Course Syllabus
Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page.
Assumed Prior Knowledge
This is the first course in the program, and there are no official prerequisites. However, this course is built primarily with students in mind who have work experience in this field. If you have little or no work experience in the field or knowledge of nonprofits in the arts, consider reading the following to get caught up on the basics:
- Derrick Chong, Arts Management, Introduction (pp, 1-30).
- Anthony Rhine, Jay Pension, eds., Business Issues in the Arts, Ch. 1. Understanding Nonprofit Organizations by Jen Budney (pp. 5-32)
Required Course Materials
- InGenius: A crash course on creativity by Tina Seelig (2012).
- Please note that OU only has one copy of the eBook available at a time. It is recommended that you purchase this book or get it from your local library.
- Harvard Business Review Case Studies Course Pack [instructor must add unique link]
- Other materials will be provided via Canvas.
Grades
Breakdown
| Activity | Description | Points/Percentage |
|---|---|---|
| Case Studies | Each week, you will create an original discussion post in response to a case study. This will take the form of a visual presentation/slide deck such as a PowerPoint, Prezi, Padlet, or Canva. | 20% |
| Concept Checks | These will take the form of a Canvas quiz or assignment in which you will answer questions demonstrating that you understand the material from the resources for the week. You will have one opportunity to take each quiz, but they will be open book and open note. | 20% |
| Application Assignments | You will submit a document in each module outlining how you will apply the content of the module to your work based on the prompts. | 20% |
| Podcast & Steps Toward Project | By the end of the course, you will create and submit a podcast of yourself interviewing an industry professional. This will also go into your program ePortfolio. Throughout the semester, you will work on one piece of this at a time and get feedback from your professor. | 20% |
| Presentations | During the term, you will present about course materials in the Live Sessions to demonstrate your ability to communicate effectively about the course content. If you are not able to attend any of the Live Sessions, you may submit recorded versions of your presentation before the Live Session for the week so that your peers can watch it during the Live Session. | 10% |
| Participation | Live Session synchronous interactions or summary assignments. | 10% |
| Total | 100% |
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Overviews
Each module will have an overview page that will offer necessary context and direct your attention as you review the resources. This will be done through an introductory graphic, module objectives, and a checklist.
Resources & Concept Checks
After reviewing the resources for a given module, you will be asked to answer a series of questions to ensure that you understand the resources. This will help you to identify areas of the resources that you may not have understood so that you can go back and review them. Your responses will also help your instructor to guide the discussion in the Live Session.
Case Study Discussion Boards
You will read a case study and then post your initial solution idea each week. After you have posted, you will review further resources and learn from the Live Session discussion. This will help you to integrate your new knowledge with what you already know, and it will help you to apply that knowledge to a real-world situation. It will also help you to form and communicate educated stances on topics relevant to arts management & entrepreneurship.
Live Sessions & Presentations
There will be a Live Session each week in which student(s) will present about the resources in the module. You will be allowed to choose date(s) that work best with your schedule as well as which resource(s) you would like to present about. If you are not able to attend any of the Live Sessions, you can record and send your presentation to the instructor before the Live Session, and those in attendance at the Live Session will watch it together. You will need to coordinate with your classmates which resource you are presenting to avoid overlap. Your presentation will encapsulate key concepts of your chosen resource, and your presentation will be 5–7 minutes long. Your instructor may also use Live Session time to correct misunderstandings and extend your learning on the module topic. You will also work collaboratively to discuss issues and perspectives and work toward better solutions for the case study. If you are unable to attend in real-time, you will need to watch the recorded Live Sessions and complete brief summary assignments.
Application Assignments
You will submit a document explaining how you will apply your new knowledge to your own life and career, showing that you can use your new knowledge in a meaningful and personal way.
Podcast
At the end of the semester, you will submit a podcast of yourself interviewing someone in the arts management industry. You will research guests, draft questions, record the podcast, transcribe it, and upload the audio or video file to SoundCloud (audio), Kaltura (video), or another streaming platform. If you are using text, you will upload it directly to Canvas. You will also upload a transcription (if audio/video). You will share your podcasts with your classmates and listen and reply to at least one peer's podcast. This assignment will help you to build research, networking, and communication skills. Once completed, you will need to add your podcast to your Arts Management ePortfolio. Further instructions on this are located on the "Completed Podcast" discussion board in Module 7.
"Step Toward Project" Assignments
In each module, you will submit a small assignment that helps you make progress toward a larger assignment or goal. Many of these are steps toward the creation of your podcast, but some of them are steps toward networking goals and career goals. Having these small assignment check-ins is a great way for you to get feedback from your instructor to help you improve in these areas, and it also assists you in pacing your assignments appropriately.
