Neo arts collective centers Black voices – Yale Daily News

Courtesy of Sonnet Carter

Earlier this month, the Neo Collective — Yale’s first Black arts collective — had its first welcome event for Yale students and New Haven community members via Zoom.

The arts collective, founded last year by Nyeda Sam ’22, provides Black visual artists, musicians and writers a platform to share their art. The collective also acts as a space for members to support and uplift each other. New Haven community members and Yale students can strengthen connections through a shared interest in art.

“Being part of the collective means being my true artistic self,” Sam said. “I don’t have to explain my voice or my work. I can just be, and be comfortable in that being since I know that people understand where my work is coming from.”

Sam said she created the collective because she felt Yale’s visual arts community was dominated by institutions like the Yale University Art Gallery and the Yale Center for British Art. Sam wanted to create a community and give voice to students. Sam added that in her arts classes, she found the environment “largely white” and “frustrating” because her classmates were unable to give constructive feedback on her artwork — which mainly focuses on Black identity.

Enlisting the help of Tobi Makinde ’23 and Sonnet Carter ’23, who are also Black women, Sam began organizing meetings for Black visual artists on campus. Now, the collective has expanded its vision to include all art mediums and members outside the Yale community.

“A big purpose of the Neo Collective is to provide an open space for both Yale and New Haven,” Carter said.

The collective provides its members a safe space to share their thoughts, ask questions and express their art. Carter said it is helpful to hear about the process and mindset of other artists, even if they work with different mediums. For example, listening to someone talk about poetry can inspire ideas for visual art.

Sam is a playwright, poet and visual artist while Carter is a visual artist and graphic designer. But they collaborate to inspire each other across mediums.

“Our discussions about art and movement have inspired many pieces of poetry and writing,” Kadiatou Keita ’22, a member of the collective’s logistics team, said. “I am able to, in these meetings, explore what themes I want to include in my works in the future.”

According to Carter, the collective is taking the time to “heal” this semester. Meetings so far have centered around both decompressing and relaxing and exploring new artistic mediums. Carter said this is necessary, given how much the Black community has endured in the past few months. Carter referenced both the pandemic and the Black Lives Matter movement in response to police brutality as examples.

Despite challenges introduced by the pandemic, the collective is expanding its definitions of community and artistry. Even though members cannot meet in person, Carter said the virtual space compels members to truly “communicate” and “connect.”

“Our meetings are a space to decompress and channel our individual experiences into art and collaboration,” said Cassidy Arrington ’23, a member of the logistics team. “This semester and even over quarantine, we have found ways to make art a community practice.”

Arrington said the collective’s current goal is to expand their reach. She said the group intends to widen membership and collaborate with organizations such as Artspace New Haven and the YUAG.

The collective is currently accepting submissions from Yale students and New Haven community members for its first online art exhibit, “Re;memory: Framing the Imaginary” on Black memory and imagination.

The Neo Collective was founded in 2019. 

Zaporah Price | zaporah.price@yale.edu

Bryan Ventura | bryan.ventura@yale.edu

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Buy Website Traffic – Get Targeted Quality Traffic – Real Human Website Traffic – Press Release – Digital Journal

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Oct. 19, 2020 / PRZen / HOUSTON — One of the best ways to monetize the Internet for sites that are content-centric and have high traffic are using click advertising. There are many companies in the field of general advertising that can be used to advertise this kind of advertising on your site. In this way, revenue is earned per click per IP. Web sites that use this method will usually place their banner ads on the site bar or user’s site. So, you redesigned your website and want to make sure prospective customers see it ….  There’s a way to do this that’s safe, easy and affordable! Buy website Traffic and Don’t waste your time casting your sales net too wide.  Instead, target exactly the types of prospects you want by geography or keywords to greatly increase campaign success!

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The Best Kind Of Music To Listen To While Working – HuffPost

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Quotes of the week – The Robesonian


<img src="https://s24474.pcdn.co/wp-content/uploads/2020/10/125851273_web1_sammy-cox.jpg" alt="

“Its been a great ride. I feel like it’s time for me to move on.”

— Sammy Cox Jr., speaking about his resignation from the post of Robeson Community College board of trustees chairman.

