Overview

This text responds to a growing demand for dissemination of information on the relationship between galleries and their young audience outside formal education. Tate Gallery Liverpool (TGL) has established a reputation for its approach to youth audience development through Young Tate, a programme for young people aged between 14 and 25. Trying out ideas, responding to young people's feedback, and creating a culture of familiarity or ownership, has been the key to shaping a policy for Young Tate. The programme began as an advisory group of around 25 young people in 1994 and has evolved into a peer-led series of workshops, holiday projects, curating and interpretation projects and events. It has been the subject of several case studies and research, provoking interest from gallery professionals in the UK and overseas. Published materials on the specific subject of young people and galleries in the UK remains very limited and this book, reflecting on the TEL's role in setting out to create a workable strategy for sustainable youth programming, will find a valuable gap in the literature. Each of the seven sections of the book contains a story and a case study related to TEL's work with youth audiences. The sections each also include a commissioned essay, expanding on the themes of the narrative from the perspectives of gallery and museum education, ethnography, cultural studies and exhibition and gallery management practice. The first section focuses on the problem of attracting and maintaining young people's interest in galleries, while the second, looks at the Gallery's work with young people against a background of strategic outreach work. Section 3 is concerned with the mutual learning process in the early stages of the Young Tate Programme, while the next section follows the progress of the Young take Advisory Group in its first year. In section 5, the Young Tate display of the same name is discussed in detail. The subject of section 6 is the development of the Gallery's approach to youth programming and the issue of peer-led work. The final section deals with the lessons TEL and other institutions can learn from working with young people.

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