3 April: Meeting-debate on the generalisation of artistic and cultural education in schools

What are the challenges to ensure inclusive arts education for students? How can we cultivate a real cultural transformation within schools? These questions will feed into the meeting that we are organizing on Wednesday, April 3 in the presence of the actors of PEGASE, Experimental Program for the Generalization of the Arts at School, which has irrigated the schools of the Versailles Academy for 5 years.

Dialogue with representatives of the educational, artistic and cultural fields

Designed by the Daniel and Nina Carasso Foundation and the Versailles Academy, the PEGASE programme has developed, between 2019 and 2023, artistic activities for 10,000 pupils from kindergarten to high school, in collaboration with the teaching teams and cultural actors of the territories concerned. His ambitions? Student success, civic engagement, transdisciplinarity and the fluidity of living together at school. As soon as it was implemented in 5 schools, this programme was the subject of research and evaluation by a team of independent researchers to measure its effects on pupils and the educational community as a whole, and to promote good practices.

In order to share the main results of this approach and to discuss the prospects for the generalization of artistic and cultural education in schools on a national scale, we are organizing a meeting-debate on Wednesday, April 3, 2024 at the Gaîté Lyrique in Paris, also accessible online, from 3 p.m. to 6 p.m.

Programme of the meeting

Reception from 2:30 pm, Gaîté Lyrique, 3bis Rue Papin, 75003 Paris

3 pm Introduction

Welcome by Mrs. Juliette Donadieu, General Director of the Gaîté Lyrique, and Mr. Vincent Carry, General Manager of Arty Farty and representative of the presidency of the Gaîté Lyrique.

Interventions by:

• Benoît Mounier, Managing Director France of the Daniel and Nina Carasso Foundation
• Etienne Champion, Rector of the Academy of Versailles

15:15 Why did you set up an Experimental Program for the Generalization of the Arts in Schools?

Co-intervention of Klaus Fruchtnis, Head of the Citizen Art axis of the Daniel and Nina Carasso Foundation and Marianne Calvayrac, Academic Delegate for Artistic Education and Cultural Action, Technical Advisor to the Rector of the Academy of Versailles.

3:25 pm ” 2019-2023: four years in the Experimental Program for the Generalization of the Arts in Schools, from kindergarten to high school in the Versailles Academy”: Presentation of the research-evaluation

16:10 Round table 1: Sharing experiences, successes and challenges encountered in the framework of PEGASE with the participation of different actors of the programme

16:55 Round Table 2: Perspectives on the prospects for the generalization of artistic and cultural education in the light of the PEGASE experiment

17:40 Summary and conclusion

6 pm Cocktail

To register for the event, go here

Research-evaluation to promote good practices in arts and cultural education

Experimental and innovative, the PEGASE programme was the subject of an evaluation of the work carried out by students, teachers, artists and programme actors, in order to analyse the conditions under which an arts and cultural education programme can contribute to the success of all pupils.

Carried out independently by a team of 4 educational researchers from Cergy-Paris University and the University of Paris-Est-Créteil – Audrey Boulin, Dieynébou Fofana-Ballester, Benjamin Moignard and Rosa Maria Bortolotti – with different interests and specialties, this research-evaluation is based on a mixed methodology that articulates quantitative and qualitative data collected over 3 years: “This report is intended to contribute to the collective analysis of the needs and resources available in this program, and more broadly to the idea of a generalization of the EAC that should benefit as many people as possible ,” explains the university group. “Throughout this survey, we were careful not to lock ourselves into a prescriptive relationship with the land. To do so would be to give in to the ease of theoretical positions rather than confront the tensions of analysis and its complexities. It seems to us that the time of the generalization of EAC poses fundamental challenges that must not be neglected, at the risk of profoundly distorting its ambition. . »

The conclusions issued by the group of academics underline 3 crucial points:

• The projects must be co-constructed with the students;
• The projects must promote outings and give priority to encounters with works outside the school environment;
• Projects must provide spaces for dynamic and innovative interactions that promote good relations between the actors (students, teachers and stakeholders) while respecting the school setting.