[Bcma-l] (Fwd) Arts Attendance / Performing arts: Arts Research Monitor
bcma-l@museumsassn.bc.ca
bcma-l@museumsassn.bc.ca
Wed, 30 Apr 2008 08:32:34 -0800
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#160;        <b>Arts
Attendance / Performing arts: Arts Research Monitor 7.1</b></span></font><=
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<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Ar=
ts Research Monitor</span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Vo=
lume 7, no 1</span></font></div>
<div align=3D"left"><a href=3D"http://www.ArtsResearchMonitor.com"><font f=
ace=3D"Arial"><span style=3D"font-size:10pt"><u>http://www.ArtsResearchMon=
itor.com</u></span></font></a></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">IS=
SN 1708-170X</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">by=
Hill Strategies Research</span></font></div>
<div align=3D"left"><font face=3D"Arial" color=3D"#0000ff"><span style=3D"=
font-size:10pt">http://www.HillStrategies.com</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Ar=
ts Attendance / Performing arts</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">In=
this issue: four reports related to arts attendance, including an</span><=
/font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Am=
erican study of the intrinsic impacts of performance attendance, a</span><=
/font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Ca=
nadian examination of the social impacts of performing arts</span></font><=
/div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">at=
tendance, a study of attendees’ motivations, abilities and</span></fo=
nt></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">op=
portunities to participate, and a report on the demographic and</span></fo=
nt></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">cu=
ltural factors involved in performing arts attendance in Canada.</span></f=
ont></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">As=
sessing the Intrinsic Impacts of a Live Performance</span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Wo=
lfBrown, January 2007</span></font></div>
<div align=3D"left"><font face=3D"Arial" color=3D"#0000ff"><span style=3D"=
font-size:10pt">http://www.wolfbrown.com/index.php?page=3Dbooks</span></fo=
nt></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Th=
is report “attempts to define and measure how audiences are</span></f=
ont></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">tr=
ansformed by a live performance”. Two different surveys were</span></=
font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">co=
nducted by six presenters with 1,730 randomly-selected audience</span></fo=
nt></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">me=
mbers at 19 music, dance and theatre performances. The
researchers caution that “we must be careful… not to generalize =
about
all performances from the limited set of 19 performances in our
sample”.</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">A =
pre-performance survey examined attendees’ preparedness for the</span=
></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">pe=
rformance, while a post-show mail-in survey examined reactions to</span></=
font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">th=
e performance. The report finds that “the expectation of an</span></f=
ont></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">en=
joyable experience is the single best predictor of a satisfying</span></fo=
nt></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">ex=
perience”. A number of different factors may contribute to a higher</=
span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">le=
vel of anticipation of the performance, including marketing methods</span>=
</font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">an=
d the ethnic or cultural alignment of the audience member and the</span></=
font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">ar=
tist. Attendees who have more contextual information can “benefit</sp=
an></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">mo=
re from performances, at least in certain circumstances”.</span></fon=
t></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">De=
spite arguments to the contrary, the report finds that “intrinsic</sp=
an></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">im=
pacts can be measured”. Some of the potential intrinsic impacts</span=
></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">ex=
amined in the report include “captivation, intellectual stimulation,<=
/span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">em=
otional resonance, spiritual value, aesthetic growth and social</span></fo=
nt></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">bo=
nding”. </span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Ca=
ptivation – the degree of attendees’ absorption in the performan=
ce –</span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">is=
highly correlated with their satisfaction with a performance. The</span><=
/font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">re=
port notes that many audience members spoke of “‘getting lost in=
the</span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">pe=
rformance’ or ‘going to another place’”.</span></font>=
</div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">In=
tellectual stimulation includes the degree of intellectual</span></font></=
div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">en=
gagement with a performance, being challenged or provoked by
what was seen, reflecting on one’s opinions or beliefs, and discussin=
g
the meaning and merits of the performance with others. “A large
majority of respondents (87%) discussed the meaning or merits of the</span=
></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">pe=
rformance afterwards, although just 19% characterized their</span></font><=
/div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">di=
scussion as an ‘intense exchange’”.</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Pe=
rformances can elicit emotional responses ranging from joy to</span></font=
></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">de=
spair. The data in the report shows a connection between emotion
and memory, leading the researchers to argue that the emotional
resonance of performances can “yield intrinsic ‘benefit dividend=
s’
through life”. Despite this, the researchers also argue that “th=
e delicate</span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">al=
chemy of art, audience and situational factors that make possible a</span>=
</font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">hi=
gh degree of Emotional Resonance may, in fact, be too complicated
to deconstruct in a research experiment”.</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Th=
e researchers note that many participants “seek out transcendent</spa=
n></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">ex=
periences in a spiritual – but not necessarily religious – sense=
”.</span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Th=