“>

“Its been a great ride. I feel like it’s time for me to move on.”

— Sammy Cox Jr., speaking about his resignation from the post of Robeson Community College board of trustees chairman.

<img src="https://s24474.pcdn.co/wp-content/uploads/2020/10/125851273_web1_Shooter_1_ne2018111320649570.jpg" alt="

“I had one person who contacted me, and she said ‘If we can get food through a window why can’t we hand out candy to kids?’ I said ‘I’ll bring it up to the board and we’ll see.’”

— Rowland Mayor Michelle Shooter, speaking before the town’s Board of Commissioners rejected the idea of a town Halloween trunk or treat event.

“>

“I had one person who contacted me, and she said ‘If we can get food through a window why can’t we hand out candy to kids?’ I said ‘I’ll bring it up to the board and we’ll see.’”

— Rowland Mayor Michelle Shooter, speaking before the town’s Board of Commissioners rejected the idea of a town Halloween trunk or treat event.

<img src="https://s24474.pcdn.co/wp-content/uploads/2020/10/125851273_web1_NNelson.jpg" alt="

“I just want to let the public know that during this uncertain time, it is paramount that we take care of our youth, and this coat drive is Maxton’s way of doing that.”

— Maxton police Chief Na’Shayla Nelson, speaking about the department’s effort to collect and distribute winter coats for children.

“>

“I just want to let the public know that during this uncertain time, it is paramount that we take care of our youth, and this coat drive is Maxton’s way of doing that.”

— Maxton police Chief Na’Shayla Nelson, speaking about the department’s effort to collect and distribute winter coats for children.

<img src="https://s24474.pcdn.co/wp-content/uploads/2020/10/125851273_web1_Tina-Bledsoe.jpg" alt="

“Yes, we were slammed this morning.”

— Robeson County Board of Elections Director Tina Bledsoe, speaking about the heavy voter turnout on the first day of early voting.

“>

“Yes, we were slammed this morning.”

— Robeson County Board of Elections Director Tina Bledsoe, speaking about the heavy voter turnout on the first day of early voting.

“Its been a great ride. I feel like it’s time for me to move on.”

— Sammy Cox Jr., speaking about his resignation from the post of Robeson Community College board of trustees chairman.

“I had one person who contacted me, and she said ‘If we can get food through a window why can’t we hand out candy to kids?’ I said ‘I’ll bring it up to the board and we’ll see.’”

— Rowland Mayor Michelle Shooter, speaking before the town’s Board of Commissioners rejected the idea of a town Halloween trunk or treat event.

“I just want to let the public know that during this uncertain time, it is paramount that we take care of our youth, and this coat drive is Maxton’s way of doing that.”

— Maxton police Chief Na’Shayla Nelson, speaking about the department’s effort to collect and distribute winter coats for children.

“Yes, we were slammed this morning.”

— Robeson County Board of Elections Director Tina Bledsoe, speaking about the heavy voter turnout on the first day of early voting.

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Perspective | Addressing education equity isn’t only a job for schools – EdNC

The following is Mary Ann Wolf’s “Final Word” from the Oct. 10, 2020 broadcast of Education Matters — “Color of Education Summit-Part 2.” 


I have had many conversations over the past week and, quite frankly, over the past many years about what it will really take to address the opportunity gap and to achieve equity for all of our students. I have also watched so many district and school leaders and communities wrestle with this same question. What we know is that all too often we come up short, or we make a lot of efforts that do not lead to immediate or long-term changes in our schools.

As we continue our month-long focus on educational equity, our guests on Education Matters last week remind us both of the history and present-day context that we must acknowledge and embrace when thinking about solutions that result in true equity. They also remind us of the efforts that are currently in motion that are making a difference for some students.

We heard from Dr. Sandy Darity, whose research focuses on inequality by race, class, and ethnicity — as well as the racial wealth gap, which in the United States, continues to widen. Between 1983 and 2013 white households saw their wealth increased by 14%, while black household wealth declined by 75% and the median Hispanic household wealth declined by 50%.

Dr. Darity’s research exposes just how systematic inequality persists in the form of housing discrimination, unequal education, police brutality, mass incarceration, employment discrimination, and massive wealth and opportunity gaps — all barriers to eliminating the student achievement gap that we must collectively address before we can hope for equity in our schools.

