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Sam Groves Senior Policy & Research Officer Glasgow Life

GLASGOW MUSEUMS YOUTH ADVISORY PANELS: More than just a wee blether …. Sam Groves Senior Policy & Research Officer Glasgow Life. CONNECTING_UP “So far, what has surprised you most about today”?”. Glasgow Museums Advisory Panels: in the beginning ….

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Sam Groves Senior Policy & Research Officer Glasgow Life

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  1. GLASGOW MUSEUMS YOUTH ADVISORY PANELS: More than just a wee blether… Sam Groves Senior Policy & Research Officer Glasgow Life

  2. CONNECTING_UP “So far, what has surprised you most about today”?”

  3. Glasgow Museums Advisory Panels: in the beginning… Kelvingrove New Century Project: Re-Opened in 2006 following £27.9M refurbishment project

  4. The Riverside Museum Project : “To create displays based on the twin principles of significance of the collection and visitor interests and needs”. Zaha Hadid designed the new museum on this £74M project.

  5. Glasgow Museums Advisory Panels: What are they all about then… “We aim to create displays which connect with peoples’ lives...and that allow the collections to respond to their target audience”.

  6. Who we blethered with… JUNIOR PANEL TEEN PANEL

  7. Some ways to Blether together…

  8. Prototyping together …

  9. DOT_VOTING “What do you value most about consulting with young people?”

  10. The Tram Man • What did we want to find out: • How effective is live interpretation as a learning tool? • Why is the “Tram Man” so popular with both schools and general public? • What could we do to improve the experience? Example: Evaluating Live Interpretation

  11. Example: Evaluating Live Interpretation • How did we find it out: • 2hour facilitated workshop • Observed costumed Tram Man experience • Creative activity- What stood out for you? • Tram Man Quiz – delivered by “the Tram Man”. • Follow-up session 4 weeks later in schools

  12. Key Findings • Engagement levels were high during the session • Dressing up was popular with most with the exception of the older girls, who were “embarrassed” in front of the general public. • The handling objects, including a tram, were referred to the most. • .The historical context was harder for the kids to understand. • All liked the character, and even felt he may be “too scary” for younger children. Example: Evaluating Live Interpretation

  13. Plan your session but be prepared for the unexpected! • Treat the young people with the same respect you would others • Always explain the purpose- why are they here? • Set out the ground rules, and explain the limitations • Make sure the venue is “safe” and everyone feels comfortable • Make sure everyone has a voice to contribute, be aware of the group dynamics • Make it a fun experience, so they want to work with you • Don’t be afraid to try something different…. • Always, always, always supply biscuits, cakes, sweets….. Some do’s and don’ts …

  14. How was your lunch today?

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