Arts and cultural education
Student Artist Residencies
In reference to Circular No. 2010-032 of 5-3-2010, a territorial residence in school is offered in the Paris rectorate, in partnership with the DRAC of Île-de-France.
Territorial residence in school Its ambition is to develop and deepen the partnership between the State and local and regional authorities in arts and cultural education.
The territorial residence in a school implements three fundamental approaches to arts and cultural education:
- the encounter with a work through the discovery of a creative process;
- the artistic practice, the cultural practice, through the connection with the different fields of knowledge;
- building an aesthetic judgment. It also encourages the discovery and use of places of artistic creation and dissemination.
It promotes links with local cultural structures (theatres, galleries, media centres, cinemas, etc.) and contributes to enriching the teaching of the history of the Arts.
Its opening on the territory :
- provokes the meeting between audiences and works;
- promotes inter-level dialogue (school-college-high school);
- contributes to the coherence of the different educational cycles;
- takes into account the different times of the child and involves families in a process of co-education.
In its educational and pedagogical dimension, residence is the focal point of several projects:
- artistic project of an artist or artistic team;
- educational project of a cultural structure;
- the cultural component of the school or institution project, whose residences may usefully be the backbone of the project;
- political project of cultural development of a local authority.
The residence project gives rise to close cooperation between the various partners. It directly involves a local cultural structure and a school.
A prior consultation phase determines the quality of the partnership.
Students' Cultural Pathways and Residence Outreach
The partners of the residence are attentive to the richness and diversity of the cultural routes offered to the students, as well as the influence of the residence on the entire educational community of the school, college or high school. The residency is part of the learning of students and accompanies their progress, especially in the field of the teaching of the history of the arts, of which it constitutes a living and sensitive approach. It federates diverse pedagogical approaches, which combine artistic teachings, cultural action mechanisms and cross-approaches.
It is recommended to involve the entire educational community of the territory, by involving at the residence several schools with which artistic and cultural projects are developed jointly. An artist(s) residency can thus help to federate the relationships between schools, colleges and high schools in the same pool, or belonging to a priority education network (“ambition success network”, “success network”, etc.). More generally, the action of the residence can reflect on a diversity of actors of the territory (recreation centers, Youth and culture houses, neighborhood houses, social centers etc.).
The educational actions developed during the residency are linked to the cultural aspect of the school or establishment project and the educational project of the cultural structure. The common objectives defined by the partners, the stages of the educational support of the residence, the modalities of its evaluation, as well as the financial means, must be specified in a partnership agreement communicated by the DRAC and the relevant academy.
The material conditions of reception of the artist or the artistic team must be guaranteed in order to allow the effective establishment of the residence but also the educational, artistic and cultural actions resulting from it. In particular, schools, colleges or lycées hosting a residence in a school must make available to the artist or artistic team a space adapted to the projects throughout the duration of the residency.
The link between the educational community and the artist or artistic team can be developed, upstream and/or downstream, as well as during the residency period, notably through information and communication technologies, in compliance with the laws in force concerning the right to the image and intellectual property.
Issues and Objectives
Allow the greatest number to understand contemporary creation, in connection with the teachings and in its relation to the history of the arts in particular;
- Develop the critical mind of the school public;
- To propose a federative arts education that can concern both students and their families;
- Contribute to the cultural and artistic development of the territory by including the project in a local (communal, inter-communal, etc.) and participatory (public, school, municipal and associative structures);
- Help reduce inequalities in access to art and culture.
Role of the project leaders
- places the residence project in its establishment project;
- involves as many teachers as possible in the design and implementation of projects, in a multidisciplinary logic (French-history-geography-languages-mathematics-EPS-life and earth sciences, etc.) in the elaboration of pedagogical and educational actions, and in addition to the teaching of the history of the arts;
- promotes the residence with the schools of the territory and builds with them projects, preferably in an inter-degree dynamic, in close connection with the cultural structure of proximity;
- responds to the call for projects launched by the Rector of Academy, according to the usual procedure.
- proposes an artistic and cultural project (choice of the artist or artists) that is consistent with the expectations of the school;
- work with teachers to develop cultural pathways that are consistent with the artistic, cultural and educational challenges of the residence;
- co-build projects with teachers and associated partners (local educational and socio-cultural actors, families, etc.);
- promotes the visibility of projects in its territory (promotion, communication);
- responds to the call for projects launched by the DRAC during the third quarter of the N-1 school year.