We heard from Shannon Bowman, a middle school educator in Wake County who has supported teachers to leverage their advisory periods and leadership focus to empower students with skills to grow in their social and emotional learning and address their learning differences.

With her guidance, students are learning to develop their own voices and understand what it is they need to succeed. Bettina Umstead, chair of the Durham Public Schools Board of Education, shared the specific steps educators, administrators, and the community are taking in Durham to address equity in meaningful and sustainable ways.

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Our month-long Color of Education Summit is providing us with the time and space to hear and face data and facts that are not necessarily widely known or internalized as a critical part of our work. Wealth and health disparities that we are learning about must be part of how we address equity in our schools because they affect our families and students every day.

I am reminded by the importance of our efforts, but also of the complexity with which we will need to address equity. While not comprehensive, we must consider the following:

  1. How do we address systemic racism in our schools and our communities? Developing racial literacy and a deep understanding of past and present structural racism and how it impacts educational equity and opportunity has to be a part of our framework for all of us in the field of education- and we must take steps to redress inequities in and outside of schools.
  2. How do we create a culture that supports the whole child, which is the academic, social, and emotional learning for each and every student? We must also learn and be committed to understanding adverse childhood experiences (or ACEs) and the trauma-informed practices that support a school’s culture and interactions.
  3. How do we develop instructional approaches and learning opportunities that are strengths-based and culturally responsive and that allow students to show what they know in different ways? Instruction must empower and inspire students and maintain high expectations for every child.
  4. How do we change the systems that create and maintain barriers to equity? We must: Revamp school finance systems that result in inequitable resources across schools and districts; Ensure that all students have access to challenging, engaging curricula; Revise accountability models that penalize schools and students with fewer resources and opportunities, and instead provide them with adequate and equitable support; Provide opportunities for students to focus on their interests, to engage in meaningful, project-based learning experiences that will help them grow the range of skills they need.

This October, the Public School Forum’s Color of Education Summit and our speakers on last week’s show have impressed upon me that addressing equity in education is both complex and urgent.

We must also remember that this cannot be done by the schools alone, that much of what needs to change must also be done by communities who are willing to confront the systemic racism that can be found in all aspects of our daily living. However, I can once again find hope in the potential that we can finally make a real difference for all students, especially students of color.


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Mary Ann Wolf

Mary Ann Wolf, Ph.D. has served as President and Executive Director of the Public School Forum of North Carolina since June 2020, bringing with her more than 20 years of educational policy and leadership working directly with schools and districts across North Carolina to improve equity and build capacity for innovation.

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Educating for Democracy – Harvard Graduate School of Education

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With less than a month before a pivotal presidential election, democracy is on every educator’s mind. To shine new light on what civic engagement can look like today — and on the role of education in promoting healthy democracy — three new leaders in American civic education came together on Wednesday, October 14, in the latest installment of HGSE’s Education Now, a series of webinars seeking to address the unique challenges facing educators today.

Amber Coleman-Mortley, director of social engagement at iCivics; Noorya Hayat, Ed.M.’15, a civic engagement and equity researcher at CIRCLE at Tufts University; and Jessica Lander, Ed.M.’15, teacher and cofounder of We Are America were hosted by Senior Lecturer Richard Weissbourd, director of Making Caring Common, for the remote discussion which focused on the urgency with which educators must approach civics education. As Weissbourd said in his introduction, “Democracy is on the ballot.”

Throughout, participants outlined practical strategies for rethinking civics education and promoting equity.