Course Policies
Communication
If you have questions or concerns regarding any aspect of the course, feel free to attend office hours or send an email or a message via Canvas. If a policy, an activity, or a material in this course present a barrier to your learning, please discuss it with me so that we can make adjustments. Accessibility is a fundamental part of our work together. Also, let me know of changes I can make to the course so that it is more welcoming, accessible, or usable by students who take this course in the future. I am here to support your learning journey.
- I will respond to emails and messages within 24 hours on weekdays, or on Mondays if received during the weekend. If I have not responded within a day, please resend your email—it may have been lost in cyberspace!
- Office hours are by appointment to better accommodate your schedules. Please email me with 3–4 suggested time slots; we will find one that works for both of us.
- Please double-check the syllabus and Canvas before sending an email, as your question may already be available online.
- You are always welcome to reach out to me for any questions or concerns related to course topics. At the same time, I encourage you to send assignment-related questions 24 hours prior to the deadline. I might not be able to respond satisfactorily to all queries on such short notice.
You can address me by my first name, Lucia. On the first day of class, I will ask you how you prefer to be addressed. Throughout this course, you will interact with me, your fellow students, and class contents in various ways. My commitment is to create a climate for learning characterized by respect for each other and the contributions each person makes to class. I ask you to make a similar commitment. There is ample opportunity within our course for academic debate, disagreement, compromise, and for us to change our minds. Respectful behavior is a priority so that we can maintain a space for everyone to participate according to their own abilities. Every discussion is an opportunity to practice listening, observing, and reflecting. In order for this to be a productive dialogue, I ask that we all:
- Recognize that we are entering into this space with different experiences and understandings.
- Use reasoned arguments that are supported by reputable resources.
- Practice truly listening to one another.
- Ask questions for clarification.
- Provide and receive feedback with grace.
- Respect the privacy of those sharing. We are all learning together, and it’s important that we take from here what we have learned. Please respect that people may share how the topics in this course have impacted their personal lives and also that people may make mistakes while they learn.
- If something is said or done in these dialogues that prohibits you from being able to participate in this class, I ask that you reach out to me directly.
Participation can take the form of different types of engagement, including punctual attendance, active contributions to group discussions, active listening, and in-class activities. You are expected to engage in all aspects of the course actively, but speaking up with other classmates can sometimes be challenging. If you feel uncomfortable, please come during office hours early in the semester; we will find different ways for you to contribute. In order to fully benefit from our class activities, I encourage you to attend class and actively participate in the exercises and discussions.
Feedback
I aim to provide grades and feedback within one week of assignment due dates. If you are struggling with a particular concept and feel you need feedback earlier to help you succeed, email me to ask whether this accommodation might be possible.
Late Policy
Due dates are firm, but extensions requested ahead of time are typically granted. Unless the instructor has granted an extension before the deadline, assignment grades will decrease by one point for each day of delay. If something is preventing you from submitting work on time, I ask that you contact me as soon as you realize there may be an issue so that we can discuss options, including if it would count as an excused late submission.
Academic Honesty
I expect each of you to uphold the university’s standards of academic conduct. For whatever reason, if you find yourself in the position where you feel you need to cheat or plagiarize in this course, please remember the value of your integrity. Asking me for an extension or a clarification is a much more productive path to take than being dishonest. I want you to do your best work in an honest fashion. My aim is to foster an environment where you can learn and grow, while also maintaining academic honesty and a clear representation of your learning and ideas. If you have questions about academic integrity or plagiarism, please ask—there is no penalty for honest inquiry or confusion!
With that in mind, the Arts Management AI policy introduces a few restrictions while otherwise embracing the use of LLMs:
1. Students must give credit to LLMs whenever they are used, even if only to generate ideas rather than usable text. To cite, please refer to MLA Style Guide.
2. When writing papers or take-home assignments using LLMs, students must include in an appendix their entire exchange(s) with the LLM, highlighting the most relevant sections. They must write a narrative at the beginning of the appendix explaining precisely how they used the LLM (to generate ideas, turns of phrase, elements of text, long stretches of text, etc.). This narrative should also explain why they used the LLM (to save time, to surmount writer’s block, to stimulate our thinking, to handle mounting stress, to clarify prose, to experiment for fun, etc.)
3. Students must not use LLMs to help with examination , tests, or assignments, unless they are explicitly organized around an LLM (e.g. an in-class assignment might challenge students to elicit from a LLM the most profound statement on the future of AI).
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|