e aesthetic growth of attendees does not just occur from presenting</span>=
</font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">ne=
w or unusual works of art, but may also occur from “attracting new</s=
pan></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">or=
infrequent attendees to artists and repertoire that are relatively</span>=
</font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">un=
familiar to them”.</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Pe=
rformances provide opportunities for social bonding, which can lead</span>=
</font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">to=
family cohesion, expanded social networks and enhanced empathy
for others. “Presenters create Social Bonding when they expose
audiences to new cultures, when they enable audiences to participate
in their own cultural heritage and when audiences leave the
performance with a widened perspective on social issues and a deeper
understanding of human relations”.</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Fo=
r presenters, a shift towards “benefits-based programming” could=
be</span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">ac=
hieved by “drawing audiences into the experience (i.e., an</span></fo=
nt></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">en=
gagement approach) through a combination of education, outreach,</span></f=
ont></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">ma=
rketing and interactions with artists”. Recommended strategies</span>=
</font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">in=
clude focussing more on pre-performance engagement, greater</span></font><=
/div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">co=
ntextualization of performances, “further integration of educational<=
/span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">ob=
jectives into core programming” as well as “marketing strategies=
</span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">th=
at motivate and reward trial”.</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Th=
e researchers argue that a greater regard for measuring intrinsic</span></=
font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">im=
pacts could mean that “arts presenters will have better evidence of</=
span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">mi=
ssion fulfillment, will be better able to communicate with each</span></fo=
nt></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">ot=
her about the impacts of touring programs, and will be better</span></font=
></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">pr=
epared to engage with artists and managers in a more objective</span></fon=
t></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">di=
scussion about outcomes”. </span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">So=
cial Effects of Culture: Exploratory Statistical Evidence</span></font></d=
iv>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Hi=
ll Strategies Research, March 2008</span></font></div>
<div align=3D"left"><font face=3D"Arial" color=3D"#0000ff"><span style=3D"=
font-size:10pt">http://www.hillstrategies.com/resources_details.php?resUID=
=3D1000265</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Wh=
ile the WolfBrown report examines the intrinsic impacts of a single</span>=
</font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">pe=
rformance, this recent report investigates the broad social impacts</span>=
</font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">of=
cultural activities for individuals. This report examines the</span></fon=
t></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">re=
lationship between four cultural activities (reading books,</span></font><=
/div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">at=
tending live performances, visiting art galleries and attending</span></fo=
nt></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">mo=
vie theatres) and social phenomena such as volunteering, donating,</span><=
/font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">ne=
ighbourhood connections, sense of belonging and quality of life.</span></f=
ont></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Th=
e data is drawn from Statistics Canada’s General Social Survey of</sp=
an></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">20=
05. A total of 9,851 respondents answered the survey’s cultural</span=
></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">qu=
estions.</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Th=
e report defines a cultural participant as anyone who read at least</span>=
</font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">on=
e book, attended at least one live performance, visited at least one</span=
></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">ar=
t gallery, or saw at least one movie at a theatre in 2005. This is a</span=
></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">lo=
w threshold of cultural participation. Many activities within these</span>=
</font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">ca=
tegories do not have explicit social goals. As such, their social</span></=
font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">im=
pacts may be less than for those artistic activities that have an</span></=
font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">ex=
plicit social goal.</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Th=
e report recognizes that there are many other factors that could</span></f=
ont></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">pl=
ay a significant role in the social indicators examined. Because of</span>=
</font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">th=
is, the report does not claim to be definitive. However, some</span></font=
></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">st=
atistics in the report do show a relationship between some cultural</span>=
</font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">ac=
tivities and positive social engagement.</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Pe=
rforming arts attendees do have positive indicators of social</span></font=
></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">en=
gagement. For example:</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">=95=
          The percentage=
of performing arts attendees volunteering
for a</span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">no=
n-profit organization (48%) is much higher than the percentage of</span></=
font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">no=
n-attendees (28%). </span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">=95=
          The percentage=
of performing arts attendees</span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">do=
nating money or goods to a non-profit organization (88%) is much</span></f=
ont></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">hi=
gher than the percentage of non-attendees (71%). </span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">=95=
          Seventy-three =
percent of performing arts attendees
(compared
