City University of Hong Kong

Course Syllabus

offered by School of Creative Media

with effect from Semester A 2022 /23

Part I Course Overview

Course Title: Arts Administration and Cultural Management

Course Code: SM3711

Course Duration: One semester

Credit Units: 3

Level: B3
Arts and Humanities
Study of Societies, Social and Business Organisations
Proposed Area:
(for GE courses only) Science and Technology

Medium of
Instruction: English

Medium of
Assessment: English

Prerequisites:
(Course Code and Title) SM1701 New Media Art

Precursors:
(Course Code and Title) Nil

Equivalent Courses:
(Course Code and Title) Nil

Exclusive Courses:
(Course Code and Title) Nil

Course Syllabus 1
Jun 2017
Part II Course Details

1. Abstract
(A 150-word description about the course)

To introduce the mechanism of the art institution and arts programming, and to provide students with the
skills necessary to conceive, implement, and evaluate arts administration and cultural management. The
course also develops the students' cultural sensibility and critical capability when practicing cultural
management.

2. Course Intended Learning Outcomes (CILOs)

(CILOs state what the student is expected to be able to do at the end of the course according to a given standard of
performance.)

No. CILOs# Weighting* Discovery-enriched

(if curriculum related
applicable) learning outcomes
(please tick where
appropriate)
A1 A2 A3
1. Identify the mechanism of the art institutions 
2. Articulate the brief history of Hong Kong art policy 
3. Apply knowledge acquired in programming, writing 
marketing plan and sponsorship proposal
4. Describe and identify the content in contracts 
5. Review and analyze different art censorship cases 
6.^ Associate, combine and integrate knowledge from different 
disciplines (e.g. business, social science etc.) into course
assignments
* If weighting is assigned to CILOs, they should add up to 100%. 100%
#
Please specify the alignment of CILOs to the Gateway Education Programme Intended Learning outcomes
(PILOs) in Section A of Annex.

^ Negotiated Learning Outcome (NLO) explicitly articulating the elements of Discovery oriented
learning.

A1: Attitude
Develop an attitude of discovery/innovation/creativity, as demonstrated by students possessing a strong
sense of curiosity, asking questions actively, challenging assumptions or engaging in inquiry together
with teachers.
A2: Ability
Develop the ability/skill needed to discover/innovate/create, as demonstrated by students possessing
critical thinking skills to assess ideas, acquiring research skills, synthesizing knowledge across disciplines
or applying academic knowledge to self-life problems.
A3: Accomplishments
Demonstrate accomplishment of discovery/innovation/creativity through producing /constructing
creative works/new artefacts, effective solutions to real-life problems or new processes.

Course Syllabus 2
Jun 2017
3. Teaching and Learning Activities (TLAs)
(TLAs designed to facilitate students’ achievement of the CILOs.)

TLA Brief Description CILO No. Hours/week

1 2 3 4 5 6 (if applicable)
Lecture Instructor introduce definition of ✓
arts administration, roles and
function of arts administrators;
Field trip Visit art organizations and ✓
interview art administrators
Lecture Instructor introducing the present ✓
cultural phenomenon in Hong
Kong and ask students to trace
back what kind of cultural policy
contribute to the present
situation.
Field trip Visit artists' studios and ✓
interview artists, then design an
art program about these artists,
write marketing plan and
sponsorship proposal
Lecture Instructor introduce the format of ✓
contracts and through class
exercises to let the students
understand the principle and the
concepts of the contracts
Group Project Students present art censorship ✓
cases and class discussion
Lecture Lectures and class discussion ✓

4. Assessment Tasks/Activities (ATs)

(ATs are designed to assess how well the students achieve the CILOs.)

Assessment Tasks/Activities CILO No. Weighting* Remarks

1 2 3 4 5 6
Continuous Assessment: 100%
Case studies and class ✓
exercises
Case studies and class ✓
exercises
Presentation, class discussion, ✓
project review, assignment and
presentation,
Class exercises ✓
Presentation and class ✓
discussion
Research, presentation and ✓
class discussion
Examination: 0% (duration: --, if applicable)
* The weightings should add up to 100%. 100%

Course Syllabus 3
Jun 2017
  

5. Assessment Rubrics
(Grading of student achievements is based on student performance in assessment tasks/activities with the following rubrics.)

