Embedding Diversity in Galleries

1. Embedding Diversity in Galleries Tate Liverpool From Education to Employment: making diversity work in galleries Lindsey Fryer March 2005

2. Tate LiverpoolMission To be innovative and influential in the presentation and interpretation of British and international modern and contemporary art, engaging existing visitors and developing a more diverse audience base

3. Policy and Strategy • Across Tate, access and diversity strategies are being developed throughout the organisation – Operations, Exhibitions & Displays, Education & Interpretation, Communications, Development • TL operates a cross departmental Access Monitoring Group (AMG) that audits, monitors and recommends improvements in training, staff development, recruitment, building, programme, facilities and services • Through the AMG TL now incorporates Diversity and Access issues in to a strategy for making TL accessible to a diverse audience and staff

4. Policy and Strategy • Tate wide diversity strategy and internship programme 2005-8 • Diversity strategy within TL exhibitions and display policy 2005-8 • Relevant staff training and programme development 2005-8 • Tate Liverpool Council sponsor • Positive recruitment of artists and educators • Mentoring and training of artist educators • Peer led training for young people • Initiate: new course for young people

5. A Team Approach to Diversity • Tate Liverpool operates a team approach to programming exhibitions, displays, interpretation, education and visitor programmes through a system of curatorial pairing and Project teams • Tate Liverpool has re-visited the Programme policy for the next 3-5 years and is incorporating issues of access and diversity into that policy. • Programme is planned around 4 areas: Topicality; Innovation; Seasonality; Accessibility. • Accessibility accounts for gender, generation, and cultural perspective.

6. Education & Visitor Programmes • The Education & Visitor Programmes team has five education curators working in and across five sectors: Family, Schools & Colleges, Community, Young People, Academic and Public • An Interpretation Curator will be appointed within the next few months • We work with professionals, clients, pupils and students within the formal education sector and HE; youth service; social services; prison and probation services; health and rehabilitation; community development, supporting under-represented groups

7. Young Tate • Young Tate advisory group established in 1994 • Testing the Water display from the Tate Collection 1995 • Peer led approach to training young people developed throughout 1996/7 • Discussions with British Youth Council led to the first Workshop Leaders course in 1998

8. Peer led Education & Training • Peer education and training provided by people who are in some sense the peers of learners (British Youth Council) • Peer educator training is at the core of good youth work and Young Tate’s ethos is firmly centred the development of peer led work in professionalising the Gallery’s approach to training and raising the quality of young people’s experience • Young Tate Leaders course is designed to equip young people with skills in planning and leading workshops as part of a team • A Young Tate leader helps and supports other young people to develop their listening, viewing and critical skills in a a way that differs from formal learning

9. Aims • To engage young people with ideas and issues raised by the work of artists • To widen young peoples’ knowledge and understanding of the social and political context in which art is made • To familiarise young people with the Gallery’s operational structure • To equip young people with skills to work with artists, gallery staff and other Young Tate leaders • To develop confidence, leadership and group work skills • To encourage and support equal opportunities in all activities irrespective of gender, race, disability, age or sexuality

10. Young Tate Leaders • Target young people through schools, youth groups, community initiatives • Introduction to exhibitions and displays through talks and discussions with curators and other specialists, and through workshops with artists and educators, exploring ideas and issues raised by the work • Workshops focus upon developing group work and leadership skills, building confidence, researching and devising workshop tasks and testing them • Young Tate leaders then work as part of a team to plan and lead a range of sessions across the programme

11. Developing an inclusive practice From participants to leaders and mentors through: • NOF Out of Schools Hours project 12 schools over 2 years • Post 16 Summer School with Connexions service • HMYO Hindley and HMYO Thorn Cross • Wirral Young Carers • Forum Housing Association • Sefton Youth Service • Bolton Youth Service • Duke of Edinburgh Award Scheme • Range of Youth Groups

12. Providing a context forPersonal Pathways • Young Tate’s effectiveness in widening participation and access lies in its ability to be responsive, relevant, fluid and flexible • This framework allows us to adapt and cater to the individual needs of young people • The programme responds to the ideas and issues that affect young people through connecting the art work on show to the social and political framework in which art is made • It involves recognising issues of identity, maturity, gender, age, race, class, sexuality and so on, that affect young people • It provides an informal but structured environment that actively encourages discussion and participation

13. Providing a context forPersonal Pathways • Flexibility in approach accommodates the ever changing needs and shifting priorities in young people’s lives • This provides positive role models and a collection of opportunities that encourage social interaction and diversity • Mixing age, race and class boundaries can equip young people with the skills that are transferable into all areas of society • Young people move from participants to leaders learning life skills and working practices that equip them to make effective choices in their lives, careers and in directing their own learning

14. Personal Pathways • Current opportunities provide pathways routes through the programme to work: -researchers on exhibitions and education projects -recruitment onto artist educator team -development and delivery of youth projects -mentoring and leading workshops -marketing the programme

15. The Future • Recognition of training needs beyond Young Tate Leaders for young people wishing to enter the Gallery sector • Recognition of the gap between informal peer education and training programmes and more formal courses • Recognition that young people are interested in extending their knowledge of art, gallery education and training and the cultural sector • Initiate is a new course developed with Young Tate members, the Education Curator for Young People and the Public Programmes Curator • The course will introduce young people, post 16 to professional practice within a gallery context developing their personal and professional skills, bridging the gap between the Young Tate Leaders course and higher education • Tate Liverpool and Liverpool John Moores University have embarked on a collaboration to deliver a new History of Art and Museum Studies BA and this will further support young people in their career development

17. A Personal Story