Speeches and founding texts
EXCERPT FROM AURÉLIE FILIPPETTI’S SPEECH AT THE CLOSING OF THE GATES OF TIME AT THE CITY OF IMMIGRATION HISTORY ON AUGUST 31, 2012
Announced during the campaign as one of the cultural priorities of François Hollande, the generalization of Arts and Cultural Education is a major national project mobilizing for three reasons:
• because the development of sensitivity and capacity to access works and heritage is a democratic issue recognized and shared by the State and the Local and Regional Authorities,
• Because developing talent and creativity is a central education and training challenge in a modern country.
• because the development of artistic and cultural practice goes hand in hand with the individual capacity for emancipation and the collective dynamics of living together.
This project, which mobilizes my colleagues from National Education, Youth and Sports and Community Life but other services of the State, will be coordinated by the Ministry of Culture and Communication.
It is also an essential partnership issue between the State and local and regional authorities, the successful experiences of the last 20 years having shown that the way of generalization is through territorialisation, and contractualisation.
To succeed, this project must finally involve the professional arts and culture community, as well as popular education associations, and more broadly the socio-educational community.
My method will be progressive and pragmatic.
It will start from the ground, will be based on consultation, will be inspired by «good practices», will promote contractualisation. The national plan will be rolled out from the start of 2013.
I want to promote access to art and culture for all young people and to promote an art and cultural education pathway for all young people.
My priority is that each child can benefit from artistic and cultural paths, at school and extending over all his life time.
The national consultation will be launched in the coming weeks, I will ensure to involve all public partners, all actors. I am convinced that it is possible and necessary to meet the expectations of all and to concretely translate today in all territories this great ambition of a generalization of the EAC.
From now on, BEC courses must be included in each young person’s course. These paths do not respond to typical models but they are necessary for all because they contribute to social integration while being part of the construction of the individual.
This is the sense of commitment I made when I took office “to work so that all the children of France have access to these marvels of art and culture, to this openness to the curiosity of the beautiful things of the world”.
To educate in art, to give a taste for beautiful things, is in a way to exercise one’s choice to lead one’s life, is therefore, as Hannah Arendt writes, “to humanize the world”: taste is the political faculty that really humanizes the beautiful and creates a culture… A cultured person should be “someone who knows how to choose his companions among men, things, thoughts, in the present as in the past.”
EXTRACT FROM PRONONC SPEECHE BY FRANÇOIS HOLLANDE AT THE PRESENTATION OF THE CONCILIATION REPORT ON TUESDAY 9 OCTOBER AT THE SORBONNE
The school of the future is a welcoming school. Cultural, artistic and scientific education fits into this perspective. It is an educational challenge because artistic awakening values traditional teachings. It is an issue of development, confidence and pride of the student for himself. The goal is to be able at the end of the mandate to have been able to generalize cultural education programs from kindergarten to terminal.
EXTRACT FROM THE NATIONAL EDUCATION CONCERTATION REPORT
Cultural, artistic and scientific education for all
The commitment of the State, guarantor of equality, is indispensable at the highest level to reform a cultural education, artistic and scientific studies, which not only take its place within the teaching provided but also allow each student to enjoy a rich, balanced and coherent career in this field, especially throughout compulsory schooling.
In fact, cultural education is part of a School that encourages, values successes, contributes to self-esteem and builds confidence; a School of Play and Fun; a School of Diversity of Learning Situations and Aesthetic Emotions.
Take full account of the cultural dimension in each curriculum and in the common core. Redefine accordingly the place and content of arts history teaching. Avoid numerical ratings in favor of a valuation of works and projects.
To make it possible to group schedules in order to offer longer periods of cultural education and project implementation at the initiative of the teams within the framework of cooperation between schools and colleges.
Affirm the complementary nature of cultural education provided by teachers within the framework of the programmes with the work of the partners working in and around the School. Implement a “national charter” for school intervention.
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