Assessment Task Criterion Excellent Good Fair Marginal Failure

(A+, A, A-) (B+, B, B-) (C+, C, C-) (D) (F)
1. Case Studies, Class Students should  Excellent grasp of  Firm grasp of  Comprehensive  Loose grasp of  Poor grasp of
Exercise, Assignment demonstrate ability to research material, materials, able to grasp of materials, materials, cannot materials
utilize primary and able to explain key explain key able to explain key explain key  No organization
secondary sources, concepts, concepts and concepts concepts and structure,
build up argument and assumptions and assumptions  Fair organization,  Poor organization inadequate
analysis. The debates  Reasonable weak structure, and structure, content, no/
threshold of  Rigorous organization, adequate content, weak content, irrelevant use of
‘discovery’ lied in a organization, balanced structure, fair ability to limited use of resources
student’s self coherent structure, adequate content, integrate various resources  Irrelevant points to
initiatives to conduct distinct thesis, sufficient ability to resources based on  Relevant points to the subject matter,
additional research properly argued integrate various demand the subject matter, minimal ability to
and to personalize with strong resources based on  Relevant points to marginal ability to interpret opinions
theories for her/his narrative demand the subject matter, interpret opinions  Irrelevant
personal daily  Insightful  Clear ideas which fair ability to  Insufficient and/or bibliography
experience. interpretation of keep to the point, interpret opinions unorganized
the subject matter clear-cut subject,  Unorganized bibliography
with distinct ability to interpret bibliography
themes and thesis opinions which can be
 Critical analysis independently utilized in
with insightful  Organized accordance with
comments opening bibliography the topic
up new issues, or which can be
suggesting the utilized in
ability to theorize accordance with
 Ability to the topic
approach a text or
a theme using a
variety of theories
and analytical
tools
 Strong
bibliography
suggesting breadth
and depth of

Course Syllabus 4
Jun 2017
  

Assessment Task Criterion Excellent Good Fair Marginal Failure

(A+, A, A-) (B+, B, B-) (C+, C, C-) (D) (F)
coverage and
informed insights

2. Presentation This assessment will  Rich, informative  Adequate content  Adequate content  Weak content,  Inadequate
grade on content and content, excellent with firm grasp of with loose grasp of the content, fail to
fluency of grasp of the the material that comprehensive general ideas with identify the
presentation. Students material with in- informs the grasp of the some knowledge general ideas with
should show their co- depth and audience on a material of the subject knowledge of the
operation to conduct a extensive subject matter demonstrating matter subject matter
well-organized knowledge of the  Reasonable basic knowledge  Poor organization,  No organization,
presentation with their subject matter organization, of the subject structure and structure or/and
own argument and  Rigorous balanced structure matter composition composition
evidence from organization, and composition  Fair organization,  Poor presentation  Poor presentation
readings and notes. coherent structure,  Good verbal weak structure and skills: marginal skills: marginal
The threshold of and systematic communication: composition pronunciation, pronunciation,
‘discovery’ lied in a exposition with a comprehensible  Fair presentation expression and expression and
student’s self strong sense of pronunciation, skills: acceptable diction, poor time- diction, minimal
initiatives to conduct narrative fluent expression pronunciation, management time-management
additional research  Superior and diction, fair expression and
and to personalize presentation skills: time-management diction, fair time-
theories for her/his distinct management
personal daily pronunciation,
experience. fluent expression
and appropriate
diction, exact
time-management
 Critical analysis
with insightful
comments opening
up new issues, or
suggesting the
ability to theorize
3. Class Discussion, This assessment task  Active in-class  Active in-class  Attentive in in-  Unmotivated to  Unwilling to
Project Review reviews students’ participation, participation, class participation, participate in class participate in class
participation and positive listening, positive listening, listening with discussion or discussion and
performance in strong ability to ability to initiate comprehension, comment on other comment on other
discussions, debates stimulate class class discussion but only people’s views points, even when
and peer critique discussion and

