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Identifying Barriers and Incentives Related to Attending the Performing Arts: an Examination of First Year College Students

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Identifying Barriers and Incentives Related to Attending the Performing Arts: an Examination of First Year College Students University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Theses from the College of Journalism and Journalism and Mass Communications, College Mass Communications of 12-2011 Identifying Barriers and Incentives Related to Attending the Performing Arts: An Examination of First Year College Students Laura J. Sweet University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/journalismdiss Part of the Advertising and Promotion Management Commons, Communication Technology and New Media Commons, Journalism Studies Commons, Marketing Commons, Other Arts and Humanities Commons, Other Music Commons, and the Public Relations and Advertising Commons Sweet, Laura J., "Identifying Barriers and Incentives Related to Attending the Performing Arts: An Examination of First Year College Students" (2011). Theses from the College of Journalism and Mass Communications. 18. https://digitalcommons.unl.edu/journalismdiss/18 This Article is brought to you for free and open access by the Journalism and Mass Communications, College of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Theses from the College of Journalism and Mass Communications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Identifying Barriers and Incentives Related to Attending the Performing Arts: An Examination of First Year College Students by Laura Jane Sweet A Thesis Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree Master of Arts Major: Journalism and Mass Communications Under the Supervision of Professor Stacy James Lincoln, Nebraska December 2011 Identifying barriers and incentives related to attending the performing arts: An examination of first year college students Laura Jane Sweet, M.A. University of Nebraska, 2011 Adviser: Stacy James Young adults entering their first year of academic study beyond high school face seemingly limitless opportunities. For the first time, they’re on their own: deciding everything from when to eat to where to study and what to do in their free time. Campuses are rich with possibilities. From official student organizations and clubs, to impromptu pizza parties and dorm floor trivia contests, daily decisions create the experiences that shape the life to come. On many large campuses, alongside academic buildings are art galleries and performance spaces. Research shows that early exposures to the arts lead to increased engagement during student time on campus, and most important, beyond their degree-seeking years. Students at major universities are easily able to opt in for arts experiences without leaving their primary geography. For students on smaller campuses, however, this is often not the case. An undeniable barrier to critical early college career performing arts experiences in the city itself is the distance of travel to the venue. Between coordinating transportation, parking, and the associated costs— many find it easier to opt instead for a campus movie or night in front of the television. This research examines the barriers to attending performing arts events for first year college students, and methods for communicating benefits and incentives to this critical target audience. Dedication Dedicated to Mike—my North Star. With heartfelt thanks and love to Mom and Katie for the hard work and many hours they gifted me with proof reading and editing, not to mention continuing to stick in my corner. Thanks and love also to my Dad for way too much to list here. With love to Grandpa Frank, Grandpa Cliff, Grandpa Mac, Grandma Mary, Grandma Cathy, and Grandma Arline—my history, my foundation. With love to Mary Clare, Chloé, Cecily, Bryn, Paige and Tallulah—my beloved girls. With appreciation to Stacy James for her guidance, honesty and commitment as my advisor. With gratitude to Dr. Meg Lauerman for the constant, thoughtful support from the very beginning. With special thanks to Dr. Linda Shipley for her intelligence and dedication to helping me see this project through. You three journalistic gurus guided and shaped my experience at the University of Nebraska. Thanks a million times over to my arts industry mentors: Charles Henry Bethea (wouldn’t be working in the arts without you) along with Patricia A. Mitchell, Jerry Yoshitomi and Alan Brown (wouldn’t have stayed in the arts without you). Special thanks also to Joel Rainville (wizard of survey monkey), Danielle Schumann, Jessica Brooks, Audrey Gaard-Johnson and Jeanne Kosfeld (my Ordway family). With thanks for the support and love to Meghan and Tony, Brad and Keith, Sid and Mary Jane, Scott and Sara, Aunt Lisa, Anne and Donny, Ian, James, and Missy. i TABLE OF CONTENTS CHAPTER ONE: THE PROBLEM Introduction……………………………………………………….