L'éducation artistique, n° 42

n° 42, September 2006

The challenges of a globalized culture. Art education in Quebec schools.
Monique Richard
As the globalization of exchanges pervades consumer culture and information technologies, the young are constantly in touch with various cultural practices through the media. Although access to various works of art is thus made easier, whether it ensures a true democratization of art culture in schools is still uncertain. Within this profusion, which cultures are to be favored? The article analyses the recent policies in Quebec concerning art education and the way they are implemented at school, along with their impact on art teaching and the integration of culture in the lives of the young. It scrutinizes the adequation between these policies and the major transformations which have recently taken place in various forms of cultures, then suggests different strategies to chart out this profusion and open the way towards a cultural democracy in terms of art teaching.

Looking for a modern identity. Art teaching in Slovakia.
Ladislav Carny, Klara Ferlikova
Despite the existence of fundamental art schools in Slovakia gathering 20 % of the country's students, art education has long been limited and deemed a minor subject. Today, Slovakia considers art education is as fundamental a subject as any other. Focusing on students and their personal relations to art, the ongoing reform gives a much wider scope to the field of art education, thanks particularly to the new curricula.

Art education in Australia
Anne Bamford
The article introduces the characteristics of art education in Australia and points out the impact of the main art theories of art on school curricula in this country. Although the function of art education and the part it plays are indeed acknowledged, problems still remain, notably in the training of teachers, which too often lacks quality requirements. By acknowledging that art is a factor of change, adaptation and opening, Australia faces a challenge in a globalized context: redefining art education in keeping with evolutions and expectations.

Teaching how to grasp a complex world. Art education in Japanese schools.
Kazuyo Nakamura.
The author introduces at the various school levels the objectives, the philosophy and the content of the current art teaching curricula within the framework of the instructions related to the general teaching policy in Japan. Lastly she assesses the present difficulties: the painful acknowledgement of globalization and the opening to other cultures, along with the absence of dialogue with the other subjects and with the cultural institutions.

The stakes of a cultural partnership. Art and school in Belgium's French Community.
Evelyn Cramer
Art education in Belgium's French Community depends on the great disparity within the choice between teaching schools and methods and the absence of a genuine policy supporting teaching innovations. Although pilot experiments and partnerships with the major cultural institutions manage to open schools on creation and innovating art practices, the position of art education still remains precarious in schools projects as well as in the daily work of teachers, who are often under-trained.

The weight of tradition, the stakes of modernization. The teaching of art and design in England.
John Steers
Since the implementation of the National Curriculum, a partition of the various art subjects taught in England has gradually been worked out and general objectives have been defined, showing tensions both in the philosophy that underlies them and in their conception and the practices they generate. Although academic curricula seem rich and complex, they are nonetheless marred by orthodoxy, conservatism and an achievement-oriented culture the author considers crippling. Acknowledging the governement's support to include art education in the stakes of society, the author pleads for a renewal of the contents of the subject.

"Shadows and lights": Art education in France.
Pierre Baqué.
In France, art education embraces all the mandatory school system (primary school and junior high school) and, to a lesser extent, senior high school. This term is no longer relevant after the baccalauréat, when the field of specialized teachings and research starts. Art education stems from the hinging of two entities: on the one hand art teaching proper, on the other art and cultural activities. It depends on the Ministry of Education. The Ministry of Culture also cooperates. The article offers a simplified inventory of the French peculiarities, a reflection on the cultural and structural difficulties which hinder the development of art education, and an assessment including suggestions aiming at strengthening and extending the improvements of the last thirty years.

Art education in the world: an international survey.
Anne Bamford
Between 2004 and 2005, the UNESCO commissioned a survey to analyse the impact of art curricula on the education of the young worldwide and to determine the status of art education in different countries. The article examines the convergences and divergences between education policies and practices in the field. It particularly stresses the need for quality requirements in art education.

Prunelle Charvet