Course Syllabus 5
Jun 2017
  

Assessment Task Criterion Excellent Good Fair Marginal Failure

(A+, A, A-) (B+, B, B-) (C+, C, C-) (D) (F)
during the tutorial comment on other and comment on infrequently  Little pre-class requested by the
sessions. The evidence points other points contributing preparation and teacher
of ‘negotiation’, the  In-depth pre-class  Adequate pre-  Adequate pre- familiarity with  No pre-class
sign of discovery, lies preparation and class preparation class preparation peer reports and preparation and
in students’ pre-class familiarity with and familiarity but little other materials familiarity with
preparation and peer reports and with peer reports familiarity with  Poor ability in peer reports and
interpersonal other materials and other peer reports and interpreting other materials
sensitivity to his/her  Interpret others’ materials other materials opinions  Minimal ability in
peer members. views with an  Interpret opinions  Fair ability in interpreting
open mind and effectively interpreting opinions
ready to negotiate opinions
 Readiness to share
personal insight
via analysis and
synthesis with
informed views
 Constructively
critical, thus
facilitating the
discovery of new
issues
4. Research Students should  Excellent grasp of  Firm grasp of  Comprehensive  Loose grasp of  Poor grasp of
demonstrate ability to materials, ability materials, ability grasp of materials, materials, cannot materials
apply knowledge and to explain key to explain key able to explain key explain key  Inadequate
skills to undertake concepts, concepts and concepts concepts content, without
independent research, assumptions, and assumptions  Adequate content,  Weak content, primary and
build up argument and debates,  Adequate content, fair ability to with primary and secondary levels
analysis. The demonstrating strong ability to integrate various secondary levels  Fail to design and
threshold of sound knowledge integrate various resources into  Design and conduct research
‘discovery’ lies in a of the field resources into primary and conduct research which is
student’s proactively  Rich content, primary and secondary levels which is appropriate for the
turning theory into exceptional ability secondary levels based on demand appropriate for the research objective
praxis, to transform to integrate based on demand;  Design and research objective  Fail to make
course material into various resources  Design and conduct research  Marginal reasonable
self-owned authorship. into primary and conduct research which is built on judgments about judgments about
secondary levels which is built on knowledge of existing research existing research
based on demand; thorough theoretical  Poor ability to  Fail to approach a
 Design and knowledge of frameworks approach a text or text or a theme
conduct research existing a theme using a using a variety of
Course Syllabus 6
Jun 2017
  

Assessment Task Criterion Excellent Good Fair Marginal Failure

(A+, A, A-) (B+, B, B-) (C+, C, C-) (D) (F)
which is firmly theoretical  Appropriate variety of theories theories and
built on thorough frameworks judgments about and analytical analytical tools
knowledge of  Appropriate existing research tools
existing judgments about  Weak ability to
theoretical existing research approach a text or
frameworks and demonstrate a theme using a
 Evaluative application of variety of theories
judgments about critical thinking and analytical
existing research skills tools
and demonstrate  Ability to
application of approach a text or
strong critical a theme using a
thinking skills variety of theories
 Strong ability to and analytical
approach a text or tools
a theme using a
variety of theories
and analytical
tools
 Strong
organization of
research findings
with effective
organization and
procedural clarity
at the same time
demonstrating the
importance of the
process
 Insightful
suggestion of how
the research
findings may lead
to future research

Note: All A+/A/A- grade assignment should comply with the highest performance of Discovery-oriented learning.

Course Syllabus 7
Jun 2017
  

Part III Other Information (more details can be provided separately in the teaching plan)

1. Keyword Syllabus
(An indication of the key topics of the course.)

programming, planning, organizational structure and strategy, people management, cultural management,
budget planning, financial management, marketing, public relations, promotion, sponsorship, fundraising,
space design, leadership, art policy, art criticism, audience development, arts education, work ethics

2. Reading List
2.1 Compulsory Readings
(Compulsory readings can include books, book chapters, or journal/magazine articles. There are also collections of
e-books, e-journals available from the CityU Library.)

1. Bynes, William J. Management and the Arts. Amsterdam, Boston : Focal Press, 2003.
2. Pick, John and Anderton, Malcolm. Arts Administration. London : E & FN Spon, 1996.
3. Henry, Jane. Creative Management. London: The Open University Business School, 2001.

2.2 Additional Readings

(Additional references for students to learn to expand their knowledge about the subject.)

Arts Administration

1. Hilton, Jo. The Arts Promoters’ Pack. Loughborough : East Midlands Arts, 1997.
2. Fitzgibbon, Marian and Kelly, Anne. From maestro to manager – critical
Fisher, Roger. Getting to Yes – Negotiating Agreement Without Giving In. Boston [Mass.] :
3.
Houghton Mifflin, c1991.
Letts, Christine. High Performance Nonprofit Organization – Managing Upstream for
4.
Greater Impact. New York : Wiley, c1999.
Gerl, Ellen. Incubating the Arts: establishing a program to help artists and arts organization
5.
become viable business. Athens, OH : NBIA, c2000.
Cultural Policy

