About CAKI – Centre for Applied Artistic Innovation

CAKI is a knowledge centre for the arts educations. The knowledge centre works for KUR (The Ministry of Culture’s Rectors) and has the task of strengthening the professionalization of students with the goal to aid them in a professionally sustainable and economically viable working life.

At CAKI we work with both the schools’ mutual goals for their performance agreement with the ministry as well as to support the individual educations’ development of entrepreneurship as a field of knowledge.

On behalf of KUR, CAKI is in the period 2019-2022 working to coordinate an effort to develop entrepreneurship as a field of knowledge at the art schools. The focus is primarily on strengthening the educators’ practical pedagogical and didactic competencies with entrepreneurship as an area of knowledge, which can nourish the art educations. Also, a strategical building of an incubation environment for students and researchers at the art schools is also a part of the strategy.

CAKI has published a series of publications with knowledge for working life as a self-employed in the cultural sector. In addition, CAKI has for the past ten years hosted a number of conferences together with i.a. Nordic Council of Ministers and the Foundation for Entrepreneurship.

Until September 2019 CAKI has supplemented the students’ art education with advice, courses and workshops in topics such as sustainable working life, self-management, starting a business and financing. In addition, CAKI has continuously contributed to the development and implementation of entrepreneurship-oriented initiatives at the educations such as. development of subject modules and mentoring schemes. Until September 2019, the Academy of Fine Arts’ Schools of Architecture, Design and Conservation were members of CAKI, just as the Funen Academy of Fine Arts and the Jutland Academy of Fine Arts have been members for a short period. From September 2019, CAKI is organized directly under KUR and then only serves the KUR educations.

CAKI’s focus areas

Entrepreneurship
With the organization under KUR, CAKI will in the period 2019-2022 work with entrepreneurship at the art educations with a focus on the competence development of educators as well as with the strategic and practical construction of an incubation environment for students and researchers. Therefore, CAKI has initiated a network for those who are responsible for entrepreneurship at the art schools. The network forms the core of a steering group, whose aim is to open the doors for entrepreneurship as a field of knowledge- and competence for students, teachers and researchers and show what entrepreneurship as a practice and pedagogy can do.

Until September 2019 had CAKI offered education and counselling on professionalism in the shape of courses, workshops, personal counselling for students and educators. This offer shall in the future be offered locally at the schools. Therefore, until September 2019, CAKI has intensified the publication of publications and mini-guides, which provide guidance for e.g. startup and operation of the self-employed business. In addition, CAKI has collected, processed, and disseminated knowledge and experiences about teaching, evaluation, and examination forms of entrepreneurship education at the higher artistic educations. All material is available via CAKI’s website.

 
ENTREPRENEURSHIP

At CAKI we focus on entrepreneurship with the aim of strengthening the students’ and graduates’ artistic activities and entrepreneurship based on the individual’s professionalism as the central element in the financially sustainable business. 

We work with entrepreneurship in a number of areas:

  • The further development of competencies of the educators
  • Preparation of learning materials for students and educators
  • Co-curricular activities across the art educations
  • As a dissemination platform for the latest knowledge about entrepreneurship

The majority of the graduates from the artistic educations go into professional work as self-employed when they graduate from one of the art schools. As a self-employed artist, it is central that you build a working life that is sustainable professionally as well as financially. In addition to a high level of professionalism, it is therefore also presupposed that you know the options for choosing a company form, financing, pricing, sales, negotiation, tax, and VAT, etc. It also presupposes that you are enterprising and have a well-developed understanding of the world around you.

On behalf of KUR, CAKI works in the performance agreement period 2019-2022 with entrepreneurship in the art educations with a focus on the competence development of educators as well as with the strategic and practical construction of an incubation environment for students and researchers. As part of this movement, CAKI has established a network for the entrepreneurship managers at the programs. The network forms the core of a working group whose aim is to open the doors to entrepreneurship as a field of knowledge and competence for teaching colleagues and show what the subject of entrepreneurship can do as practice and as pedagogy.

Moreover, CAKI collects, processes, and disseminates knowledge and experiences about teaching, examination methods, and evaluation of entrepreneurship education at the higher artistic educations as well as from our national and international network via the website and newsletters.

Until September 2019, students had been able through CAKI to participate in workshops and courses, among other things. start-up, financing, and fundraising. In addition, CAKI has offered both individual and group-oriented coaching, career counseling, and start-up counseling. It is an objective on the part of KUR that these needs will in the future be covered locally at the schools, and that CAKI in the period up to 2022 will primarily focus on competence development of the educators as well as the development of an incubation environment for students and researchers.

