Flags of an imaginary country whose ingenuity cannot be compared to that of a graphic designer, Mozart’s first “embodied” sonata, which proves to be the surest way to develop the quality of students’ listening: Aglaya Miguel, graduate of the National School of Decorative Arts and Guillaume Hermain, graduate of the National Conservatory of Music and Dance in Paris, are not ready to forget about their residency as artists working at the school (AIMS) in Saint-Ouen – the first in the school of Paul Langevin. , second in the school of Anatole France.
But the winning duo of residents of the Artists Intervening in Schools (AIMS) program, an innovative arts and cultural education system supported by five prestigious higher education culture schools, which, five years after its launch, won all the votes – above all, of course, what is shaped by the artist and the student .
As regards students, it is only necessary to refer to the study of the impact of the training conducted by the Phare Agency with the support of the Edmond de Rothschild Foundations in 2020: “ workshops, [qui] this time of breath compared to school time, develop in the student the desire to create, nourish history and transform their view of art The students who experience the most difficulties in their studies often find their greatest satisfaction there.
As for artists, in a year, between pedagogy, transmission and inspiration, they develop new skills in contact with children. Around this duet, all the actors of the program are also winners.
The task today is to reconcile the two worlds, the world of artists and the world of education.
Training rich in participant diversity
So make room for different actors, starting with the artist, who intervene throughout the program. Benoît Foché, AIMS lecturer at the National Conservatory of Music and Dance in Paris, summarizes the steps: “ Before the start of the residence, the artists undergo initial training, and then, when the year begins, the residence takes place under the supervision of a mentor and is accompanied by an active exchange between artists from different schools. Finally, restitutions are organized in all schools. “.
By participating in this programme, Marie Rosselet-Ruiz, an AIMS artist from La Fémis who grew up at ZEP in Seine-Saint-Denis, wanted to ” return and transfer “. she does not forget miracle students when she made them discover the sound effects during a visit to Fémis, which was decisive… next sessions, everything changed – and admits today in his impression of “ round trip “: ” There is something new about children that brings me a lot “.
” I left him the reins ‘, says Nasserah Zerkak, a schoolteacher at Lily Boulanger’s school in Saint-Denis, of the artist who lived in residence. ” I noticed that the students were always happy to follow the seminar and were desperate to leave. She also noted the benevolence of the artist and the desire to always discover something interesting in children’s proposals. These came out with luggage they wouldn’t have otherwise. “.
There is something new about children that brings me a lot
The same tone in the teaching staff. Coming out of high school before taking up his duties as Principal of Cesaria Evora College in Montreuil, David Real knew what the seminars brought.” in terms of self-esteem “. ” Generally, artists come in with a clear idea of what they want to do; in contact with students this idea is developed. This is what makes the program interesting. “, he continues, before concluding: ” We feel that something is happening in the institution. This is completed at the time of restitution. Everyone – parents, teachers – see the work done. And for the artist, this is a transformation, it’s just the return of things. “.
” Whether it is an artist, a child-student, a teacher, not forgetting through the mediation of parents, everyone should feel good in their place. “, says Pascal Meny, adviser for education in the field of plastic arts in the departmental services of national education of the Seine Saint-Denis. ” Sometimes teachers don’t feel legitimate enough. Through co-creation with the artist, they can gradually take over artistic creation. “.
How can the presence of artists in a school have a long-term impact on the territory?
Recalling the important role that the Foundation for Culture and Diversity plays together with the Ministry of Culture, in particular with regard to equal opportunities, but with regard to schools and the work aimed at destroying their elitist image, Nathalie Coste-Cerdan, director of La Fémis asks about ” stability programs in the area.
Jean-Jacques Paysan, Academic Delegate for Arts and Culture at the Académie Créteil, recalls that the relocation of the Parisian Beaux-Arts sculpture workshops to the territory of Saint-Ouen is at the heart of the AIMS program as we know it. today, very quickly came up with the idea to organize art residences “. With the imperative: strict requirement for the qualifications of the involved artists “. The advantage of the program is that ” away from reality and offer a horizontal way of organizing. The formula has justified itself: on the initiative of the only School of Fine Arts in Paris, we have now arrived at a national program “.
