and through variousmedia coverage; awards programs, orums, events and challenges;

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ormal recognition o artistic achievements; and opportunities or artistto meet.

30% o the consultations expressed a need or the PEICA to becomemore involved inarts in education . The involvement could be achievethrough a pilot project or a multidisciplinary approach to education,streamlining the ArtsSmarts process, lobbying or increased art incurriculum and generating interest in arts in schools.

The promotion o excellence was mentioned by10% o the sessions,which included moving away rom artifcial culture created or tourismpurposes and supporting local excellence.

Priorities by region:

Three out o the our regions identifed strengthening relationships as themost important step. The exception was Prince County, which recommendedincreasing the role o arts in education as its frst priority. Re er to Figures 7,8, 9 and 10 or regional and Francophone community breakdowns. Sessionsummaries can be ound in Appendix C.

Figure 7. Prince County response to What can thePEICA do over the next fve years?

In Prince County, recommendations or action includedincreasing advocacy or arts in school curriculum andactivities, and strengthening connections between thearts sector, parents and schools. Also o importance weree orts to strengthen relationships in the regions and withthe rancophone community; provide services or artistswithin current and potential in rastructure; and advocateor more e ective unding and increased public andprivate sector awareness.

Figure8. Queens County response to What canthe PEICA do over thenext fve years?

Over one third othe Queens Countyresponses related tothe strengtheningo relationships withthe community andgovernment, in orderto enhance awareness,appreciation, participationand support o the arts.Furhtermore, responses also suggested increasing membership and improvingpublic engagement and accessibility. Advocacy or more e ective unding

Strengthenrelationships(20.5%)

Provide moreservices for artists (19.5%)

Increaseadvocacyefforts (18.3%)

Increase profile

(8.3%)




Increaseadvocacyefforts (18.3%)

Increase profile

(8.3%)


Strengthenrelationships (35.9%)

Provide more servicesfor artists (23.1%)

Increase advocacyefforts (28.5%)

Increase profile(12.5%)

Arts in Education (7.2)

Promote excellence(9.2)





Arts in Education (7.2)

Promote excellence(9.2)


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models nationally, provincially and within the private sector were also seen as apriority

Figure9. Kings County response to What can the PEICA do over the next fve years?

Responses romKings County weremore evenly split.Relationship buildingwithin the regions,communities andthe grassrootswas given highestpriority, ollowedby services such asdevelopment o artsspaces, marketingand promotion, andworking with existing

organizations rankedsecond.

Figure10. Francophone community response toWhat can the PEICA do over the next fve years?

The Francophone sessions concentrated on how thearts community can work together to improve access toin rastructure and to develop artistic vitality and wealth oall Island ethnic groups. In this vein, building recognition,networking and exposure within the arts community andwith the public at large were recommended. Critical tothese goals is adequate government unding and support.

In addition to the public sessions, severalrecommendations were orwarded in the writtensubmissions to the PEICA. These included:

Aligning programs and the allocation o undswith the creative and fnancial needs o artists atall stages o their careers and in all areas o the province.

Providing services that assist artists in accessing markets both on and oIsland.

QUESTION 3 -What are the principles that should guide the PEICAsactivities?

The fnal question posed in the sessions was what are the principles thatshould guide the PEICAs activities? The purpose o this question was toidenti y overarching principles that should underpin all o the PEICAs goals, andto assist in prioritizing activities in the event that resources limit the PEICAs abilityto address all o the stated objectives.





Arts in Education(13.3%)





Arts in Education(13.3%)



Increase

advocacyefforts (28.5%)




Increase

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Principles o community engagement, which included public awareness,connection, volunteerism, responsiveness, knowledge-sharing collaborationand partnerships, were mentioned most o ten in the sessions, ollowed byaccessibility and inclusiveness or people all ages, languages, and levels oartistic involvement.

The groups also thought that ocusing on the artists needs and developmentwas an important value or the provincial arts council. This tied in priority witpromoting the value o art in terms o its sustainability, legitimacy and return oartistic investment.

Fairness was another value that was stressed by the groups, specifcally in termo equity in distribution o unds; transparency and openness; and ethical andpro essional practices.

The notions o excellence and a need or initiatives developing out o organic,grassroots synergy were emphasized. Also mentioned were the promotion oexcellence; innovative development o spaces or the arts; grassroots, organicsynergy; the importance o advocacy, pro essionalism and peer evaluations;alignment with the Provincial Cultural Policy; and the assertion that art is

essential.

