Mind The Gap the Sequel


Published on

Een onderzoek naar het vrijetijdsaanbod voor jongeren in Vlaamse en Nederlandse musea
door Olga Van Oost

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Mind The Gap the Sequel

  1. 1. Mind The Gap: The Sequel Een onderzoek naar het vrijetijdsaanbod voor jongeren in Vlaamse en Nederlandse musea Olga Van Oost 08/06/09
  2. 2. Introduction <ul><li>Initiator: AmuseeVous </li></ul><ul><li>Grant: Flemish Ministry of Culture (Heritage Decree; 6 months) </li></ul><ul><li> </li></ul>08/06/09
  3. 3. Enthousiasm, curiosity, scepticism <ul><li>The Facts: young people are not interested </li></ul><ul><li>Paternalism: museums are ‘good’ for you? </li></ul><ul><li>Museums are not educational or audience-oriented from the outset </li></ul><ul><li>Photo: Bozar, Brussels </li></ul>08/06/09
  4. 4. ‘ Public’ Museum/Gallery? A Controversial History <ul><li>18 th – 19 th centuries: object-oriented </li></ul><ul><li>Bourgeois institution: reproduction of specific values and moral standards </li></ul><ul><li>NOT accessible to all </li></ul><ul><li>Specimens of established culture: clash with youth culture </li></ul>08/06/09
  5. 5. Why Should We Bother? Central question <ul><li>Do Museums Bother? </li></ul><ul><li>Do Museums develop Programs for Young People in Their Spare Time? </li></ul><ul><li>What’s the position of policy makers? </li></ul><ul><li>What’s the position of young people? </li></ul>08/06/09
  6. 6. Methodology <ul><li>- Focus: Flanders and Brussels + The Netherlands </li></ul><ul><li>- Study of Literature: historical approach </li></ul><ul><li>- Policy Analysis: agenda setting government decisive for policies individual museums </li></ul><ul><li>- Web survey in Flanders and The Netherlands: 660 museums addressed; 60% response rate (quantitative approach) </li></ul><ul><li>- Casestudies (qualitative approach) </li></ul><ul><li>- NO audience research due to a lack of time and resources </li></ul>08/06/09
  7. 7. Position Policy Makers <ul><li>- Flemish and Dutch Museums: </li></ul><ul><li>subsidy-dependend </li></ul><ul><li>- Agenda-setting Policy Makers: </li></ul><ul><li>compelling </li></ul><ul><li>+ </li></ul><ul><li>stimulating </li></ul>08/06/09
  8. 8. Audience-centred Museumconcept: Different Sides of a Coin <ul><li>- 60’ies-70’ies: decisive role governments in establishing educational departments in museums </li></ul><ul><li>- 80’ies – today: ‘participation’, social inclusion, community building (democratic principles) </li></ul><ul><li>- 90’ies – today: visitor-consumer, target groups (economic principles) </li></ul>08/06/09
  9. 9. Central policy question: how to increase gallery/museum participation? <ul><li>Importance of: </li></ul><ul><li>- upbringing </li></ul><ul><li>- education (school) </li></ul><ul><li>- cultural experience </li></ul><ul><li>- practical obstacles (price, location, opening hours, etc.) </li></ul><ul><li>Dutch Government: focus on EDUCATION </li></ul>08/06/09
  10. 10. Impact of Policy. Increase of participation? NO! <ul><li>Problems: </li></ul><ul><li>- Focus on figures </li></ul><ul><li>- Focus on quantitative goals </li></ul><ul><li>- Focus on Formal Learning and the Educational System? </li></ul><ul><li>The Netherlands + Flanders: beginning of a mental shift towards non-formal learning? </li></ul>08/06/09
  11. 11. What about the museums? <ul><li>Both countries: </li></ul><ul><li>- focus on schools; formal education </li></ul><ul><li>- limited programs for young people in spare time </li></ul><ul><li>- guided tour most common </li></ul><ul><li>- attracting young people in free time not a focus </li></ul><ul><li>- not a target group </li></ul><ul><li>- limited targetgroup communication </li></ul>08/06/09
  12. 12. BUT: <ul><li>Remarkable: </li></ul><ul><li>- museums want to do more for this target group </li></ul><ul><li>- museums think programs for schools do not suffice </li></ul><ul><li>Reasons for NOT DOING it: </li></ul><ul><li>- practical and organisational </li></ul><ul><li>- lack of expertise </li></ul><ul><li>- lack of time </li></ul><ul><li>- lack of budget </li></ul>08/06/09
  13. 13. IMPORTANT <ul><li>Policy makers and museums can meet: </li></ul><ul><li>… when policy makers make a mental shift towards non-formal learning </li></ul><ul><li>… when museums take up this role of non-formal learning </li></ul>08/06/09
