In 1975, a group of artists were asked by Lincoln Center to help its emergent education department forge a new vision for the way New York City students could experience the arts. I have spent the past seven years as an administrator at Lincoln Center piloting a program that aims to reimagine our practices to more deeply consider the needs, interests, and challenges of our individual partner schools, which are primarily situated within marginalized communities. Through analysis of over two dozen individual and group interviews and a trove of archival documents, this paper elucidates my understanding of the opportunities and tensions that framed Lincoln Center’s formative years in education, revealing points of resonance and dissonance with my experience shaping a new initiative. Our shared meaning-making addresses issues of assessment, sustainability, and racial and class disparities, as well as provides recommendations around best practices in the field of arts education administration.
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