|Title||Meaningful experiences: designing participation programmes that can support education, engagement and evaluation|
This paper shows how multigenerational learning activities can be scaffolded to facilitate inclusive engagement and also address perceived barriers to participation. Taking case studies of the University of Westminster Tate Exchange programmes from 2017 to 2020 it shows how Tate Exchange offers a free-choice learning environment but this also reveals complex needs and expectations for the public. The research resulted in a theoretical outcome: two ‘operational models for participation’ which could be applied practically to allow the creative teams to structure their approach to working with the public. These models, the (i) 'Three-ring model of activities’ and (ii) ‘Triangle of participation’ and were then refined and developed through an Action Research process over three years of programming and were re-interpreted as the creative teams’ needs changed, opportunities arose and the appetite for new challenges increased. It also shows how evaluation methods can use a participatory approach so that the public could develop their own language of self-evaluation facilitated by student evaluators. The paper concludes with reflections on how planned public activity for Tate Exchange in 2020 had to move online because of Covid-19 but that elements of the operation models could still be applied to analyse how the public engagement took place.
|Keywords||public engagement; museum learning; action research|
|Accepted author manuscript|
CC BY-NC 4.0
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