Site 4: Understanding the site
The Manchester Museum (http://www.museum.man.ac.uk/), in its current location, was opened in 1890. In 2003, the Museum opened its newly redeveloped entrance and gallery spaces. It thus comprises two very differing performative spaces, which were recognised and used as such through the performance piece.
The Museum's mission:
'
The Manchester Museum enables people to explore, enjoy, question, understand and reflect on the diversity and inter-relationships of humanity and the natural world, working in partnership with local and global communi tie s, in ways that help to achieve the international ambitions of the University of Manchester.' (Strategic Plan 2004/05 to 2005/06)
A stated objective of the Museum is to 'provide [a cultural] interface between the University of Manchester 's research output and the wider public'. The strategic imperatives of the Museum (in terms of academic strategy) are aimed at supporting and developing academic activity that:
. contributes actively to the academic purposes of the University
. meets the needs of the Museum's audiences
. achieves the strategic goals of the Museum.
The performance This Accursed Thing provided one model for how such 'interfacing' between research output and the public might be done. The Museum's Strategic Plan highlights the importance of 'developing new audiences' and 'widening participation in higher education' as one of its operational targets 'towards 2015'. This means attracting 180,000+ visitors/year, including 3,800 additional visits/year from 5-16 year olds. There is special emphasis placed on increasing visits by 'socially disadvantaged and ethnically diverse users in line with the University's objectives' (but also referencing DCMS).
The Museum's Access Policy (~2000) defines access as 'something which is facilitated when physical, cultural, social, financial, intellectual, psychological and emotional barriers are removed or reduced', and states a long-term commitment to addressing 'barriers to access at all levels of the museum service'.
The emphasis of the Access Policy and Strategic Plan are crucial to an understanding of the focus and language employed in the museum's Learning Policy. In fact, the Learning Policy is described as a 'companion' to the other documents. 'Learning' thus underpins many or all activi tie s in the Museum, and 'is not restricted to the Education department alone'. Under the banner of Social Inclusion, the Learning Policy highlights the importance of access for all, diversity, collaboration with audiences, self-representation, debate and de-mystifying the institution. Again, the performance was in line with the aspirations of the Learning Policy of the Museum in the above respects.