Next steps

The Prince Edward Island Council o the Arts must rededicate itsel tointegrating the arts into the lives o all Islanders and ostering vibrantcreative communities that share an appreciation and understanding othe arts and their role in building and sustaining healthy communities.

Community - Islanders have a clear vision o an Island that is a model o strong

community connections, with this vision arising in 90% o the sessions held.Islanders see this including increased accessibility and visibility with equal acor diverse cultures, and a wealth o arts presentations and events, and venues;and a growing audience with ever increasing appreciation o the role the artsplay in their communities. The arts shouldnot exist separate rom Island li ebut as an integral component o it. Strong, vibrant, and creative communitiesare the key to ongoing social, economic community health and are vital tomaintaining the Islands identity while participating in a modern, globalizedworld.

Islanders see a role or the PEICA in strengthening relationships withcommunities (as articulated in 80% o sessions). With such a pronounced ocuon community in their vision, a ocus on community must there ore be a centrpoint in the PEICAs uture activities, and include:

increasing community participation in the arts building community support or and appreciation o the arts inclusion o the Islands diverse communities and expanding our networks, sharing our resources, and creating an

inclusive environment across the Island

Viable, sustainable careers in the arts on Prince Edward Island was identifein 70% o the sessions as an integral part o Islanders vision or the uture and

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a contributing actor in vibrant communities. The notion o a career centers onan ability to maintain an adequate income that allows or the continuation o anartistic practice and presence. This ability is in ormed by opportunities to developskills and receive training, to reach new audiences, to export ones works, to planor the uture and to be recognized or ones contribution.

The PEICAs role was seen as one o a service provider, acilitator and advocate,contributing directly to the advancement o the artists careers through:

helping artists to build their capacity to take advantage o opportunities helping to increase skills in promotion and marketing advocating or the assessment and development o arts spaces and

venues acilitating access to workshops and seminars providing increased in rastructure through our programs providing opportunities to develop as artists (exchanges, residencies, and

inviting new ideas to the Island) and providing a catalogue o existing resources or artists

Investment o resources in this area is a vital component to the maintenance and

growth o the creative community on Prince Edward Island particularly whenthe Islands geographic neighbours are dramatically increasing their investmentsin the arts and have considerably more to o er in terms o opportunities ortraining, venues, and audiences to their resident artists making them attractive toIsland artists as locations to carry on their careers.

Arts in Education was a consistent theme through all regions and wasrecognized in 60% o the sessions as a major contributor to the Islands culturalvibrancy in participants vision or the Island. The Government o Prince EdwardIsland has already recognized the important o arts education the provincesCultural Policy where the Government is determined to (as point 3) educatechildren in the arts and promote opportunities or li e-long learning. In thispolicy document the Government committed to recognize the benefts ocultural initiatives in the education process.

Arts Education is also noted in the PEI Task Force on Student AchievementFinal Report in recommendation 18 Educating the Whole Child which statesthat There is signifcant research that shows that many students beneft ormexposure to the Arts, programs such as art, theatre, music, and physicaleducation continue to be available to all Island students and these program betaught by teachers trained in those felds.

The Government response to the Task Forces response makes no mention

o attention to the arts; however, this may be included in response point 12Propose academic enrichment programs. which does not appear to be acommitment to this important issue. The Government has provided excellentsupport to the ArtsSmarts/GenieArts program, or which it should be recognized;however, the projects are limited to only a raction o Island students per year.This implementation o arts education, while meaning ul and important, doesnot provide or the daily inclusion o the arts in our childrens educations andis not available to all children. Existing arts programs in the schools are equallyinequitable in distribution.

Considering the importance given to this topic in our sessions, by Government,

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and by the Task Force, it is pressing that the Prince Edward Island Council o Arts dedicate resources to developing partnerships, programs, and advocacye orts that will reach the goal o inclusive, quality, province-wide educationin the arts or Island children. Island children will discover and appreciate theunique identities, will increase their cultural awareness, and will develop anappreciation or a desire to participate in the arts li elong.