…….. 1 Role of the Performing Arts in 2011/Presenting background General overview/Why this matters Why target first year college students? ……………………………….….6 Major Universities Most have embedded performing Arts Center (Lied) Academic ties Built in discounts Other Universities Challenges for arts organizations without University tie Less formalized connection to curriculum Barriers to attendance Role of professors Class requirements, extra credit Role of peer advocates General research hypothesis………………………………….………....10 Delimitations/scope…………………………………………….………..10 Definitions and operational terms……………………………………….11 CHAPTER TWO: LITERATURE REVIEW Understanding the audience/arts organizations………………………….12 Marketing/communication Industry sources Role of theory Using the right vehicles (media/communication theory)……….……….20 Websites Television and traditional media Social Network/new media Campus Media Case Studies…………………………………………………………….27 University of Cincinnati College Conservatory of Music Oregon Symphony Walker Art Center Childsplay Cleveland Orchestra San Antonio Symphony Target audience analysis………………….……………………………..33 Background research..…………………………………………………. 44 Major University Presenters study Dartmouth Study Ordway study—campus connections Macalester College University of Saint Thomas Metropolitan State University State University ii CHAPTER THREE: METHODOLOGY/PROCEDURES Research design………………………………………………….59 General/specific research hypothesis…………………………….59 Participants Macalester College University of Saint Thomas Metropolitan State University Sampling procedures……………………………………………..65 Specific questions Instrument Why quantitative survey CHAPTER FOUR: FINDINGS/RESULTS Analysis of research……………………………….……………..68 Findings/Results CHAPTER FIVE: SUMMARY Summary of study…………………………………….……………..79 Conclusions Implications to arts industry Reporting/dissemination plans Conferences Peer distribution MUPS Campus Connection Partners Ordway Arts Partners National Arts Marketing Conference Suggested further research ATTACHMENTS References Survey introduction copy Survey questions (24 pages) Response details (19 pages) Charts related to specific questions (9 pages) 1 PROBLEM Introduction: Case for the Arts/Why the Arts Matter The arts matter. Studies show that people benefit from participating in and engaging with the arts. In a time of economic and political challenge, the arts can offer solace, provide inspiration; even offer solutions for creative problem solving and simple joy. From remarks by President Barak Obama (2009) at the Reception for Kennedy Center Honorees: “…the arts are not somehow apart from our national life: the arts are at the heart of our national life. In times of war and sacrifice, the arts remind us to sing and to laugh and to live. In times of plenty, they challenge our conscience and implore us to remember the least among us. In moments of division or doubt, they compel us to see the common values that we share; the ideals to which we aspire, even if we sometimes fall short. In days of hardship, they renew our hope that brighter days are still ahead.” The benefits offered by the arts range from elevating our daily lives to raising our test scores. A qualitative study done in Cincinnati (2008) and reported in the Fine Arts Fund article titled, “The Arts Ripple Effect: A Research-Based Strategy to Build Shared Responsibility for the Arts”, Produced by the Topos Partnership for the Fine Arts Fund included an overview of four focus groups made up of Ohio residents that provides the following quote from a 30-year old woman who is a sales manager in Batavia, Ohio: Through art and music, we connect to and learn from each other, which makes us stronger as a community. There is a strong and surprising connection between a community’s ability to get along and solve problems, and the art, music and dance 2 experiences that are available to local residents. This is because arts experiences and an arts perspective provide benefits that can’t be achieved in other ways. For example, they help open our eyes to the many different ways to see and interpret the world, to be sensitive to other perspectives or help us see that there is more than one way to solve a problem. When our community offers us these ways to broaden our horizons, and we take advantage of them, we are more able to work together and make progress together.” Why prioritize the arts when so many millions of people struggle to find safe drinking water, food, and shelter to meet their basic daily needs? Why spend resources of time and money at academic institutions to ensure prioritizing access to the arts for students, when their futures will demand increased
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