  14. 14. Casestudies that go against the grain! Young People Count!!! 08/06/09 Museum/culturele instelling Project Tate Modern,London Raw Canvas Whitney Museum, New York Youth Insights MOMA New York Red Studio Witte de With, Rotterdam Speak Out, JET Showroom MAMA, Rotterdam Mister Miyagi, Rookies Stedelijk Museum, Amsterdam Blikopeners Centraal Museum, Utrecht XPOSE Bonnefantenmuseum, Maastricht M2LIVE MU, Eindhoven kaMUraden Foam, Amsterdam Foam_Lab AmuseeVous, België Polsbandactie, 1 Eurocampagne (i.s.m. CJP), Soirees, Kotroute
  15. 15. Casestudies 08/06/09 Museum/culturele instelling Project Bozar, Brussel Bozarstart Fotomuseum, Antwerpen JEF Koninklijke Musea voor Kunst en Geschiedenis, Jubelpark, Brussel Museumfreaks Stedelijke Musea Antwerpen Kunst om 8 MAS, Antwerpen Musea in Jonge Handen Diamantmuseum, Antwerpen (i.s.m. Piazza dell’Arte) Bling Bling Stichting Museumnacht, Amsterdam CJP Vlaanderen CJP Nederland Brusselse Museumraad Museum Night Fever
  16. 16. Succesful Examples <ul><li>Qualitative Approach and evaluation </li></ul><ul><li>- Peer Education </li></ul><ul><li>- Expert Guidance </li></ul><ul><li>- Peer Communication </li></ul><ul><li>Long Term Course: 3 to 12 months (a process) </li></ul><ul><li>Festive Closing Moment </li></ul>08/06/09
  17. 17. Why they do it… <ul><li>- show that museums can be interesting </li></ul><ul><li>- establish the contact between youth and museums </li></ul><ul><li>- convince people to come </li></ul><ul><li>- establish local networks (community building at a local scale) </li></ul><ul><li>- increase audience rates </li></ul><ul><li>- increase brand awareness and improve the museum’s image </li></ul><ul><li>- explore talents and develop capacities + skills youth </li></ul><ul><li>- contribute to personal development of youth </li></ul><ul><li>- give them a voice in the museum </li></ul>08/06/09
  18. 18. What’s in it for the organisation? <ul><li>- Investment in young talent </li></ul><ul><li>- Exchange of knowledge and experiences </li></ul><ul><li>- Young people advise the organisation </li></ul><ul><li>- Young people communicate and promote the organisation: ambassador </li></ul><ul><li>- Local anchoring </li></ul>08/06/09
  19. 19. What’s in it for young people? <ul><li>Personal development: </li></ul><ul><li>- receives responsibility </li></ul><ul><li>- talent / knowledge development </li></ul><ul><li>- development of specific skills </li></ul><ul><li>General development: </li></ul><ul><li>- gets an insight in the organisation </li></ul><ul><li>- follows a specialised learning course outside school </li></ul><ul><li>- receives a certificate </li></ul><ul><li>- a first ‘jobexperience’ and more chance on a job in the cultural sector </li></ul><ul><li>- builds a network </li></ul>08/06/09
  20. 20. Should we bother? YES! <ul><li>Idea of social inclusion </li></ul><ul><li>Idea of community building </li></ul><ul><li>An alternative to education in a school environment </li></ul><ul><li>Informal learning </li></ul>08/06/09
  21. 21. How to put theory into practice? <ul><li>Policy makers </li></ul><ul><li>- Focus on cultural education in schools </li></ul><ul><li>- Elaborate on the idea of informal learning </li></ul><ul><li>- Put it on the agenda so organisations can structurally embed these programs (a long term perspective is necessary) </li></ul><ul><li>- Reward and stimulate volunteer work (also very important when dealing with social inclusion and outreach programs) </li></ul><ul><li>- Invest in research: what is the impact of alternative ways to stimulate participation? </li></ul>08/06/09
  22. 22. How to put theory into practice? <ul><li>Museums : </li></ul><ul><li>- Need of staff, time, budget </li></ul><ul><li>- Young people should be everyone’s ‘problem’ </li></ul><ul><li>- Develop special skills (peer education and communication) </li></ul><ul><li>- Work together with specialized organisations when necessary </li></ul>08/06/09
  23. 23. Make room for selfreflection and selfcritique <ul><li>- What message do you want to get across? </li></ul><ul><li>- Focus on content and on a qualitative program </li></ul><ul><li>- Make sure to make a distinction between education and communication </li></ul><ul><li>- Beware of too much ‘targetgroup-thinking’: young people are valuable individuals who should be respected as such </li></ul><ul><li>- Is my museum interesting enough? </li></ul>08/06/09
  24. 24. For More Information: <ul><li>Olga Van Oost (2009) Mind The Gap. The Sequel. Een onderzoek naar het vrijetijdsaanbod voor jongeren in Vlaamse en Nederlandse Musea. Leuven: AmuseeVous. </li></ul><ul><li>AmuseeVous vzw, </li></ul><ul><li>Brusselsestraat 63 </li></ul><ul><li>3000 Leuven </li></ul><ul><li>T 0032 (0) 16 20 43 20 </li></ul><ul><li>E [email_address] </li></ul><ul><li>W www.amuseevous.be </li></ul>08/06/09