Local Arts Education Contract
- For all pupils from kindergarten to high school, even university, in a given territory, for the public of leisure centres and social centres and more generally for all young people and their families
- For any audience away from culture for social, economic or geographical reasons.
- Multi-annual contract between the State/Drac and a local authority of 3 years (renewable once) - At the end of this period, the Community undertakes to continue its efforts to harmonize and generalize arts and cultural education in its territory. The other partners undertake to pursue a policy of mobilization of the various mechanisms for which they ensure responsibility and monitoring.
- In the territory concerned, in schools, leisure centres, cultural and socio-cultural structures and social field structures.
- Local authorities (community of municipalities or agglomeration, general councils, regional council)
- DRAC >Departmental Services of National Education, Rectorate
- Departmental Directorate of Social Cohesion, …
All partners are invited to work on the basis of their skills and responsibilities and the means at their disposal, to the organization of a shared and unifying project aiming at the generalization and not a simple extension of arts and cultural education
- of architecture
- plastic arts
- of applied arts
- film and audiovisual
- of dance
- of reading and writing
- of music
- of photography
- of circus arts
- of digital arts
To facilitate access for every child, every young person, to the works and artistic and cultural resources of its territory, to make them his own, and finally, if he has the desire, to engage in artistic practices.
The goal is that the child can exercise himself, his ability to share with his family, his entourage, his conviction that culture is a source of pleasure and that it contributes to personal development. Children and adolescents, accompanied by professionals (teachers, artists, educators, cultural professionals, community workers, etc.) are a real training force for those around them. The same applies to any public participating in the actions implemented by CLEA.
Through a local arts education contract that favours a young audience, ensure that the adult can fully assert his right to culture.
- To create a collective and sustainable dynamic in favour of arts education shared by the greatest number.
- To live to the rhythm of artists' proposals specifically invited in residence.
Building on three key axes :
- the strong artistic presence in the form of residencies of significant duration; The direct partnership with artists is an indispensable vector for the understanding and appropriation of their works. This presence in the form of mission residences, is organized in close connection with the cultural structures of reference and with their own artistic and cultural project, also in connection with the priorities defined by the collective of partners. It will aim to cross and broaden audiences.
- facilitating access to artistic and cultural works and resources. These innovations concern the modes of communication and information, first awareness, transportation, etc... It’s really looking for new triggers. In this sense, the collective of partners is based on initiatives and actions already experienced or being experimented on the territory and will not refrain from going to meet experiments conducted in other territories.
- Because it is essential to involve as best as possible the various professionals to whom the CLEA addresses, to facilitate their cross-collaboration, a training plan is envisaged from the outset which will address in priority but without exclusivity:
- to professionals in charge or responsible for public: teachers, educators, elected officials, facilitators, etc.
- to professionals of the social link: mediators, technicians of Local Authorities or structures...
- art and culture professionals: artists, managers of structures, programming or communication teams..
Practical elements concerning mission residences:
One or two mission residences may be envisaged for each year (simultaneously or alternately) but this number may vary depending on the size of the territory and the number of persons concerned.
The generally expected period of residence is four months (this time can be split over one year)
The residency takes place in two phases :
- 1st phase of the residence-mission (one month): meeting with professional groups related to groups of inhabitants of the territory (teachers, educators, animators of associations, nursing staff, social workers, association leaders, cultural professionals, etc.) in order to define the artistic project and define its timetable
- 2nd phase of the residence-mission (3 full months): implementation of the time of actions to be carried out towards the specified audiences.
An evaluation prior to the contract, in the form of a "diagnosis of the territory" will have to reveal any gaps or strengths that the community wishes to put forward. It will be necessary to harmonize the existing and to draw from it, rigorously, methodically, benefit.
The CLEA must transcend the standardised devices alone, in order to achieve its objectives of generalization and appropriation by the territory.
Examples of immediately mobilizable arts education schemes
The following actions, schemes and programmes are proposed by one or other of the actors in arts and cultural education. These offers already coexist, very often, in the territory and constitute, together and harmonized, real points of support for a partnership policy and of magnitude in favor of arts education .
- Artistic workshops, PAC classes and artistic teaching in high school;
- School projects;
- Open school (inter-ministerial arrangements, local authorities)
- School and film (local authority, CNC, DRAC, National Education)
- Students, apprentices and cinema (Regional Council, CNC, DRAC, National Education)
- Schemes offered in secondary schools (General Councils or Regional Council )
- Scheduled classes (Local authority, national education)
- Local education contracts and territorial education projects (Local authority, DDCS, City Policy, National Education).
