Participant file
6.I - Arts and cultural education
1.1. National Engagement
The need for an artistic and cultural education has gradually come to the fore against the idea which prevailed until the 1970s, according to which the work of art, by its very presence, would be likely to arouse public support, any mediation action being suspected of altering the relationship to the works.
It took several decades of cultural action to learn that the apprehension of works, the construction of aesthetic judgment, the receptivity to new forms of artistic expression are nourished by the learning of aesthetic codes, and the linking of works and styles that now make up the concept of art history.
Long assimilated to music and drawing in schools alone, and to those provided outside school time by conservatories and municipal music schools, the concept of arts and cultural education has gradually emerged from the teachings alone. It promotes knowledge of cultural heritage and contemporary creation and contributes to the development of creativity and artistic practices. It aims to train children and young people to take a personal look at the world, to make them discover the variety of cultural riches and, even more, to awaken their artistic sensibility and creativity. For this purpose, it appeals to situations where the child and the young person adopt an active posture allowing them to discover the plurality of the singular views posed by artists on the world, and the challenge that constitutes the confrontation of the imaginations of each other, their critical questioning.
Thirty years later, a common culture of arts and cultural education gradually emerged around three main principles.
It aims to introduce children and youth to:
- a direct relationship to the works;
- the analytical and cognitive approach of works and the construction of aesthetic judgment;
- to artistic practice.
Because art and culture are powerful vectors of freedom, individual emancipation and social integration, arts and cultural education is a government priority.
This is why Article 10 of the law for the recasting of the school of the Republic is dedicated to it and provides for the establishment of a course of arts and cultural education. It must allow all young people, in all territories, to have access to art and culture throughout their lives. In close collaboration with local authorities, this project will be implemented gradually from the beginning of 2013. It is defined by a joint circular of ministers responsible for National Education and Culture and will be reinforced by a reinforced training of all the actors concerned (teachers, artistic speakers, etc.).
The artistic and cultural education path consists of three closely related components: knowledge, artistic practice and the encounter with works and artists. It is a partnership project approach that involves all the spaces and times of life of young people and that concerns all actors of arts and cultural education: teachers and schools, the ministries concerned, institutions, cultural associations such as youth and popular education, cultural structures and artists, and local and regional authorities.
Existing initiatives and achievements are multiple, often remarkable and of high quality. But territorial, social and family inequalities persist: the ministries in charge of Culture and Education have the ambition to reach all children and young people by ensuring first of all to give priority to the territories furthest from the cultural offer - especially sensitive urban and rural areas - and taking into account all young people, including young people in specific situations.
In compliance with the principle of general accessibility enshrined in the law for equal rights and opportunities, participation and citizenship of persons with disabilities On February 11, 2005, young people with disabilities fully fit into the government’s plan for arts and cultural education.
It is at the territorial level that contractual frameworks will be prepared in which local priorities, choices and actions themselves will be presented, on which will be able to rely the initiatives carried out on the ground by the teaching teams and all the actors of arts and cultural education.
The Minister of Culture and Communication is committed to strengthening the means of intervention of regional cultural affairs directorates. In 2013, €2.5 million in new measures were devoted to this and €4.6 million in 2014. These appropriations delegated to the regional cultural affairs directorates are intended to stimulate territorial projects, in partnership with local authorities, to make arts and cultural education a lever for the cultural development of the territories while taking into account children and young people with disabilities.
In this context, some 100 projects were supported by the regional cultural affairs directorates. Of these, more than 30% include children and young people with disabilities (especially in the medical and social sector).
1.2. Actions in the regions
Aquitaine
The DRAC supported the project «Passeurs d'Image» of ADAPEI 33 conducted with the agency Ecla (regional agency for the book and cinema). In this context, an EAC/Image Education project was conducted for young people with disabilities in four medical and social institutes. This project continued in 2013.
Lower Normandy
The DRAC, in conjunction with the ARS, has initiated, as part of the experiment on the extension of the Culture/Health Convention to medico-social, the launch of a call for projects twinning arts and cultural education in IME (Institut médico-éducation) / ITEP (Therapeutic, Educational and Pedagogical Institute). This call for proposals is conducted in partnership with the Regional Council and the Caisse d'épargne Normandie. The actions carried out reflect the twinning system favoured by the region in arts education. Artistic residency is the most represented form of encounter between artists and audiences. Productions are of high quality. The DRAC has financed these twinnings to the tune of €3,000.
Guadeloupe
The DRAC accompanies actions presented by the constituency of Adaptation and Integration School in elementary school and in ULIS (units localized for school inclusion) in college and high school (orchestra of children with disabilities and in difficulty school).
Upper Normandy
Pupils with disabilities are a priority audience for the implementation of an arts education policy, as are pupils in schools located in isolated rural areas or in priority education areas. In addition to the section dedicated to children welcomed in IME and ITEP, the DRAC is attentive to develop projects integrating Classes for Inclusive Schooling and ULIS.
These classes are prioritized during the different class project commissions (Adopt a garden, Architecture in class...) and when selecting classes for territory projects (CLEAC). They are also systematically associated with school or establishment projects (twinning and residences).
In addition, every year, the DRAC supports projects that offer a meeting between disabled and able-bodied young people: school and medical-social establishment. Local conventions on arts and cultural education (CLEAC) promote this mix (e.g. city of Darnétal). The one under construction with the community of communes of Fécamp is even based on this principle, thanks to the theme of alter sensoriality.
Île-de-France
Theatrical practice workshops for deaf and hearing youth are conducted by theInternational Visual Theatre at the Gustave Baguer Departmental Institute in Asnières-sur-Seine. In addition, audiodescription workshops have been set up by the coordination of "Collège au cinéma" in Val-de-Marne.
Languedoc-Roussillon
The DRAC strives to promote gender-diverse practices. School projects are supported in a context where children with disabilities and children with disabilities are involved. Various projects are also supported in the EMI and ITEP on school time for young people. Moreover, the approach in terms of arts and cultural education covers all the time of young people and adults with disabilities. The DRAC supported a theatre project in collaboration with the company GESTUELLE for children of the Gérard Philippe college as part of the «body to say» workshop.
Lorraine
Arts and cultural education projects are regularly concerned with disability. In Meurthe-et-Moselle, are proposed as follows:
- children with severe disabilities benefit in Flavigny-sur-Moselle through circus arts;
- in Classes pour l'inclusion scolaire a multidisciplinary music/dance//literature project is led by teachers and a dumist at the École La Fontaine de Nancy, in connection with the «Printemps des poètes».
The approach of integrating the handicapped children present in the classes into the projects implemented is usual.
Midi-Pyrénées
As part of a school territory project, in 2012 the DRAC supported financially (€12,335) a residency of disabled performer artist, Kamil Guénatri, with the association AFIAC. Five colleges in the East Basin of Tarn take turns welcoming the artist for a performance in order to sensitize the students.
Poitou-Charentes
The public services have integrated this theme in their annual actions of mediation and arts education to the public with a principle of mixity, mainly on the sensory.