Throughout these important themes are an expressed desire or the PEICA toincrease advocacy e orts, to increase the profle o the arts and artists, and topromote o excellence. Increasing community engagement and participationis bound to lead to an increased profle or the arts and or its practitionersas is the provision o opportunities to build skills, export, and participate inresidencies and exchanges. Government legislators, sta o the civil services,regional and civic leaders, and corporate administrators are members o thesecommunities that will be enriched by artistic activity. They too will developan appreciation or the role the arts play in their villages, towns, and cities.Advocacy and education will be at the root o the PEICAs activities in serviceo the inspiring visions articulated in these sessions - visions we must achievecollaboration with our civic, regional, and provincial partners - and is based oostering engagement and understanding.

None o these activities represent a change o ocus or direction or the PEICAIndeed, they illustrate the PEICAs desire to commit to the arts while recognizthe need to act in the context in which we exist. Continuing to ocus solelyon the pro essional arts or high art in the current climate builds, at best,disengagement (and apathy), and creates, at worst, outright resentment. It onlyserves to disconnect the PEICA even urther rom the public it seeks to serve.

By systematically addressing these problems with programs and activities thabuild an appreciation or the arts, or artists, and or the PEICA we work tosecure both the arts and our important role in providing support and serviceto the arts and culture community. At the same time, these activities serve toenhance and preserve Island culture and identity, re-engage the general publicin the value o participating in the arts, and help support a more creativeIsland, which will be attractive to immigration, tourism, and business.

Excellence is a standard to which we can all aspire Government o PrinceEdward Island Cultural Policy

As a responsive document, the orthcoming PEICA strategic plan will ocus onobjectives that meet the needs put orward by its community. In the next serieso consultations in January 2007, the PEICA will meet with arts organizationsand regional councils to ensure that these needs are also re ected in the PEICA

strategic plan.It should be noted that while the community consultations involved engagingand spirited discussion, overall public engagement in the consultative processa limitation in this study. Out o the ourteen community sessions scheduled, tewere attended, with the number o participants ranging rom one to thirteencommunity members. The PEICA recognizes that this is an indicator o a needto work harder to connect with the arts community, particularly in the regionsand notes that this need mirrors the desire or increased public engagement ashighlighted in the consultation sessions.

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This study illustrates that while there are common challenges to be met acrossthe province, the PEICA must also be responsive to the specifc needs o theregions and communities. Support o the arts on Prince Edward Island includespride in our collective cultural identity, as well as an appreciation that the Islandway o li e is a result o our diversity and our close knit bonds. It is widelyrecognized that artistic creation is essential to sustain Prince Edward Islandsvibrant cultural li e (Cultural Policy p.6). The role o the Prince Edward IslandCouncil o the Arts is to oster an environment or this creativity to thrive.

AcknowledgementsThe Prince Edward Island Council o the Arts grate ully acknowledges:

Francophone acilitators, Cecile Arsenault and Emile Gallant Monic Gallant - FCP Lakeside host Janet McLellan The Arts Guild; Ecole Evangeline; Access PEI O fces in Souris, Montague,

and Summerside; OLeary Community Centre; Tignish Heritage Inn;Murray River Leona Giddings Memorial Library; Kensington CommunityCentre; North Rustico Lions Club; Le urgey Cultural Centre; EllerslieLegion; and Carre our de lIsle-Saint-Jean

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Appendix A Consultation Schedule

2006 Community Consultations

ThePrince Edward Island Council o the Arts (PEICA) takes seriously its rolas the Provincial Arts Funder. In order to ensure that we set out policies and

programs in a way that re ects

the communities we serve,it is vitally important that weconsult with the Arts communitacross the Island and read theneeds o the community andthe priorities o artists and artsorganizations.

I you have an interest in theArts, the PEICA wants to hearrom you. The results o theconsultation sessions will usedto in orm the PEICAs strategicramework and to ensure thatthe PEICA is working on theissues that are most importantto the PEI arts community.

