Volume 6, Number 5
Oct 1982

Apprenticeship Workshop
IV. Types of Apprenticeships

The National Council for Apprenticeship in Art and Craft held a two-day "Pilot Apprenticeship Workshop," sponsored by the Connecticut Commission on the Arts, in New Raven during January 1981. Excerpts from the summary report were printed in the August, November and December 1981 issues at this Newsletter.

Studio Apprenticeship

1. The bare minimum for the apprentice must be:
   • must attend at agreed-upon times
   • must share in the life and rhythm of the studio
   • must possess (or develop) technical competency
   • must have the integrity to develop his/her own identity, style of work
2. The bare minimum for master and apprentice is:
   • communication
     
   • an understanding of mutual expectations
     
   • a definition of motives for the apprenticeship
     
   • a genuine willingness to share (with mutual respect of privacy)
   • discretion
3. An apprenticeship must not be:
   • exploitation on either side
   • taking "too much" time from the master's work
4. An apprenticeship could occur at three different stages for the apprentice:
   • entry level--apprentice is unskilled
     a) pre-academia
     b) alternative to academia
   • intern
     a) as an interim while in the university (i.e., during the junior year)
     b) as an interim between the university and independent studio
   • re-entry--career change
5. Apprenticeship could occur:
   • as multiple apprenticeships
     a) two or more beginning at same time & level
     b) staggered times and levels
6. An ideal apprenticeship should:
   • occur in four phases
     a) training
     b) training/production balance
     c) payback
     d) release
   • be based on mutual respect, loyalty and trust
   • pay at least minimum wage
   • be a "match" between master and apprentice
   • be based on an unspoken rapport
7. An apprenticeship should transmit to the apprentice:
   • technical competency
   • technical expertise
   • business and marketing skills
   • studio management
   • a value system

Academic Apprenticeships

1. Needs and motivations
   • needs self-motivated students
   • students with practical skills
   • a re-entry period for students to the working world
   • personal discipline & scheduling skills for students
   • students learn to take responsibility for actions
   • nurture a sense of career potential
   • strong personal commitment of instructor/advisor
   • opportunity for apprentice to make professional
   • contacts
2. Summary of guidelines
   • There should be a contract/agreement among the academic institution, student and master.
   • There needs to be a liaison to work with the institution, student and master.
   • There needs to be available a qualified master or master organization. (This would be determined by the instructor.)
   • Apprenticeships should be an optional part of the program.
   • There should be a selective process in recommending students for apprenticeships. It should not be required of all students and is not appropriate.
   • The final evaluation of the apprenticeship should be documented and shared.
   • There needs to be release time for the liaison person.
   • There should be payback for the master: money, academic standing at the academic institution, or other.
   • Students are given academic credits.
   • Time of the apprenticeship within the academic timespan should be flexible.
   • There are apprenticeships within academic institutions: internal production facilities and internal shops and galleries (e.g., at Berea College).

Institution and Art Center Apprenticeships

1. Preplanning is needed--consider history and traditions
2. Consider orientation and philosophy--define roles
   • personal goals of master, apprentice, & institution
   • values and work ethics
   • production, sales, business
   • education
   • other services
3. Plan funding
   • establish objectives
   • determine the operational program structure
     
   • establish legal status
   • define staff, membership, and role of volunteers
4. Define the structure
   • design agreements/contracts to be used
   • determine resource network available, materials and people
   • decide on types of public involvement
   • establish realistic focus & evaluation of funding
5. Decide what can be accomplished
   • make use of current resources
   • establish a concept of professionalism and social responsibility
   • plan for transitional support
   • plan to sink or swim. Apprenticeship is best when it is an actual making/selling business.