It is a mutually beneficial relationship for the affected public and the artist in territory that does not necessarily belong to them.
The close relationship with the territories is also one of the reasons for the program’s success. ” Artists often meet with neighborhood associations. A network is being created around these residences. Children never have such a sense of belonging to a territory as during an exhibition that brings together the work of different classes. “says Aurélie Lesu, in charge of artistic and cultural awakening and education, childhood and family, in the general delegation for transmission, territories and cultural democracy of the Ministry of Culture.
In a city like Cergy, which brings together residents of 142 different nationalities, cultural policy takes on its full significance “, emphasizes Christophe Bennet, director of culture and heritage of the municipality. ” The principle of residence embodies a kind of link between arts and cultural education and cultural rights. It is a mutually beneficial relationship for the affected public and the artist in territory that does not necessarily belong to them. “. With regard to cultural rights, Aurelie Lesu insists on the key message of the program – actions towards parents: “ the program is a way to tell them that they, too, are cultural bearers “.
Thanks to the cultural pass and ADAGE, the application dedicated to it is an artistic and cultural education in general, regardless of the AIMS program alone, which is promised to be developed in these territories in the future, with the enthusiasm of Jean-Jacques Paysan and Christophe Bennet. .
Perspectives of cultural institutions and artists
“What does meeting an artist do to a student? » : at the end of the seminar, Emmanuel Thiblou, director of the National School of Decorative Arts, puts this central question at the center of the discussion. ” It intervenes in the blind spots of the education systemhe answers, in the life of forms, attention to the sensible, to silence, to sound, to visual forms, to material cultures – this approach is fundamental in a world marked by environmental problems – to practice. This gives a real experience of art: the student gets to know the artist and can engage in a direction that he would not have thought of otherwise. “.
” The kids took me to places they liked says Timothy Chalazonitis, AIMS artist at Paris-based Beaux-Arts. ” We are right on the ground. In the same way, we immediately perceive the echo that what we do together can have in the city. “. Eddie Turkey, AIMS artist at the National School of Decorative Arts highlights moments of perspective that highlight the journey: ” The end of the dissertation is the translation. This is an interesting topic to think about for all participants in the program. “.
The meeting with the artist awakens the student to the life of forms, to attention to the sensual, to silence, to sound…
Cathy Bouvard, Director of Ateliers Médicis, talks about the pilot projects under the “Creations in Progress” program launched by the Ministry of Culture: ” These are creative projects, 90% of which are located in rural areas, which have common areas in schools. Each artist has 11,000 euros to develop their project. Today we are dealing with the young generation of artists, for whom the attitude to the territory is very important. The challenge is to create an ecosystem around the artist. “.
” We constantly separate the worlds of artists and education. The task today is to reconcile them, to recreate these connections, as evidenced by the AIMS program. Our schools should be little republics “, concludes Emmanuel Etis, Rector of the Academic Region of Brittany, Vice-President of the Higher Council for Artistic and Cultural Education, Professor at CNAM – National Higher Institute for Artistic and Cultural Education in Guingamp.
Individual system of art and cultural education
With the support of the five national higher art schools of Paris, united under the PSL – Beaux-Arts de Paris, the National Higher Conservatory of Dramatic Arts (CNSAD), the National Higher Conservatory of Music and Dance of Paris (CNSMDP), the School of the National School of Decorative Arts (ENSAD) and the National School of Visual and Sound Professions (La Fémis) – Artists’ Training School (AIMS) receives all the votes after five years of existence. It offers young graduates a unique experience of artistic transmission in a school environment, and for students of schools in Ile-de-France, located in the priority education network, an invaluable exposure to art and culture. It is emitted inside and outside the school premises. So many elements were covered during the training workshop held on November 24, 2021 at the National Conservatory of Music and Dance in Paris.