Communities, Dates and Times Charlottetown : Wednesday, September 13, 2006, 7:00PM to 8:30 PM, TheGuildCharlottetown : Wednesday, September 27, 2006, 7:00PM to 8:30 PM, TheGuildAbram-Village (en rancais): Jeudi, le 28 septembre, 2006, 19h a 2030h,Ecole EvangelineSouris: Monday, October 2 , 2006, 5:30PM to 7:00 PM, Access PEI MeetingRoomMorrell: Monday, October 2 , 2006, 8:00PM to 9:30 PM, Morrell FirehallOLeary: Wednesday, October 11 , 2006, 5:30PM to 7::00 PM, OLearyCommunity CentreTignish: Wednesday, October 11, 8:00PM to 9:30 PM, Heritage InnMontague: Tuesday, October 17 , 2006, 5:30 PM to 7:00 PM, Access PEIMontagueMurray River: Tuesday, October 17 , 2006, 8:00 PM to 9:30 PM, Leona

Giddings Memorial LibraryKensington: Wednesday, October18, 2006, 5:00-6:30 PM, KensingtonCommunity CentreNorth Rustico: Wednesday, October18, 2006, 8:00-9:30 PM, Lions ClubSummerside: Tuesday, October 24, 2006, 8:00-9:30 PM The Le urgey CulturaCentreEllerslie: Tuesday, October 24, 2006, 5:30-7:00 PM, Ellerslie LegionCharlottetown (en rancais): Jeudi, le 26 octobre, 2006, 7:00-8:30 PM,Carre our de lIsle-Saint-Jean.1


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Appendix B. What does a success ul arts Community look like?Responses per consultation session.

Table A. 1. Charlottetown, September 13, 2006Theme Response % Votes

The Arts as a viable pro ession

Attract resh blood (diversity o ages, experience level) 9.2Access to opportunity 5.9Pride 5.0

Active working spaces or artists 4.2Export talent 3.4Busy artists 3.4Prosperous & productive 1.7Promote/recognize arts stars 1.7Opportunities beyond regional (national and international) 1.7Business o shoots 0.8Legitimacy 0.0Export product 0.0

Total or art as a viable pro ession 37.0%

Connection with community

Cooperation 5.9Bringing art to the streets, the public space 5.9Integration o arts into culture 5.0Pride 5.0Not a rill, valued 4.2

Mainstream appeal and access 3.4Attendance at arts events 2.5Inclusive 0.8Establish art collection 0.8Public discourse 0.0Appreciative audience 0.0

Total or connection with community 33.5%

Public unding and government support

Lobby or more support , unding 10.0Increased grant amount 7.6Lobbying/activism 4.2Emergency unding (small seed grants) 2.5Representation in government 2.5Vocal 0.0

Total or public unding and government support 26.8%Arts in education Education, exposure to arts as career, audience development 2.5Total arts in education 2.5%

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Table A. 2. Charlottetown, September 27, 2006Theme Response % VotesConnection with community More people involved, connected 10.3

Accessibility (not intimidating or the public) 7.7Arts all over the streets 7.7Public Awareness o the importance o art (ie. what li e would be likewithout art)

7.7

Knowledgeable community 6.4Aesthetic planning (cities, streets, parks) 3.8

Preservation o uniqueness, originality 2.6Social connections 1.3Integrating art into the everyday (not just or the elite) 1.3Participation 0Art as cultural identity 0Art is valuable 0

Total or community connections 48.8%Arts in education More real art in schools 9.0

Education 5.1Increased cultural awareness and education 3.8Arts high school 1.3Consistency across province in art education 0Share learnings ( rom ArtsSmarts) 0

Total or arts in education 19.2%Adequate public unding andgovernment support or the arts

Arts and Artists are supportive 7.7Budget or art/culture 5.1Year round support and participation 2.6Small meaning ul initiatives 1.3Ministry o culture 0

Total or unding and support 16.7%The Arts as a viable pro ession Physical spaces or art to happen 6.4

Long term planning 2.6Diversity o disciplines 2.6Excitement about art, not just unding 1.3Level o excellence (eg. Institutions) 1.3Recognition/celebration 1.3Institutions 0Mentorship 0

Total or arts as a pro ession 15.4%

Table A. 3. Abram Village, September 28, 2006Theme Response % VotesThe Arts as a viable pro ession Have an art community that has access to adequate in rastructures 23.3

Provide general training, ex: voice, sound, career planning. 10.0Provide the artistic community with the necessary resources to urther itsdevelopment

6.7

Provide educational support to artists 3.3

Total or in rastructure 43.3%Connection with community Have an art community that works together to develop the artistic vitality

and wealth o all ethnic groups throughout the Island30.0

Ensure visibility o artistic products in all cities and towns o the province 3.3Increase awareness within government to promote the art community 0.0Have a community that is proud o its product and supports it. 0.0

Total or community connections 33.3%Arts in education Provide artistic programs in the schools and as extracurricular activities 23.3

