Créer des citoyennes et citoyens artistes : mouvements transformationnels en éducation et programmation artistiques
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Le professionnalisme croissant, un marché de l’art dynamique et la révolution technologique appellent une refonte de l’éducation artistique et de la programmation muséale. Cet article donne un aperçu des approches de rechange qui ont émergé au cours des 50 dernières années et de l’urgence de nouvelles itérations. En tant que professeure d’art, j’ai fait la promotion d’autres types d’école d’art, notamment des stages sur le terrain, des écoles libres et des ekstitutions (désinstitutions). C’est au cours de mes quatorze ans de travail au Mexique que j’ai découvert certains mouvements culturels tels que les internats en zone rurale, l’École de sculpture libre et le Centre de documentation interculturel. De retour au Canada, dans mes fonctions d’éducatrice en milieu muséal, mes programmes furent influencés par des concepts tels que virages pédagogiques, programmes participatifs, hacking muséal et le travail social muséal. Cet article introduit des mouvements transformatifs d’éducation artistique et de programmation ayant pour but de former des citoyennes et citoyens artistes, désireux de contribuer à une société planétaire.
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