The action of the Drac
The DRAC/DAC implement the National Plan for Arts and Cultural Education (EAC) in accordance with the instructions of the interdepartmental circular of 3 May 2013 on the EAC journey and taking into account the specificities of their territory (cf. 2014 summary of DRAC action). The current period is a turning point for BEC. In a changing territorial context, the consolidation of partnerships is essential to the maintenance and development of this policy, in order to move towards the goal of generalization.
> Developing partnerships and setting up governance bodies
> Developing consistent pathways
Developing partnerships and setting up governance bodies
The DRAC set up the territorial regional committee advocated by the circular of 3 May 2013, chaired by the Prefect of the Region and the Rector, and associating State services and local authorities.
The vast majority of them have structured their dialogue bodies at the level of the project territories (generally inter-communal) distinguishing between:
- a steering committee with a strategic aim (carrying out the diagnosis, defining the EAC policy articulated in the local cultural policy, evaluation of the action taken, etc.);
- and a technical committee dedicated to the design and monitoring of the course.
To develop these pathways, the DRAC have developed numerous partnerships with:
- the different National Education Services : inspection corps (disciplinary regional pedagogical inspectors) for artistic teaching, academic delegation to cultural action for cultural action projects, directorate of the departmental services of the National Education for the first degree;
- the other government departments concerned by this policy: universities (including the Higher Schools for Teaching and Education - ESPE) and the Grandes Écoles for Higher Education, the Regional Directorates for Food, Agriculture and Forestry (DRAAF) for agricultural high schools, Regional Health Agencies (RHAs) for hospitalized and disabled youth, Regional and Departmental Directorates for Youth, Sports and Social Cohesion (DRJSCS – DDCS) the inter-regional and territorial directorates for the judicial protection of youth (PJJ) for young people covered by a judicial measure (protection or sanction) for the taking into account of extra-curricular time and the inhabitants of the city’s political districts;
- the different levels of local authorities Regional councils (especially for high school students), departmental councils (for middle school students and social groups), inter-communal associations (for the definition of an EAC policy and the development of a route to their population base), cities (for schoolchildren and within the framework of their competence of management of cultural facilities);
- the cultural structures : all public structures or those benefiting from public funding - and in the first place the labelled establishments - to be associated with the establishment of the route on their territory or to intervene in another territory in accordance with their territorial mission.
Some of them initiated the networking of these actors, by regional summer universities dedicated to the EAC or by meetings organized in partnership with the national centre of the territorial public service (CNFPT). br br
Developing consistent pathways
A range of devices is available to the DRAC to design these routes:
- des teachings : artistic instruction in theatre, dance and cinema with cultural partners, as well as music and visual arts taught exclusively by teachers, and teaching the history of the arts ;
- des class-scale devices : often «historical» arrangements resulting from previous interdepartmental plans (class with artistic and cultural project, artistic workshop, etc.) or the will of the Ministry of Culture to put forward a particular axis of its policy (School, college and high school cinema, Adopt a garden, Architecture college, etc.);
- des unifying projects : which are intended to mobilize one or more teaching teams in a project approach at the level of an institution or a territory (residencies, twinning, local arts and cultural education conventions – CLEAC, etc.). These projects, often multi annual, are now thepriority area of intervention of drac.
The DRAC are facing four main challenges in setting up the BEC journeys:
- bring the different offers existing EAC: ministerial or inter-ministerial arrangements, proposals from local authorities and the provision of cultural structures;
- ensure that the routes are well constructed around the three pillars of the EAC: a direct and sensitive encounter with the works and the artists, the initiation to an artistic practice and a contribution of knowledge;
- take into account the different times child and youth: school time, extracurricular time (daycare, study and recreation centre) and extra-curricular time (family and peer-to-peer);
- ensure a continuum throughout schoolingfrom kindergarten to university.
It is thanks to the partnerships The DRAC, woven together with other State departments and local authorities, obtain an overall view of the offer offered in these different times and encourage the development of a genuine course, hence the importance of structuring this policy in the territories through dialogue bodies.
Training of EAC actors
The DRAC also devote a great deal of energy and resources to the training of all EAC actors. Teachers are the main driving force behind course on school time. The DRAC collaborate with the rectors and universities on the initial and in-service teacher training in BEC. The Academic Training Plans (PAF) offer a wide range of training in the various heritage and artistic fields. On the other hand, the consideration of the EAC in the ESPE models is still to be developed, as well as the methodological tools provided within the framework of the PAF.
The DRAC’s priority is to cross formations for all EAC actors: teachers, but also facilitators, educators, cultural professionals, etc. They are designed by the resource centres for arts and cultural education (PREAC) or in conjunction with partners such as the CNFPT. Some DRAC’s develop priority training streams connected to the pathway in a given territory.
BEC & Territorial Reform
A government strategy at the level of the new regions
The current strategies of the Regional Cultural Affairs Directorates (DRAC) will have to be reviewed in the light of the new regional territories and be confronted with the differentiated approaches of the current DRAC regions.
This period of consultation and implementation of the new organization of decentralized services should lead to the definition of a strategy shared at the level of the large region and relevant to the specificity of the territories. Even if they can be shared, the chosen methods of action must above all respond to issues of coherence, efficiency, proximity and balance of territories.
Territorial consultation at the level of the new regions
During 2016, the DRAC will have to forge strong links with these new regional authorities and associate them with the territorial steering committees, introduced by the May 3, 2013 interdepartmental circular on the EAC journey and necessarily reformed to take into account the new regional mapping.
It is within these renovated bodies that the modalities of action in partnership between State services and local authorities, as well as priority areas of intervention.
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