Youth Programs in Art Museums An International Perspective

1 Setting the Stage: An Introduction to the Evolution and Impact of Youth Programs in Art Museums

"What We Have Together Is Gorgeous": Transformative Youth Programs in Art Museums

Relevance, Need, and Meaning: Why Are Youth Programs Important to Both Youth and Art Museums?

Youth Research and Advice on Teen Arts Programs

2 Teens Take the Lead: Creating Programs and Events

Germinating to Grow: The Germinator Residency at MAM Rio

With, For, By: A Collective Journey at Tate St Ives, UK

Teens Art the Moment: Empowering Choice and Encouraging Collaboration at the Ayala Museum

When Burden Is a Blessing: Designing Teen Programs With a 30-Year Legacy

Kenya Youth Heritage Hubs: Nurturing Youth Creativity and Innovation Through Civic Engagement and Leadership With a Focus on Entrepreneurship

Purity Kiura, Suzanne Wanjaria, and Betty Karanja

Engaging the Younger Generation: Building a Youth-Friendly Docent Program

Intentional Gatherings: Teen-Created Exhibitions at Contemporary Arts Museum Houston

Visual Culture as a Way of Knowing: Programs for Young People at M+

Creative Leadership Development and Teens Exhibitions at the ICA Boston

The Power of Connection at the Vancouver Art Gallery: Collaboration, Expression, and Critical Thinking

Reflections: Teen Programs at The Studio Museum in Harlem

Gi (Ginny) Huo

Learning Together: The Benefits of Intergenerational Knowledge Sharing at the Heard Museum

Peña de Adolescencias Raras at the MALBA. An Alibi to Escape Through the Cracks

Finding Our Voice: Youth Empowerment Through LGBTQ+ Programming at the Andy Warhol Museum

Shifting Power: Advocacy and Activism by and for LGBTQ+ Young People of Color

Naima Dobbs, Mei Kazama, and Lindsay C. Harris

Creating Art and Community With Immigrant Youth in the Art Museum

Dyeemah Simmons and Araya Henry

Teaching Art to Learn English as a Foreign Language at the Pavle Beljanski Memorial Collection in Novi Sad, Serbia

Veronica Alvarez, Jasmina Jakšić Subić, and Gordana Klasnja

Creating Connections: Empowering New Jersey’s Immigrant Youth With the Visual Arts Center of New Jersey and Cultures and Literacies Through Art for the 21st Century (CALTA21)

Program for Young People With Difficulties in Social Independence—Achievements and Challenges of the Educational Program at Yokohama Museum of Art

Satoko Hayama

Strength Through Art: Fostering Emotional Resilience for the Well-Being of Youth

Creating Spaces of Care: Art Museums’ Role in Young People’s Well-Being

Getting Started

Amplifying Teen Voices Through Evaluation

Jeanine Ancelet and Marianna Adams

Where to From Here? Reflections on Future-Proofing People, Programs, and Museums

Biography

Heather Maxson has over 25 years of experience working in educational and administrative roles at art museums. She is currently the Deputy Director at the Katonah Museum of Art (KMA), where she oversees Finance, HR, Visitor Services, and Education, and works on fundraising, public programs, and strategic planning projects. She has also held roles as the Director of School, Youth, and Family Programs at the Whitney Museum and worked in School and Teen Programs at the Museum of Modern Art (MoMA).

Heather served as a Graduate Advisor at Bank Street College of Education’s Leadership in Museum Studies Program and has taught at the Pratt Institute and Teachers College, Columbia University. Heather received a BA in English from Duke University and a master’s degree in Museum Leadership from the Bank Street College of Education.

Susan McCullough is the Program Director for Visual Art Education and Assistant Professor at Hunter College, City University of New York. Dr. McCullough has 15 years of experience working in museum education. She began her career at the Brooklyn Museum, where she worked in school and museum partnerships. She has also worked at the Museum of Modern Art (MoMA) and the Whitney Museum of American Art.

Dr. McCullough has published articles relating to young people and art museum education in a number of journals, including Gender and Education, Girlhood Studies, and Journal of Museum Education. Her book Latina Students’ Experiences in Public Schools: Education Equity and Gender was published by Routledge in 2020. She holds a PhD in Urban Education from The Graduate Center, City University of New York.

Ai Wee Seow is Master Teacher (Art) at the Singapore Teachers’ Academy for the arts, where she leads professional learning initiatives for art teachers. She has also held the position of Deputy Director for Education at the National Arts Council, Singapore.

Ai Wee has taught across diverse settings and age groups. She began her career as an art teacher at a secondary school in Singapore and went on to work with K-12 students and teachers as a museum educator at the Museum of Modern Art (MoMA) and later as Coordinator of School and Teacher Programs at the Whitney Museum of American Art. After eight years in the museum sector, she transitioned into academia as Assistant Professor of Arts Education at Tamagawa University in Tokyo, Japan. Ai Wee holds a master’s degree from Teachers College, Columbia University.