In addition to consulting, courses, and workshops, CAKI has published a number of publications that provide guidance in various aspects of entrepreneurship.

The materials are available on the website. You can read more about CAKI’s previous courses and workshops in the course overview elsewhere on the website.

Artistic and cultural entrepreneurship in the artistic enterprise

The terms of the artistic practice and the creative processes underpinning it are challenged by the speed of society and technologies that evolve in the world – in terms of the movements of technological newcomers, changed distribution possibilities, and formats for presentation. Not at least in the form of the movements of technological breakthroughs, changed distribution options and formats for presentations. The educational institutions must be able to train the artists of the future to meet these challenges and expectations, and it is part of the education’s task to equip each student to be part of this reality.

The artist’s business therefore requires, in addition to the artistic position, also entrepreneurial skills and management professional skills that can support and lift the artistic business. Similarly, entrepreneurship can help to strengthen the use and development of the core profession in relation to the individual artist’s business as well as in relation to the outside world.

Against this background, a project aimed at developing and strengthening the relationship between entrepreneurship as a knowledge area and the artistic development work and enterprise is initiated. Integrated into the project is a focus on systematizing the knowledge sharing of the project’s experiences so that teachers, students, and educational developers of all the artistic programs have access to the latest experiences and the knowledge gained so that the project can help to strengthen the applicability of the field in the educational programs everyday practice. It is expected that the educators in the long run and based on the new knowledge they acquire through the project, will locally develop pedagogical and didactic initiatives that strengthen the students’ entrepreneurship and competencies within artistic activity and cultural entrepreneurship.

With the project, the intention is that the steering group for entrepreneurship opens the doors for entrepreneurship as a field of knowledge and competence for students and teachers and shows what the entrepreneurship subject can do as practice and as pedagogy. The project is initiated by CAKI / Pernille Skov with the participants in the working group for entrepreneurship in the artistic educations as partners and in collaboration with teachers in the KUV network

For more information about entrepreneurship in the artistic field, you can read CAKI’s Note regarding. entrepreneurship in higher artistic and cultural education. Here we put into words what is special about entrepreneurship for artistic students and graduates.

BACKGROUND
Danish and international studies continue to confirm the need for an increased effort to support the development of more entrepreneurs. The new entrepreneurs contribute to improve our society’s ability to develop, produce and market new goods and services – economic as well as social and cultural. It is important for the employment of graduates from artistic educations, but it is at least as important for Denmark that we train enterprising creative and performing artists and producers who manage to see their own creativity in a societal context.

Therefore, CAKI continuously focuses on building experience with and clarifying what value and influence art and the artist creates with and for the surrounding society. At CAKI, we work with how entrepreneurship can contribute to strengthening the artistic area in society.

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READ MORE

EntreNord entrepreneurship in Arts Education in the Nordic Region
Entrepreneurship at the conservatories in Copenhagen
CAKI Handbooks
Mentorship

Interdisciplinarity 
Interdisciplinarity is a natural part of the reality, the majority of graduates from the arts educations will meet as professionals. Competence to be able to act professionally in an interdisciplinary field of work is similarly an important component in innovative processes and artistic professionalization in general. At CAKI, three types of interdisciplinary collaborations are explored: the inter-aesthetic, the inter-artistic, and the interdisciplinary. In all three situations, artistic and creative competencies are important tools for new thinking and innovation and therefore also have the potential to reach beyond the cultural sector and gain relevance in e.g. social and occupational contexts.

Until September 2019, CAKI has through our project pool and through coordination of interdisciplinary teaching courses contributed to a well-functioning collaboration across arts and knowledge areas. From September 2019 onwards, the efforts for interdisciplinarity and innovation will be framed by the entrepreneurship area.

Until August 2019, CAKI has managed a project pool that could be applied for by students at CAKI’s member schools. The purpose of the approved projects has been to increase the students’ interdisciplinary collaborations. See the approved projects. 

INTERDISCIPLINARITY

Interdisciplinarity is a natural part of the working life the majority of graduates from the art schools will meet as professionals. Therefore, it is significant that art students develop skills enabling them to establish well-functioning collaborations across artistic disciplines, as well as other sectors and knowledge areas.

