One of a number of papers making explicit the values held by staff/institutions that inform the learning programmes they create. Since 2009 Tate learning team has taken a learner-centred approach that is more about engaging with art than transmitting expert knowledge. The team take the view that ‘the purpose of learning is perceived to go beyond knowledge acquisition and to act “as catalysts for change in habits of mind”’. Artists are seen as vital components, promoting practice over art history or theory. Also identifies shared underlying principles of ‘respect, equality, democracy and inclusiveness’ suggesting an ethical approach. Will be valuable to artists and educationists working in gallery settings.

Emily Pringle, Jennifer Dewitt
Tate Papers
1 October 2014

Read this article in Tate Papers, no 22: Perceptions, processes and practices around learning in an art gallery