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Master Thesis

Comment intégrer un artiste intervenant dans une pratique pédagogique ?

Abstract : If each operator collaborates and respects his role, then the triangle built between the teacher, the artist and the pupils achieves harmony during a partnership. However, this exchange require an organisation, a communication and a commitment. Supposing that an artist would be legitimate in a class, how does the teacher must behave in order to guarantee the learnings through the artist? The new educational programs of 2015, ask artists to be present in the class in order to improve the artistic and cultural educational process. Through the educational programs, some case in general about art teaching, an history of the partnership between artists and teachers, and the method of the partnership, we can notice the evolution of integration of artists in the school. Using questionnaires draw up for art teaching advisors, teachers, and artists, we study each role and their perceptions of a good project with a partnership. Then, we focus on the reasons why some teachers have not created a project with an artist.
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Master Thesis
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Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Tuesday, February 9, 2016 - 11:11:54 AM
Last modification on : Thursday, May 14, 2020 - 7:06:02 AM
Long-term archiving on: : Saturday, November 12, 2016 - 2:42:49 PM


  • HAL Id : dumas-01271432, version 1


Cécile Rassineux. Comment intégrer un artiste intervenant dans une pratique pédagogique ?. Education. 2015. ⟨dumas-01271432⟩



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