Harland, John and Kinder, Kay. Crossing the Line: extending young people’s access to
6.
cultural venues. London : Calouste Gulbenkian Foundation, c1999.
Frost-Kumpf, Hilary Anne. Cultural Districts: the Arts As a Strategy for Revitalizing Our
7.
Cities. Americans for the Arts, c1998.
Seltzer, Kimberly. The Creative Age – Knowledge and Skills for the new economy, London :
8.
Demos, 1999.
9. Landry, Charles. The Creative City: a toolkit for urban innovators. London: Earthscan, 2000.
Cherbo, Joni and Rutgers, Maya. The Public Life of the Arts in America, University New
10.
Brunswick, N.J. : Rutgers University Press, c2000.
Matarasso Francois. Use or Ornament? The Social Impact of Participation in the Arts.
11.
Stroud: Comeida 1997.
Marketing

Maitland, Heather. A guide to audience development. London: Arts Council of England

12.
1998.
Hill, Liz. Commissioning market research: a guide for arts marketers. Cambridge, England :
13.
Arts Marketing Association, [2000?].
14. Hague, Paul N. Do Your Own Market Research. London: Kogan Page 1998.
15. Knight, Amanda. Effective Customer Care: for Voluntary and community
Hudson, Mike. Managing Without Profit: the art of managing third-sector organizations.
16.
London: Peerbage Books, 1999.
17. Robinson, Ken. Out of Our Minds: Learning to be Creative. Oxford: Capstone, 2001.
18. Wolf, Thomas. Presenting Performances. New York: ACA Books, 1991.

Course Syllabus 8
Jun 2017
  

Moriarty, Gerri. Taliruni's travellers : an arts worker's view of evaluation. Stroud, Glos. :
19.
Comedia, 1997.
Bonk, Kathy. The Jossey-Bass guide to strategic communications for nonprofits : a step-
by-step guide to working with the media to generate publicity, enhance fundraising, build
20.
membership, change public policy, handle crises, and more. San Francisco: Jossey – Bass,
1999.
Gladwell, Malcolm. The Tipping Point: How Little Things Can Make a Big Difference.
21.
Boston: Little, Brown, 2000.
Fundraising

22. Smith, George. Asking Properly: The Art of Creative Fundraising. White Lion, 1996.
Cook, Tim. Avoiding the wastepaper basket: A practical guide for applying to grant-making
23.
trusts. London: London Voluntary Service Council, 1996.
Reiss, Alvin H. Don’t just applaud, send money: the most successful strategies for funding
24.
and marketing the arts. New York: Theatre Communications Group, 1995.
Robert E. Fogal, editor. Fundraising in diverse cultural and giving environments, San
25.
Francisco, CA : Jossey-Bass, 2003.
Passingham, Sarah. Good ideas for raising serious money – Large-scale event plans.
26.
London: Directory of Social Change, 1995.
Prabhudas, Yasmin. Image-building & money-raising: for “hard-to-sell” groups. London:
27.
Directory of Social Change, 1994.
28. Passingham, Sarah. Organising local events. London: Directory of Social
29. Botting, Nina and Norton, Michael. The complete fundraising handbook.
Passingham, Sarah. Tried and tested ideas for raising money locally: small and medium-
30.
scale events. London: Directory of Social Change, 1997.
Norton, Michael. Writing better fundraising applications: a practical guide with worked
31.
example., London: Directory of Social Change, 1997.
Law

32. Sharp, Nicholas. Visual arts contracts: galleries dealers & agents.
33. Sharp, Nicholas. Visual Arts Contracts: introduction. Sunderland : AN Publications, 1995.
Budgeting

Sayer, Kate. A practical guide to financial management: for charities & voluntary
34.
organisations. London: Directory of Social Change, 1998.
Dropkin, Murray. The budget- building book for nonprofits: a step-by step guide for
35.
nonprofit managers and boards. San Francisco: jossey-Bass, 1998.
Burrnett, Ken. How to produce inspiring annual reports – A guide for voluntary, arts and
36.
campaigning organisations. London: Directory of Social Change 2000.
Arts Education

Mitchell, Ruth. Measuring up to the challenge: what standards and assessment can do for
37.
arts education. New York: ACA Books, 1994.
Woolf, Felicity. Partnerships for learning: a guide to evaluating arts education projects.
38.
London: Arts Council of England, 1999.
39. Jones, Charlotte. Working in schools: a practical guide to the partnership.
Rawson, Deborah. Working with artists: a guide for teacher. St Leonards on Sea, East Susse:
40.
education through 1998.

Course Syllabus 9
Jun 2017