Total or education 23.3%

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Table A. 4. Souris, October 2, 2006Theme ResponseThe Arts as a viable pro ession Places to exhibit here (in Souris)

No need or government or undingPrestige and recognition o what artists doMarketing skills, opportunities, servicesMore invitation in-province (as opposed to out o proving only)User riendly programsOne place to gather, with public awareness

Getting the work out there, knowing where to go, who to talk to

Connection with community The arts public would come to PEI to experience art hereAttracting audiences hereAudience development and motivation beyond riends and neighboursMore tourism

Public unding and government support Knowing where and how to access unding or government support*More opportunities or undingRe Studio Tour promotion needs to realistic and e ective or artists

Table A. 5. Morrell, October 2, 2006Theme ResponseThe Arts as a viable pro ession Housing, places or the arts. Eg. Theatre in HS, public venue or per ormances to display art

regionallyMulti use venues or instruction, exhibition, community based, combined use

Arts in education Education user riendly programs that serve not only certain individualsEngaging youth art education

Connection with community Involving older people in arts activities

Build the audience young

Public unding and government support Funding or arts venues

For youth, cultural unding should be as much as sports

Table A. 6. OLeary, October 11, 2006Theme Response

The Arts as a viable pro ession Artist can make a living rom their artMore places to display artIncreased technical access in regions eg, recording studio, photo studioA group that could get together and critique each other; peer access. Eg. A writers circle ,visual arts groupsProduction company (other than CBC)An arts centre or space

Connection with community More course in addition to what is o ered in schools; extracurricular activitiesMore access to art people tend to keep their art to themselvesOrganized arts eventsRegionally accessible acilities and events, not just in Charlottetown 1


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Appendix C. In the next fve years, what can the PEICA do to achieve this success? Responses perconsultation session.

Table B. 1. In the next fve years, what can the PEICA do to achieve these goals? Responses romCharlottetown, September 13, 2006 consultation by theme and percentage

Theme Response % VotesStrengthen relationships withcommunity and government

Membership drive 12.1

Membership as path to arts lobbying 12.1Council branding 3.4Educate the taxpayer and legislators 3.4Lobby or island representation on Canada Council juries 1.7

Total or strengthening relationships 32.7%Increase profle o the arts and artists Regional arts publication 10.3

Increased media coverage 8.6Formal awards rom government: 5.2Nominate Island artists or national awards and lobby or support: 5.2Status o the Artist legislation 3.4Artist as pro essional perceptions 0.0

Total or increasing profle 32.7%Provide more services or artists Assess institutional defciencies and work to strengthen in rastructure 10.3

Increased marketing, promotion, PR 8.6Capacity building or Canada Council grants 3.4

Total or increasing services 22.3%Advocate or more e ective undingmodels

Lobby Canada Council to separate Con ederation Centre rom PEI undingtotal

12.1

Total or improving unding model 12.1%

Table B. 2. In the next fve years, what can the PEICA do to achieve these goals? Responses romCharlottetown, September 27, 2006 consultation by theme and percentage

Theme Response % VotesPromote excellence in art Move away rom tourist art mandate; bringing the ocus away rom

artifcial culture18.5

Support local excellence 9.2Total or excellence 27.7%

Work on increasing recognition andexposure or artists

Create orums, events, challenges or arts activities 24.6

Total or recognition 24.6%Strengthen the role and impact o art ineducation

Multidisciplinary approach to education pilot project 12.3Streamline ArtsSmarts process 6.2Advocate or artistically rich curriculum 3.1Develop private sector to support and appreciate arts and education 0

Total or education 21.6%Advocate or more e ective undingmodels

Advocate or fnancial breaks or kids and parents in cultural activities 13.8Private/corporate sponsorships and partnerships 4.6Make unds accessible to broader community 1.5

Total or unding 19.9%Strengthen relationships in thecommunity and with government

Community education 6.2Facilitate programs or children and parents in cultural activities 0Real research 0

Total or relationships 6.2%

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In Abram Village, when asked, what can the PEICA do in the next fve years to achieve these goals ?,the group answered this question by concentrating on the highest ranked priorities in the previous exercise.Specifcally, the group discussed how toensure that the art community has access to adequate in rastructureand how to ensure that the art community regularly works together in order to develop the artisticvitality and wealth o all ethnic groups throughout the Island. The results are described in Tables B.3.a and3.B.b.

