FLUX Art Space presents and exhibits digital artworks and interdisciplinary projects by both established and emerging artists, providing an artistic forum for underprivileged and underexposed sections of multicultural communities in NYC.
- To provide a multicultural, multimedia platform upon which artists can present their works to a wide range of communities in NYC;
- To enable the underprivileged and underexposed communities of NYC to experience the processes of art through digital art, whilst supporting the communities and advocating their need for access to technology;
- To stimulate economic growth in underprivileged urban sectors by raising the cultural profile of those sectors, thereby attracting businesses and contributing to the creation of new jobs.
FLUX Art Space is the only art institution that supports the development of digital arts programs within communities. We will, with artists, curators and art administrators, offer access to art and technology. In essence, our programs are designed with a digital culture at the very center of our strategy.
FLUX Art Space believes in digital equality and sustained interest in arts and culture. Our strategy is not rigid or orthodox. We advocate self-expression, creativity, personal growth, and self -realization. We aim to change misconceptions that the art world itself has towards underprivileged communities while changing the attitudes of those very communities in relation to the world of art.
FLUX Digital Art Space Background
Art Space was founded in 2001 by Andrew and Natalia Mount in response to what they coined as the creative divide – the digital divide’s new frontier, afflicting marginalized, underserved communities in NYC. Moreover, FLUX founders articulated an urgent need for meaningful, new media based art programs for underprivileged young adults, who will soon enter the 21st century new technology-based global market economy.
FLUX Art Space addresses 3 main social issues areas:
The Digital Divide
The Digital Divide has traditionally been defined as a gap between those with the means to purchase computers and to access the Internet, and minorities who simply do not have the money, digital education or opportunity to become part of the technology revolution.
The Creative Divide
Over the past 10 years, the Digital Divide has received some very positive attention that has resulted in numerous productive outreach programs, aimed at exposing the underprivileged to digital technology and access to the Internet. Due to the expansive nature of the problem, these efforts have brought their own concerns.
The staggering pace of technological development has resulted in FLUX Digital Art Space defining a new frontier to battle: the creative divide. Simply put, the creative divide is an increasing gap between those who learn to use technology creatively and others who don’t.
The Creative Divide
The creative divide has a dramatic, marginalizing effect on the employment opportunities available to minority groups. Furthermore, arts-related industries in NYC contribute an enormous amount towards the economy – over 10 billion dollars annually. Yet, within the 5 boroughs comprising NYC, there are over 1 million people who have no access to the artistic and cultural wealth of the City. They are inadequately prepared to compete for their place in New York’s arts-related and creative industries.
Art Education in Public Schools in NYC
Art education in NYC public schools has been steadily reduced. Today access to quality arts education programs is unevenly influenced by differences in class, neighborhood, and educational policy. This is particularly troubling in light of the ever-increasing body of evidence documenting the importance of arts learning. Generally, children who are already disadvantaged are lest likely to have access to the arts and art education as well as to new technology and its creative use.
FLUX Digital Art Space Survey, Summer 2001
In the summer of 2001, FLUX Digital Art Space carried out a survey of 200 underserved students, between 6 and 22 years old. The survey concluded that all participants divided their time between computers in 4 major areas of interaction: surfing the Web, playing computer games, downloading music, and chatting with friends. Yet, none of those surveyed used their computers for creative output either at home or in school yet half of them said they would like to learn techniques for applying a more creative approach to the digital world. In particular, those participants with a desire for more creative digital knowledge expressed a willingness to learn more about digital media: video, sound art, animation, film, etc.