with 67% of non-attendees) indicated that they had done a favour for a
neighbour in the past month. </span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">=95=
          Fewer performi=
ng arts attendees than non-attendees
feel
trapped in a daily routine (33% of performing arts attendees compared
with 38% of non-attendees).</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Ov=
erall, given the mix of positive and neutral findings regarding</span></fo=
nt></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">pe=
rforming arts attendees, the report finds mild evidence of a link</span></=
font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">be=
tween performing arts attendance and positive social engagement. It</span>=
</font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">sh=
ould be noted that the definition of the performing arts in the</span></fo=
nt></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">re=
port is quite broad, including popular music, classical music,</span></fon=
t></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">th=
eatre, dance or opera.</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Ar=
t gallery visitors have a stronger sense of social engagement than</span><=
/font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">no=
n-visitors for many social indicators. For example, the percentage</span><=
/font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">of=
art gallery visitors volunteering for a non-profit organization</span></f=
ont></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">(5=
0%) is much higher than the percentage of non-visitors (31%). </span></fon=
t></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Th=
e percentage of art gallery visitors donating money or goods to a</span></=
font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">no=
n-profit organization (87%) is much higher than the percentage of</span></=
font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">no=
n-visitors (73%). Seventy-six percent of art gallery visitors</span></font=
></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">(v=
ersus 67% of non-visitors) indicated that they had done a favour for</span=
></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">a =
neighbour in the past month. Fifty-one percent of art gallery</span></font=
></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">vi=
sitors have a very strong sense of belonging to Canada, compared</span></f=
ont></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">wi=
th 45% of non-visitors. Fewer art gallery visitors than non-visitors</span=
></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">fe=
el trapped in a daily routine (30% of art gallery visitors compared</span>=
</font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">wi=
th 38% of non-visitors).</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Bo=
ok readers also have a stronger sense of social engagement than</span></fo=
nt></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">no=
n-readers for many social indicators. In particular, the percentage</span>=
</font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">of=
book readers volunteering for a non-profit organization (42%) is</span></=
font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">mu=
ch higher than the percentage of non-readers (25%). The
percentage of book readers donating money or goods to a non-profit
organization (82%) is much higher than the percentage of non-readers
(66%). </span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Se=
venty-one percent of book readers (compared with 65% of non-
readers) indicated that they had done a favour for a neighbour in the
past month. Forty-nine percent of book readers have a very strong
sense of belonging to Canada, compared with 42% of non-readers.
Book readers have a lower rate of workaholism than non-readers (22%
of book readers compared with 31% of non-readers).</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Gi=
ven the mix of positive, neutral and negative findings regarding</span></f=
ont></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">mo=
vie goers, there is very little evidence of a link between movie</span></f=
ont></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">th=
eatre attendance and positive social engagement.</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">MA=
O-Model of Audience Development: Some Theoretical Elaborations
and Practical Consequences Mia Stokmans, Tilburg University, 2005</span></=
font></div>
<div align=3D"left"><font face=3D"Arial" color=3D"#0000ff"><span style=3D"=
font-size:10pt">http://neumann.hec.ca/aimac2005/PDF_Text/Stockmans_Mia.pdf=
</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Mo=
tivation, ability and opportunity are three key pre-requisites to</span></=
font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">cu=
ltural attendance. This paper, presented at the 8th International</span></=
font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Co=
nference on Arts and Cultural Management, examines how arts</span></font><=
/div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">or=
ganizations can better understand and use these three concepts in</span></=
font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">th=
eir audience development work.</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Mo=
tivation results from “the activation of beliefs about the cultural</=
span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">pa=
rticipation”, including positive or negative associations with the</s=
pan></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">ac=
tivity. Some possible perceptions of cultural activities may</span></font>=
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">in=
clude: significant (or insignificant), effective (or pointless),</span></f=
ont></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">va=
luable (or worthless), fundamental (or trivial), enjoyable (or</span></fon=
t></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">an=
noying), fascinating (or boring), exciting (or not exciting), and</span></=
font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">re=
laxing (or frustrating).</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Th=
e ability to participate can be “defined as having the skills or</spa=
n></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">pr=
oficiency to act”, which can encompass all the personal resources of<=
/span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">an=
arts attendee. Ability can be affected by financial resources, time</span=
></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">bu=
dget, physical capacities, and mental resources.</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Th=
e opportunity to participate, “defined as the absence of</span></font=
></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">en=
vironmental barriers to action”, can be influenced by a range of</spa=
n></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">fa=
ctors, including:</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">=95=