Table B. 3.a. How to ensure that that the art community has access to adequate in rastructure. AbramVillage September 28, 2006 consultation by theme and percentage

Theme Response % VotesAdvocate or more e ective unding Do some lobbying ( unding and awareness) 30.0

Establish a benchmark o what exists as well as the short alls 13.3Total or advocacy 43.3%

Provide more services or artists List existing in rastructures 33.3Total or services 33.3%

Strengthen relationships withgovernment

Ensure government support and/or awareness programs 23.3

Total or community relationships 23.3%

Table B. 3. b. How to ensure that the art community works together to develop the artistic vitalityand wealth o all Island ethnic groups. Abram Village September 28, 2006 consultation by theme andpercentage

Theme Response % VotesIncrease exposure and recognition Recognize the artists 33.3

Create opportunities or artists to meet in ormally- Provincial exchange- Provincial exhibits- Outreach activities- Traveling exhibits on and outside PEI

16.7

Create an awareness among artists.- Newsletter

- Active promotion

0.0

Total or exposure 50.0%Strengthen relationships withrancophone community

Increase relations with the Fdration culturelle de l=.-P.- 26.7Translate communication resources 6.6%

Total or community relationships 33.3%Provide more services or artists Bring artists together through technology 16.7

Promote existing in rastructures 0.0Total or services 16.7%

Table B. 4. In the next fve years, what can the PEICA do to achieve these goals? Responses rom SourisOctober 2, 2006 consultation by theme and response

Theme ResponseProvide more services or artists Develop vacant spaces in Souris to be used or artProvide seminars/workshops on marketing, business administration and management on anongoing basisStart small

Strengthen relationships withcommunity

Engage the expertise and involvement o the seasonal community

Develop more e ective regional connections

Strengthen role and impact o art ineducation

Generate interest in the arts with youth, schools


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Table B.8. In the next fve years, what can the PEICA do to achieve these goals? Responses rom MurrayRiver, October 17, 2006 consultation

Theme ResponseIncrease profle o the arts and artists Take art displays on the road

Get involved in existing events, to integrate art, local art in the summer time in particularGet art into tourist in o/ erry and other underused venues; package and presentBranding, publicity

Strengthen relationships in the region Cultivating events regionallyMore hands on involvementInitiating PEICA events to illicit goodwill

With arts in education as the primary ocus, or the Ellerslie representative,the PEICA could work on theollowing to strengthen the role and impact o arts in education:

Advocate or stronger connections between artists and school Advocate or alternative curriculum models, such as International Baccalaureate programs, that

incorporate art and creative thinking Provide opportunities or youth to be exposed to art, by bringing the artists and workshops into the scho

or example Facilitate an arts association or parents

At the rancophone session in Charlottetown, when asked, what can the PEICA do in the next fve yearsto achieve these goals ?, the group answered this question by concentrating on the priorities rom the previousexercise. Specifcally, the group discussed how toensure that the art community has access to adequatein rastructure and how to ensure that the art community regularly works together in order to developthe artistic vitality and wealth o all ethnic groups throughout the Island. The results are described in TableB.9.a and B.9.b.

Table B.9.a. How to ensure that the art community works together to develop the artistic vitalityand wealth o all Island ethnic groups. Charlottetown October 26, 2006 consultation by theme andpercentage

Theme Response % VotesStrengthen relationships withcommunity

Enhanced appreciation or artist and their art 36.4The community must support the arts 18.2Cultural expression/artistic activities important or personal development 9.1

Total or relationships 63.6%Advocate or more e ective undingmodels

Improved sharing o unding rom government (Con ederation Centre vs.artists)

27.3

Total or education 27.3%Increase services and accessibility Services in French to be able to develop our language 9.1

Total or French services 9.1%

Table B. 9.b. How to ensure the art community has access to adequate in rastructure

September 28, 2006 consultation by theme and percentageTheme Response % VotesAdvocate or more e ective unding Do some lobbying ( unding and awareness) 30.0

Establish a benchmark o what exists as well as the short alls 13.3Total or advocacy 43.3%

Provide more services or artists List existing in rastructures 33.3Total or services 33.3%

Strengthen relationships withgovernment

Ensure government support and/or awareness programs 23.3

Total or community relationships 23.3%


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Documents

PEICA 2006 Public Consultation Report