Between vision and action. Teaching “Social and cultural project management in the arts”

The article explores the teaching of the course “Social and Cultural Project Management” in the Arts for master's students. The author shares her experience as a lecturer and cultural practitioner, focusing on practical tools that help young performers develop an entrepreneurial mindset. The article addresses the evolving role of educators in the age of AI, where information delivery is no longer central. Using the real case of a student-founded project (VoiceLAB), it demonstrates how education can serve as a launchpad for creative entrepreneurship. The structure of the course, key topics, teaching methods, and exercises are detailed, emphasizing a balance between creative freedom and strategic thinking. The article advocates for an educational approach that nurtures not only artistic talent but also leadership and project implementation skills. The experience of teaching “Social and Cultural Project Management” in the Arts confirms the growing necessity of integrating entrepreneurial competencies into higher arts education. In the context of rapid technological change and increased cultural precarity, artists must be equipped not only with creative skills but with the capacity to independently manage, promote, and sustain their own initiatives. This study demonstrates that a well-structured, practice-oriented course can help students bridge the gap between artistic vision and real-world implementation. Through modeling exercises, reflective tasks, and collaborative prototyping, students are empowered to develop projects that are both conceptually strong and practically viable. The success of student-led initiatives, such as VoiceLAB, affirms the importance of shifting the educator’s role – from that of an instructor to a mentor, guide, and facilitator of transformation. By creating an educational environment that supports experimentation, values articulation, and self-organization, arts educators can foster not only talented creators but also resilient and proactive cultural entrepreneurs. In the era of artificial intelligence and information abundance, the unique value educators bring lies not in the transmission of knowledge, but in the cultivation of vision, responsibility, and action. Between vision and action – that is where meaningful learning happens, and where cultural innovation begins.