At CAKI we differentiate between three forms of interdisciplinary collaboration in arts education: Cross-disciplinary, cross-artistic and cross-aesthetic. We work with the following general definitions for the three types of collaboration:

The cross-disciplinary collaboration
The cross-disciplinary cooperation takes place from different artistic or academic positions. The focus will often be on sharing or developing knowledge, experiences, and observations across professional boundaries. The purpose of cross-disciplinary collaboration can be the investigation of a particular working method, such as improvisation or repetition, or it may the discussion of a philosophical or political concept from different (art-) professional point of views. The disciplines contribute with their different perspectives on a common subject, in a collaboration that does not necessarily have a common output as a goal. You stay within the scope of your discipline and obtain new knowledge within this, as well as share your knowledge with collaborators.

The cross-artistic cooperation
The cross-artistic collaboration will often have the production of something as a goal. A cross-artistic collaboration may, for example, be the collaboration between Rhythmic Music Conservatory and The Danish National School of Performing Arts, where the students in a collaborative effort create a ‘Performance Concert’. The focus is on how the two disciplines can work together with the theater concert as genre, but without moving beyond their respective disciplines.

The cross-aesthetic cooperation
In a cross-aesthetic collaboration, the boundaries between disciplines are more porous, to a greater or lesser degree. There may be some sort of production at the end of the course, but in the cross-aesthetic cooperation it will rarely be possible to predict what the final result will be, and the work-format will not be known in advance.

Often the initial drive of the cross-aesthetic collaboration will be a question or task that is explored through an artistic process. Here the work will be the means, while the process and method itself are the goal of the collaboration. Often a cross-aesthetic collaboration will have the quality of an artistic research study.

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READ MORE 

Cross-artistic learning enviroment

Academy

Sound Forms

APPROVED PROJECTS 

See the cross-artistic projects’ which have been approved and supported by CAKI

ARTISTIC INNOVATION

CAKI defines artistic innovation as artistic activities and processes that create new knowledge in the form of new methods and/or new products. By utilizing this new knowledge, through a combination of knowledge and the realization of opportunities, a real added value is generated. With artistic innovation, a qualified translation of new knowledge thus arises that can be applied within a larger context. Be it artistically, technologically or socially. The work with artistic innovation contributes to new dimensions for the artistic field of work and activity. CAKI has identified three focus areas within artistic innovation: Education, society, and public and private collaborations.

ARTISTIC INNOVATION

CAKI defines artistic innovation as artistic activities and processes that create new knowledge in the form of new methods and / or new products.

By exploiting this new knowledge, through the combination of knowledge and realization of opportunities, real added value is being generated. Artistic innovation thus results in a qualified turnover of a new knowledge that can be applied in a larger context, be it artistic, technological or societal. Work with artistic innovation contributes to new dimensions for the artistic practice. CAKI has identified three focus areas within artistic innovation:

Education
In the context of artistic innovation, CAKI view the role of the artist as a carrier, creator and disseminator of knowledge, and artistic innovation is understood as the innovation generated in the relationship between people or in community practices. It is CAKI’s ambition to link artistic innovation more closely to teaching practice and artistic development activities. Artistic innovation is understood here as the innovation generated in the relationship between people or in communities of practice.

CAKI points out that work on artistic innovation can strengthen the entrepreneurial and innovative commitment of artistic education, as existing practices are challenged and developed, and it is CAKI’s ambition to link artistic innovation closer to teaching practices and artistic development activities in the member institutions.

Collaborations between the private and the public sectors
CAKI wishes to make the artists’ ability to create space for development in existing structures and processes visible. The artist’s approach is usually development-oriented and based on dialogue. In the context of private and public collaborations, artistic innovation can thus be a resource with the potential for strong value and growth generation for both parties. Therefore, CAKI sees potential for innovation in the artist’s meeting with modern organizations.

Community
Artistic innovation marks a distinctive artistic value. CAKI wishes to help explore the role and potential of the artist in the innovation potentials for our society.

The artist’s ability to work with and thematize complex challenges, accept and investigate ambiguity, values, and conflicting material and knowledge, gives artistic innovation a possible significant position as a catalyst in processes leading to societal change. This applies to both individual and collective levels in relation to socio-economic, technological, and cultural development.

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APPROVED PROJECTS

See the cross-artistic projects which have been supported/ approved by CAKI’s project pool

ENTREPRENEURSHIP IN THE ARTS EDUCATIONS

Entrepreneurship activities in the art schools in the period 2011 – 2016 (in Danish) her

Entrepreneurship in the curricula of the art schools 2019/2020 – download (in Danish) her

MAPPING OF THE SCHOOLS NEEDS

In the autumn of 2019, CAKI mapped the needs and wishes of the schools as part of the knowledge base for the development of a program for competence development in entrepreneurship (in Danish). Download the report here.