Some months ago, I went to a large and impressive
function at Juilliard, a public forum on the arts in America, featuring some
all-star guests: Renee Fleming, Stephen Sondheim, David McCullough (the Pulitzer
Prize-winning historian, and Supreme Court justice Antonin Scalia. This turned
out to be a no-bullshit symposium. All of the stars talked sense, and talked
from their personal experience. You could agree or disagree with what they said,
but they weren’t speaking empty words. The same was true of Juilliard’s
president, Joseph Polisi, who led the discussion.
Twice Polisi asked what the difference was between art
and entertainment. This, for many people, is a crucial question, because the
value of the arts—and especially the value of classical music—seems to hang on
it. Art, many people think, is lofty and profound. Entertainment, by contrast,
is shallow and predictable. The very word “entertainment” seems to carry and
inherent qualifier: mere entertainment, diverting, maybe, but worthless
compared to art. Naturally popular culture, and especially pop music, is
dismissed this way. It’s all entertainment, and nothing more.
But none of the panelists took that view! They wouldn’t
go there. They wouldn’t make any rules, especially rules linked to musical
genres. Fleming was especially determined here. “Right now,” she said, “I’m
singing Manon at the Met. But that’s not art. It’s entertainment. It’s
romantic fluff.” But she’d just been to see Verdi’s Falstaff at the Met,
and that, she said, really was art. She went on to talk about pop
music—how much she liked it, how important it had always been to her
artistically, and how she planned to sing much more of it in the future.
Polisi asked both Fleming and Sondheim if they’d ever had
to compromise their art for commercial reasons. Sondheim, who’s worked all his
life in the commercial world of Broadway, said he never had. Fleming, who works
in the lofty non-profit sphere of art, said she had to compromise constantly.
Opera houses wanted her to sing popular repertoire; her record company wanted
her to make recordings that would sell.
So if we can’t formalize the difference between art and
entertainment, Polisi asked, how can we justify funding for the arts? A good
question, and also a fine example of how well Polisi led the conversation,
always sharpening, focusing, refining. Sondheim immediately granted the
importance of the question, which nobody quite knew how to answer. I’d say that
the arts (as traditionally defined) should be funded not because they’re better
than popular culture, but because they’re different, and because the different
things they do are valuable. Though where we draw the line is problematic. Why
aren’t independent films art, and therefore fundable? And what about
noncommercial pop? (Which is already funded, in a way, in Britain, where each
year a noncommercial band can win a special prize.) And can’t art sometimes be
commercial? (A point insisted on by all the panelists, who rather strongly
noted—McCullough with special poignancy—that artists don’t mind at all when
people like their work, and when their work can make a living for them.)
But leave those questions for another time. Right now I
want to say that I think the whole art and entertainment thing is bogus. Art and
entertainment, in my view, are separate qualities, and any piece of music, film,
or play (or poem, painting, pop song, jazz performance, sculpture, dance, or
graphic novel) could be either, both, or maybe even neither. Art might be a
quality of freshness and unpredictability that tells us something new about our
world and ourselves; entertainment, as a quality we potentially might find in
any human endeavor (or in nature), would be the mere fact of being entertaining.
(And if we define art as an experience, as a special way of paying attention,
rather than as a quality somehow inherent in things that people deliberately
create as art, then we could find art in anything. That’s part of what John Cage
was about.)
With this in mind, we can rate things separately for
their art and entertainment value. The Schoenberg Violin Concerto is pretty
artistic, but not very entertaining. Webern’s little pieces for soprano, E flat
clarinet, and guitar, on the other hand, are wildly artistic and also wildly
entertaining. And maybe other people won’t find Webern as entertaining as I do,
but that, as the old line goes, is why there’s chocolate and vanilla. All of us
like different things, and, on top of that, we like them in different ways. I
could go on with the rating game, and say that Bruce Springsteen’s album
Nebraska is tremendously artistic, and not entertaining at all, and that, in
Götterdämmerung, the scene for Hagen and Alberich is a comparative low
ebb, given Wagner’s standard, for both art and entertainment, but that Hagen’s
call to the vassals rates high on both counts.
I guess I should name something that’s entertaining
without being artistic, but I have to admit that’s harder for me, because I’m
not all that likely to be entertained by something that isn’t, at the very
least, artful. One of my Juilliard students, faced with this question in a
class, said she named eating contests (like the one each year at Nathan’s, in
Coney Island in New York, to see who can eat the most hot dogs). That’s a good
answer. But the important thing here, for me, is to clarify what entertainment
and art really are — that (at least in my view) they’re entirely separate
concepts, which in practice can often be united in a single endeavor, but which
ought to be thought about separately, and should never be opposed to each other.










In our society we expect everything to be entertainment. When you stand in front of a classroom of kids you are well aware that whether you can successfully convey the content of your source or not hinges on the entertainment value of your lesson. Thanks to the proliferation of advertising in nearly everything: you can now sit in a doctors office and watch a television impoverished from any kind of narrative and infested with infomercials for medically themed widgets and balms. Teaching school becomes more and more difficult as kids reject the notion of learning as a challenge and replace it with the expectation that it should be a pleasurable distraction. As a visual artist, I’ve seen people at a gallery no longer give time to the artwork but rather they pass quickly through the gallery either unable or unwilling to fully ‘read’ what is in front of them. It is disturbing that the expectation to be entertained is vastly eroding the whole spiritual and intellectual purpose of art – to initiate the learning process and change the way we see ourselves.