- CUCS (State, Acsé, Local authority, CAF, etc.)
- cultural action initiatives and artistic practices carried out by cultural and scientific institutions of the territory concerned
- cultural action initiatives related to the protocol for the decentralization of arts education (Regional Council, DRAC, Communities, Institutions of Artistic Education)
CLEA. 3-year renewable contract, the CLEA brings together the main public and private actors of a given territory around a common objective: to propose a citizen arts and cultural education, which takes into account the specificities of the territory, while attuned to the rhythms and "living times" of each individual. Led by a leader (a local authority), the CLEA is organized around mission residencies where the artist, who relies on his work to inhabit the public space, proposes creative and participative cultural mediation actions, in the form of workshops and meetings.
Mission residence. The residence-mission is organized for artistic and cultural education purposes in favour of the public belonging to the territory concerned. It is based on the full availability of the artist (French or foreign resident in France) generally selected as part of a call for projects. Residence-mission is not a residence for creation or distribution. It does not involve production or commissioning. The dissemination of the artist’s existing work in places dedicated or not to the arts serves as a support for the actions conceived throughout the residency. This dissemination is organized upstream, during and possibly downstream of the residence. During the residency, the artist engages in an educational process of co-construction of artistic gestures with the public. Through these gestures, he gives sight and understanding to the artistic research that animates him, as well as the creative processes that he implements.
Artistic gestures. These forms of artistic intervention are different from traditional workshops of artistic practice governed by other types of specifications and with different purposes. These actions are designed, as often as possible, to involve a significant number of people and are intended to make the singularity and strength of the approach underlying them perceived. These gestures can be considered both within associations, public facilities, schools, recreation centres, cultural structures, social centres, as well as in the public space or in any other place that seems appropriate to the artist-residents and the various professionals with whom they have imagined and designed them. The interest of the artistic gesture is not in the result of the action, but in the action itself. It is not meant to say, but it makes sense in its realization. The artistic gesture must be as much as possible co-created with the audiences for which it was designed.
Cultural background. It must be thought of simultaneously at the mission residence as it feeds the artistic practice. It can be drawn from the resources of the territory concerned as a priority and be extended as a requirement to external resources. It must promote the public’s encounter with the artist-in-residence’s work, regardless of his or her field and mode of expression.
Your contacts at the Drac Île-de-France
- Christine MAILLARD, Territorial Councillor (Académie de Créteil, Culture and Justice) 01 56 06 50 92 email@example.com
The optional courses
The arts and cultural education policies implemented by the DRAC are part of old schemes, framed by the 1988 Arts Education Act.
Are included in the student’s schedule and are the subject of a baccalaureate evaluation.
The conduct of these courses is based on a programme published in the Official Bulletin (BO) and planned to be carried out in collaboration with an artistic and cultural partner, partner
- in the field of dance, dutheaterand cinema (other areas of optional education: art history, music, visual arts).
Optional optional courses They are aimed at all levels of education in general and vocational schools. From the second to the final the number of hours of statutory instruction is 3 hours per week. Oral assessment at the baccalaureate and presentation of a file (coefficient 1 at the bac). This teaching is equally supported by the Rectorats and the DRAC Île-de-France to the tune of €3050
Specialist courses are exclusively aimed at students from Grades 2 to 12. The number of hours of regulated teaching is 5 hours of weekly teaching (coefficient 6 at the bac.) This teaching is more restrictive because of a national program, a written test and an artistic performance. This teaching is supported by the DRAC to the tune of €15,038 in dance and theatre and €10,000 on average in cinema.
The academic commissions for the monitoring of artistic teachings (CASEAT (theatre) CASEAC (cinema) or CASEAD (dance)) are convened for monitoring and expertise especially during difficulties or change of partners. They involve the presence of the Academic Delegate for Arts and Cultural Education (DAAC), the national education inspector responsible for the discipline at the academic level, the head of mission of the rector, the principal and teachers, the cultural structure, from the DRAC advisor.
Since 2008, the DRAC Île-de-France has required the signature of a three-year framework agreement between the cultural partner and the school. It must be accompanied by an annual amendment specifying the programming in terms of artistic intervention and cultural rendezvous allowing a relationship to the works, as well as the number of students.