S’INTERROGER SUR LES REPRÉSENTATIONS RELATIVES AUX ARTS PLASTIQUES À L’ÉCOLE POUR ACTUALISER LA FORMATION ENSEIGNANTE
Questioning Representations Relating to the Visual Arts in School to Update Teacher Training

Summary/Abstract: Our research evaluates the results of a long reflection on teachers training in visual arts in primary schools of Quebec. This exploratory study of a qualitative type analyzes the representations of future teachers as to the role of arts in school (dominance of “traditional” criteria in art, “free expression” and “production of items” as main goals of arts education at school). The results highlight the urgency of improving the initial training of the teachers in the field of artistic education. This involves integrating three essential dimensions linked to the findings of current research in artistic education, into the student curriculum, namely: the disciplinary dimension (arts skills to be taught/learned), the integrative dimension (educating through art), and the cultural dimension (training of people who transmit culture through art). The conclusions underline, in a historical perspective on artistic education in Quebec, the need to critically review the effects of the old doxas in order to deconstruct possible obstacles to the updated understanding of the arts at school and to give artistic education its full disciplinary, educational and cultural dimension.

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