          Price (price k=
nowledge, perceived costs and perceived
value)</span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">=95=
          Place (locatio=
n, familiarity, accessibility)</span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">=95=
          Product (the c=
ultural activity itself as well
as services and</span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">fa=
cilities that augment the experience) </span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">=95=
          Promotion (awa=
reness and image of the cultural
organization,
like or dislike of the organization, intentions to visit)</span></font></d=
iv>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Fi=
ndings such as these can help cultural managers develop additional</span><=
/font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">in=
formation about their participants (and non-participants), with the</span>=
</font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">go=
al of increased audience development.</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Fa=
ctors in Canadians’ Cultural Activities (Performing arts findings)</s=
pan></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Hi=
ll Strategies Research, February 2008</span></font></div>
<div align=3D"left"><font face=3D"Arial" color=3D"#0000ff"><span style=3D"=
font-size:10pt">http://www.hillstrategies.com/resources_details.php?resUID=
=3D1000256</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Th=
is report examines demographic and other factors involved in</span></font>=
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">pe=
rforming arts attendance (as well as three other cultural</span></font></d=
iv>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">ac=
tivities), based on data from Statistics Canada’s General Social</spa=
n></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Su=
rvey of 2005, an in-depth telephone survey of about 10,000
Canadians 15 years of age or older.</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">In=
2005, 41% of the population 15 or older (10.8 million Canadians)</span></=
font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">at=
tended a concert or performance by professional artists of music,</span></=
font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">da=
nce, theatre or opera (excluding cultural festivals).</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">De=
mographic factors that appear to have a substantial impact on</span></font=
></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">pe=
rforming arts attendance are education, income, residing in an urban</span=
></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">ar=
ea, and activity limitations. </span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">=95=
          57% of individ=
uals with at least a bachelor’s
degree attended a</span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">pe=
rformance in 2005. This is 2.4 times the attendance rate for</span></font>=
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">in=
dividuals with less than a high school diploma (24%). </span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">=95=
          Performing art=
s attendance increases with income.
Fifty-nine
percent of individuals in households with incomes of $100,000 or more
attended a performance in 2005, a figure that is double the attendance
rate for individuals in households with incomes of less than $20,000
(29%). The ratio of 2.0 is slightly higher than the equivalent ratio
among movie-goers (1.7) but is lower than the education ratio for
performing arts attendees (2.4). This indicates that income is a
somewhat less important factor than education in performing arts
attendance.</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">=95=
          Performing art=
s attendance is higher for those
Canadians
residing in larger urban centres (43%) than rural areas or small towns
(33%).</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">=95=
          Canadians with=
activity limitations (due to a
physical condition,
a mental condition or health problems) have a lower performing arts</span>=
</font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">at=
tendance rate (33%) than respondents with no limitations (43%).</span></fo=
nt></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">De=
mographic factors that have either a limited or no impact on</span></font>=
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">pe=
rforming arts attendance include sex, age, presence of children,</span></f=
ont></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">co=
untry of birth and language.</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Th=
e report finds that cultural experiences and cultural exposure are,</span>=
</font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">in=
general, more important factors in book reading than demographic</span></=
font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">fa=
ctors. In fact, eight of the top 10 predictors of performing arts</span></=
font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">at=
tendance are cultural activities, not demographic factors. The</span></fon=
t></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">pe=
rforming arts attendance rate is very high for a number of other</span></f=
ont></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">cu=
ltural attendees:</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">=95=
          68% for attend=
ees at another type of performance
(such as
dance, opera or circus); </span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">=95=
          68% for those =
who went to a cultural festival;</span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">=95=
          68% for Canadi=
ans who visited an art gallery; </span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">=95=
          65% for those =
who visited a museum; </span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">=95=
          65% for attend=
ees at a performances of cultural/heritage
music, theatre or dance (e.g. Aboriginal Peoples, Chinese, Ukrainian);
and, </span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">=95=
          59% for those =
who visited an historic site.</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Al=
l of these cultural crossovers rank more highly than the best</span></font=
></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">de=
mographic factors (high income and education).</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">--=
----- End of forwarded message -------</span></font></div>
<div align=3D"left"><br/>
</div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">__=
_____________________________</span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">Ji=
m Harding, ED</span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">BC=
Museums Association</span></font></div>
<div align=3D"left"><font face=3D"Arial"><span style=3D"font-size:10pt">(2=
50) 356-5694</span></font></div>
<div align=3D"left"></div>
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