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Mind The Gap the Sequel

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

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

More Related Content

Mind The Gap the Sequel

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