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Viewing: EMA 110 : Introduction to Arts Entrepreneurship

Last approved: Tue, 15 Mar 2016 17:42:13 GMT

Last edit: Tue, 15 Mar 2016 17:42:10 GMT

Catalog Pages referencing this course
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EMA (Entrepreneurship in Music and the Arts)
Dual-Level Course
Cross-listed Course
Introduction to Arts Entrepreneurship
Intro Arts Entrepreneurship
Division of Academic and Student Affairs
Music (24MUS)
Term Offering
Fall and Spring
Offered Every Year
Fall 2016
Previously taught as Special Topics?
Course Prefix/NumberSemester/Term OfferedEnrollment
EMA 295Spring 20167
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
Contact Hours
(Per Week)
Component TypeContact Hours
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
Gary Beckman
Teaching Associate Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Is the course required or an elective for a Curriculum?
SIS Program CodeProgram TitleRequired or Elective?
24EMAMEntrepreneurship in Music and the ArtsElective
This course introduces students to the basic components of an entrepreneurial lifestyle in the arts for those interested in starting an arts business. Students explore fundamental issues arts entrepreneurs encounter and how they can be addressed before the startup process reaches the launch cycle. Students are required to provide their own transportation to and cover the admission costs of off-campus events.

Currently, courses in the Arts Entrepreneurship Minor begin at the 300 level, which limits freshman and sophomore participation.  In an effort to more effectively allow students to explore the field of arts entrepreneurship, this course provides an introduction to the topic by briefly exploring the basics aspects of the field. To demonstrate that these fundamentals are used on a daily basis, students are exposed to arts entrepreneurs, arts organizations and arts events.  


Is this a GEP Course?
GEP Categories
Interdisciplinary Perspectives
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:






Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:




Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:




Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:






Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
Students will identify fundamental differences between Art and non-art products in both an arts and non-arts market context..
Sample essay question: If aesthetics is the study of beauty and typically restricted to Art objects, why is there no similar philosophical discipline dedicated to the study of non-Art objects? Also, discuss how the concept of “aesthetic meaning” may or may not be applied to non-Art objects in non-Arts market spheres.
Students will identify consistencies in arts- and business-based market offerings.
Sample short answer questions:

• Identify the similarities and differences in how a large musical instrument chain retailer and a “big box retailer” present their floor inventory in both a “brick and mortar” and online context.

• Is the “buying experience” the same for Art purchased at an Art gallery as it is at Wal-Mart?
Students will identify how products that may be considered “valuable” (in both aesthetic and business terms) are presented to various markets
Sample take-home essay question: When comparing Apple Computer’s website and recent TV commercials with that of Microsoft’s, there are clear differences in presentation. Compare four common aspects of each website and two common aspects of the commercials, then discuss how these features contribute to a consumer’s belief that one company’s product line is more aesthetically or personally valuable than the other. Please identify and describe the aesthetic or personal value you believe is communicated through these media most strongly.
Arts and Business
Launching an arts business requires an understanding of each discipline’s predilections and expertise. Arts-based material is presented as a “product” the business presents. Business-based material is presented as the “presentation platform” for the “product.” An arts business itself is an integration of multiple disciplinary perspectives and as such, guest speakers (arts and business entrepreneurs), on site visits to arts businesses and non-arts business incubators, help to articulate the differences and similarities of emerging arts vs. business-based ventures for students. Thus, students understand these perspectives as a cohesive unit by learning how an arts business is planned and launched.
Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:






Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:








Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:


Please complete at least 1 of the following student objectives.






US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.








Requisites and Scheduling
a. If seats are restricted, describe the restrictions being applied.
b. Is this restriction listed in the course catalog description for the course?
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
Title and author of any required text or publications.
Leadership as a Hero’s Journey: The Four Virtues for Transforming Uncertainty and Anxiety into Results by Eric J. Kaufmann (La Mesa, CA: Ben Adams Press 2013) $23.85
ISBN-13: 978-1939187000

How to Think Like Leonardo da Vinci by Michael J. Gelb (New York: Random House, 2004) $10.99
eISBN 978-0-307-57352-0
Major topics to be covered and required readings including laboratory and studio topics.
Lecture, Readings & Project Schedule

