As the first peer reviewed research journal in the field of arts entrepreneurship, Artivate: A Journal of Arts Entrepreneurship takes its role as a framer of the discourse in and around arts entrepreneurship seriously. To advance that discourse, in addition to the articles and book reviews that have been regular features of Artivate, we have invited members of our editorial board and staff to contribute short think pieces. For these pieces we asked contributors to consider open-ended questions to which they could respond in whole or in part: what is their position in relation to arts entrepreneurship; how is arts entrepreneurship situated in relation to other disciplines or fields; what are the problems we are grappling with as scholars, practitioners, teachers, and artists; and what are the research questions we are attempting to answer individually or as a field? Following, you will find responses from: Andrew Taylor, Associate Professor of arts management at American University; Paul Bonin-Rodriguez, Assistant Professor of performance as public practice at UT-Austin and author of Performing Policy (reviewed in this issue); and Artivate’s publisher and co-editor, Linda Essig, Evelyn Smith Professor and director of the Pave Program in Arts Entrepreneurship at Arizona State.

This essay looks at pedagogies that can be deployed to teach the habits of mind that support arts entrepreneurship through the lenses of frameworks developed by Gardner, Duening, and Costa & Kallick for conceptualizing ways of thinking. It draws a network of connections between these frameworks for ways of thinking on which are mapped various pedagogies for teaching arts entrepreneurs as employed in educational programs and as described in recent literature. After first briefly summarizing each of these frameworks, I graphically describe the ways these various frameworks may overlap and then offer examples of pedagogies that support the development of entrepreneurial habits of mind for artists and others.

The co-editors of Artivate, Gary Beckman and Linda Essig, have shared an interest in advancing arts entrepreneurship as a field of study since Beckman first interviewed Essig as part of his research toward what has become a foundational article (2007) in the field, “”Adventuring” arts entrepreneurship curricula in higher education: An examination of present efforts, obstacles, and best practices.” The current article presents a dialogue between them in which they discuss the nature of the discipline and the challenges and opportunities presented by the launch of Artivate.