Takeaways for Teachers and Parents

  • Let young people take the lead. “The future of civic engagement should be student led,” said Coleman-Mortley. Teachers and parents should make space for student activism through project-based learning, games, simulations, and even through simply going out into the community. “The role of adults is to facilitate that space, serve as a resource hub, connect students with the levers of power, and get out of the way – we love to feel in control, but we need to allow the process to unfold organically,” Coleman-Mortley explained. Only when we trust in youth leadership can true civic engagement begin.
  • Expand your teaching. Don’t just teach civic knowledge – teach “action civics,” said Lander. Beyond lecturing on the branches of government, educators need to ask, “what concrete skills do my students need to make change in the community?” In addition to civics knowledge, educators should focus on teaching civic skills, civic motivation, and civic efficacy — a student’s ability to see himself as a maker of change.
  • Stay local. Students are eager to engage in the issues they care about, but “it has got to be local and action-oriented,” explained Lander. Focusing on the issues young people see every day, the issues in their communities, keeps things concrete. In addition, explained Hayat, it fights cynicism. “Kids might be cynical about national politics, but they care about community issues,” she explained. Connecting to the local will prepare students to tackle issues on a small and large scale.  
  • Advocate for structural change. Civic education has declined as a result of the focus on other subjects, like STEM. This is beginning to change — legislation mandating state-wide civic initiatives was recently passed in Massachusetts and Illinois — but high- quality, equitable civics standards need to be adopted everywhere. Joining this fight can lead to large-scale change.  

The panelists agreed: Democracy matters, to young people and adults. Bringing the voices, lived experiences, and communities of young people into the civics conversation can lead to concrete engagement and powerful change. In today’s turbulent reality, where students are persevering remotely despite political vitriol, the increased visibility of racialized violence, and the challenges of COVID-19, finding strength and value in our shared democracy is more important than ever.

Additional Takeaways:

Strengthen the ecosystem for equitable K–12 civic learning: Civic education and civic educators can’t exist in a vacuum in the school. They are part of the ecosystem of K–12 education that directly connects to parents and communities. This also includes local community organizations and non-profits working with youth, culture and arts organizations, local media and newspaper, faith-based institutions and congregations, and local policymakers among many other institutions. For equitable access to civic learning of all students, we need to strengthen the connections and trust among institutions to support students’ holistic civic development and identity.

Support access and awareness for the youth vote: Young people are not apathetic when it comes to civic and political engagement but face systemic challenges to voting. In 2018, young people (ages 18–24) recorded the highest midterm youth turnout in decades. What young people need is outreach and awareness on how to connect their commitment to social change in their communities to casting a ballot. That is, youth need information, both related to their reason and motivation to vote (i.e. on issues, candidates) and how to register and vote. 

Resources:

On Civic Education and Teaching for Democracy:

  • CIRCLE resources for equitable K-12 Civic learning
  • Teaching For Democracy Alliance: A national alliance working to strengthen student learning about elections and informed voting that is coordinated by CIRCLE at Tisch College of Civic Life, Tufts University
  • All Together Now: Collaboration and Innovation for Youth Engagement: In 2012, CIRCLE convened a scholarly, non-partisan commission to investigate data on young Americans’ civic knowledge and participation, and to issue recommendations for how to improve both. The commission was formed in response to controversies about then-recent voting laws (such as photo-ID laws), as well as extant debates about civic education in K-12 schools and in higher education. However, in light of the myriad interconnected conditions and influences on young people’s civic knowledge and participation, the commission took a broader view, and its recommendations touch on a range of issues across the field of civic education and engagement broadly defined.

On Youth Civic Engagement:

  • CIRCLE’s exclusive data tool, Youth Voting and Civic Engagement in America, offers a unique way to explore the relationships between voting and other forms of civic participation, and some of the conditions that shape such engagement. The tool features more than 40 unique indicators, and it includes data at the national, state, congressional district, and county levels
  • CIRCLE’s RAYSE Index: CIRCLE is committed to helping organizations and governments use research to improve civic life and close gaps in opportunities for civic engagement. This is why we developed the RAYSE Index (Reaching All Youth Strengthens Engagement). The RAYSE Index provides county-level data on factors and conditions that we know correlate with civic engagement. It brings data to bear on efforts to broaden access to youth engagement opportunities: it can provide research-based support for making the case that engagement has a high potential for growth, and for making decisions about where to invest resources (e.g. time, resources, funding).
  • CIRCLE’s Youth Electoral Significance Index (YESI) is a valuable tool for any individual, campaign, organization, or institution that seeks to increase youth political engagement. The index provides a data-driven ranking of the top 10 Senate and top 10 House races where young voters have the highest potential to influence the results of 2020 elections, as well as the top 10 states where youth could determine the outcome of the presidential race.