1 - Module I – The Basics Introduction to Class
2 T: What IS Arts Entrepreneurship? TH: For-, Non-Profit and Hybrid Arts Business Models Gelb: 2-19
3 - T: Examples of Arts Ventures, TH: Arts and Geography Gelb: 20-47
4 T: Success, Failure & Sustainability, TH: Why Arts Ventures Succeed or Fail Gelb: 48-75
5 T: Basic Arts Venture Startup models (For- and Non-Profit) TH: Test 1 Gelb: 76-93
6 - Module II – The Real World T: Speaker - Guest Business Entrepreneur, TH: Speaker - Guest Arts Entrepreneur Gelb: 94-141
7 T: Incubator Visit, TH: Non-Profit Arts Org. Visit Gelb: 141-163
8 T: For-Profit Arts Business Visit, TH: FALL BREAK - OFF Gelb: 164-191
9 T: Transitioning from Student to Arts Entrepreneur (Pt.1: Being honest about Fear, Anxiety and Pressure),
TH: Startup Techniques: Funding, Planning and Execution Gelb: 192-218
10 T: Transitioning from Student to Arts Entrepreneur (Pt.2: Embracing your Personal Assets, Collective Assets and Finding the Courage to “Leap”), TH: Test 2 Gelb: 219-257
11 Module III – Why and How the Arts are Unique, T: Intro to Aesthetics: The Arts Consumer Experience (Pt. 1)
TH: Intro to Aesthetics: The Arts Consumer Experience (Pt. 2) Kauffman: 3-30
12s T: Arts Culture, TH: The Economies of Arts Culture Kauffman: 31-64
13 T: Museum Visit, TH: Music Performance Visit Kauffman: 65-85
14 T: Ballet or Fashion Week Visit, TH: Rap/Hip Hop Artist (in class) Kauffman: 86-126
15 T: Theatre Visit, TH: NC State Garage Visit Kauffman: 127-156
16 T: Intro to Aesthetics: The Arts Consumer Experience (Pt. 3), TH: Arts Culture Lecture (Pt.3) Kauffman: 157-208
FINALS WEEK – TBA Journal Due – Final Exam NA
List any required field trips, out of class activities, and/or guest speakers.
Museum Visit - North Carolina Museum of Art
Music Performance Visit - North Carolina Symphony or Lincoln Theater
Ballet Visit - North Carolina Ballet
Fashion Visit - Fashion Week (Spring)
Theater Visit - Raleigh Little Theatre
Rap/Hip Hop artist - varies on availability
NC State Garage Visit - Entrepreneurship Initiative, Garage at Innovation Hall
College(s)Contact NameStatement Summary
Poole College of ManagementAndy NowelPlease see attached consult

Student Learning Outcomes

• Identify the risks and rewards inherent an entrepreneurial lifestyle in the arts provides.   

• Articulate how arts cultures and aesthetics effects the development phase of an arts venture

• Describe and discuss fundamental arts venture startup procedures, business models and transitioning strategies

• Identify the value in for-and non-profit arts ventures that center on both the Fine and popular arts.

• Articulate how one's innate creativity, intellect, training, and experience are channeled into an entrepreneurially focused arts (or arts related) career.   

Evaluation MethodWeighting/Points for EachDetails
Test50%3 tests: (1) 20%, (2) 20%, (3) 10%
Participation15%Students are expected to be attentive during lectures, ask questions, contribute comments to class discussions and should come to each class having read the required assignment and prepared to discuss and comment upon the issues raised by the readings. (The reading schedule appears in the Lecture, Homework and Project Schedule below). Students must come to each class having read the assigned readings and demonstrate their engagement by participating actively and thoughtfully in the in-class discussions.

Student preparation for and participation in class will be evaluated using the following criteria and is worth 15% of the final grade:

A - Student is well prepared and participates actively; student is attentive, responds when called upon and volunteers often with pertinent questions and comments.
B - Student is usually prepared and always responds when called upon; student volunteers on occasion.
C - Student shows evidence of being unprepared; student has some trouble when called in and does not volunteer often.
D - Student is unprepared and/or inattentive; student never volunteers; student comes late to class or leaves early.
F - Student exhibits a lack of concern for the class; student sleeps in class; student behavior may have a negative effect on the class.
Other25%Journal: The Journal is an opportunity for students to reflect, comment upon and integrate course readings with lectures and arts business explorations; entries are checked weekly by the instructor.
Other10%Attendance: Attendance will be taken each class session and is worth 10% of the final grade. If a student is more than 15 minutes late for a class, he/she will be counted as absent for that day. Three unexcused absences over the course of the semester will reduce the final grade by 10%. Each additional absence will reduce the final grade by an additional 5%. If a student needs to miss class for any reason, the instructor must be notified by email ASAP and an evaluation will be made at that time based upon the University Attendance Regulation (REG 02.20.3).
TopicTime Devoted to Each TopicActivity
Please see syllabusSyllabusSyllabus

kkharris (Wed, 06 Jan 2016 17:35:44 GMT): Sent to Dr. Koch to make edits
kkharris (Tue, 12 Jan 2016 20:24:31 GMT): Course approved at University College CCC pending consultation with Dr. Jason DeRousie and PCoM.
Key: 7808