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Charities already looking for Thanksgiving meal donations for those in need – WPLG Local 10

MARGATE, Fla. – With the latest coronavirus stimulus package still stalled in Congress as the nation continues to absorb the economic impacts of COVID-19, food insecurity remains on the rise. That means the number of people who say they can’t afford enough food for consistent meals is growing.

The need so great that one group of volunteers is already starting a Thanksgiving food drive and needs your help.

At Florida Career College in Margate, volunteers sort through donated items to prepare Thanksgiving meal kits. Yes, while it may seem early for that, organizers say the need in our community has intensified.

The college has partnered with the nonprofit 100 People Project to get ahead of the anticipated demand come November.

Last year, a Map the Meal Gap report put South Florida’s food insecurity rate at 12% — that’s more than 500,000 people not knowing where they will get their next meal.

Then came COVID-19 and the related economic impacts, forcing more families into food insecurity.

Feeding South Florida says about 50% of the families at drive-through distribution sites were seeking food assistance for the first time.

Hit especially hard are households with children, according to the Brookings Institution, which charts a steady increase of food insecurity since the start of the coronavirus outbreak, especially among Black and Hispanic households.

That’s why community food drives like this one say they need your help.

How to help

For viewers who might want to support the effort, all seven South Florida-area Florida Career College locations are accepting donated items from the public until Nov. 20.

Non-perishable food items that can be donated include:

  • Canned vegetables (corn, green beans, yams, sweet potatoes)
  • Boxes of instant mashed potato mix
  • Boxes of stuffing mix
  • Canned cranberry sauce
  • Boxes of macaroni and cheese
  • Boxes of cornbread mix
  • Cans of soup
  • Pasta
  • Gravy mix or canned gravy

All donated items will be sorted into Thanksgiving meal kits and distributed to families in need at a drive-through food giveaway being held at the Margate campus before Thanksgiving. People can also make financial contributions to 100 People Project, which is a 501c3 nonprofit organization.

Also see

What is food insecurity?

Racial economic inequality amid the COVID-19 crisis

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Disney+ adds a stronger warning ahead of films with racist stereotypes – The Next Web

Disney+ adds a stronger warning ahead of films with racist stereotypes

Credit: Walt Disney Pictures

Disney has quietly introduced a new disclaimer to some of its films. When you start watching these films, you’ll be treated to an unskippable content warning, informing you that the film will contain “negative depictions” of certain people and cultures. While the films themselves aren’t altered in any way, the disclaimer says the depictions are wrong and expresses the importance of “a more inclusive future together.”
In case you’re curious, here’s what the warning looks like:

The link goes to a page called “Stories Matter,” which lists the members of Disney’s third-party advisory council that is “supporting our efforts to increase our cultural competency,” as Disney puts it. The council includes GLAAD Media Institute, the African American Film Critics Association, and The Science and Entertainment Exchange.

Some of the films that now carry this warning are DumboPeter PanThe AristocatsThe Swiss Family Robinson, and Aladdin. All of the films have uncomfortable, racist caricatures, which you can read more about on the Stories Matter page. For example, it describes the crows from Dumbo, shown in the featured image, as an “homage to racist minstrel shows, where white performers with blackened faces and tattered clothing imitated and ridiculed enslaved Africans on Southern plantations. The leader of the group in Dumbo is Jim Crow, which shares the name of laws that enforced racial segregation in the Southern United States.”

If this sounds familiar, it’s because it’s not the first time Disney has added such warnings to its content before. Last year, it added a disclaimer simply stating that certain films contained “outdated cultural depictions,” which many pointed out was an almost flippant way to address the content. Now the disclaimer has been updated with stronger language, adding that the depictions “were wrong then and are wrong now.”

That language is not new: in fact, it’s identical to that which Warner Bros has been using for years to discuss racism in its old cartoons. See, for example, this explanation, provided by Whoopi Goldberg, about the role of Black maid Mammy Two-Shoes in Tom & Jerry. Notice she says, “These prejudices were wrong then and they’re certainly wrong today.”

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It begs the question: how likely is it that kids watching these things will stop and read the disclaimer, even if they do have 12 seconds to do so? I think, on some level, Disney is aware that this isn’t going to change much. It’s why the company still hasn’t released Song of the South on the platform (as it shouldn’t) — there’s no collection of words on the planet that would make this infamous film okay to put out on Disney+. Disney’s still trying to scrub that film from its parks, planning to remake its Splash Mountain ride, which contains depictions of some of the Song of the South characters, with those from The Princess and the Frog instead.

Read next: Google Assistant displays get a new UI, a dark theme, and more features

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Cumming Arts Center spreads love of art, not Covid-19, with new virtual platform – Forsyth County News Online

Amidst the uncertainty of COVID-19, the Cumming Arts Center/Sawnee Association of the Arts has prevailed and prospered in new and exciting ways. Announcing its “Autumn in the City Virtual Art Show” was only the beginning for this growing organization, as they have plans to continue creating virtual events for members of the center and public to enjoy.

The Autumn in the City Virtual Art Show began on Oct. 5 and will continue to run until Nov. 5. Being the first virtual show, the response from the public was overwhelming. On the first day of the show alone the website had 81% more visits than years before.

Due to the new virtual format, the Cumming Arts Center wanted to allow more of the community to participate, so they opened online submissions to members of the center and the general public. The feedback was overwhelmingly positive, yielding 68 artists and 128 different art pieces. The pieces varied in mediums, ranging from 3D with wood and metal, 2D with acrylic and oil, and photography. Winners were announced on Oct. 16 and their pieces can all be found on the Cumming Arts Center’s website, . Some of the artwork has been put up for sale, and the prices for each piece can be located under their descriptions online.

Cumming Arts Center also invited two art judges to select the winners for the Autumn in the City Virtual Art Show, Jim Dunham and Nancy Nowak. Dunham is with the World Class Booth Western Art Museum in Cartersville  and was asked to participate in the City Virtual Art Show at a prior art festival. Nowak is an internationally known pastel artist and she has taught classes at the Cumming Arts Center before. 

“We were very fortunate to have two experienced art judges to select the awardees,” said Marilyn DeCusati, member of the Cumming Arts Center. “They said it was difficult for them [to judge] as the art submitted overall was excellent.”

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Waiting the show

Gov. Lamont Announces Grant Program to Support the Arts Community – NBC Connecticut

Connecticut Governor Ned Lamont has announced a grant program that will support the state’s arts community amid the ongoing COVID-19 pandemic.

Lamont said the state will be providing up to $9 million in grants to certain nonprofit arts organizations. The grants are designed to help them recover quicker from the impacts of the COVID-19 pandemic.

According to state officials, the state Dept. of Economic and Community Development’s Office will administer the COVID Relief Fund for the Arts Program using federal CARES Act funding from Connecticut’s Coronavirus Relief Fund.

The COVID Relief Fund for the Arts program has a goal of supporting arts nonprofits where grants will make a difference for survival and rehiring or arts nonprofits that have had to curtail operations for a period of time due to COVID-19 and have had limited ability to reopen and/or have had to pivot their delivery service due to COVID-19, Lamont’s office said.

Organizations that qualify will receive a base grant of $5,000. The program will also offer a supplemental match of 50 percent of contributed income for organizations that raise money between March 10 and November 20, state officials said. The maximum award for any organization is $750,000.

“The ongoing, global COVID-19 pandemic has impacted so many aspects of our lives, and many of our state’s nonprofit arts organizations are struggling to recover from its impact. This program will provide some support so that these groups can continue providing the services in our state that so many depend on,” Lamont said in part in a statement.

Arts organizations that are eligible for funding include:

  • Performing Arts Centers

Performing arts centers includes multi-purpose facilities for arts programming including theaters that present live performances and/or live classes.

  • Performing Groups

Performing groups are groups of artists who perform works of arts including orchestra, theater or dance groups. In order to qualify, the organization must own the venue where it performs and/or must spend more than 20 percent of its annual operating budget on rental space used to perform, according to state officials.

  • Schools of the Arts

Schools of the Arts are organizations that have arts education as its primary educational mission. An example is a community arts school.

The state Office of the Arts ill be accepting applications between October 23 and November 3, Lamont’s office said. All contracts must be executed by December 30.

For more information on the application process, click here.

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