University of Arts in Belgrade M.A.

Cultural management and cultural policy

Course: Cultural policy Professor: Vesna Djukic

Arts Education: programs and models

Comparative analysis EU countries: France, Italy Non-EU countries: Serbia, Switzerland

Student: Ljiljana Milivojevic Belgrade, June 2009.

Contents:

Introduction..3 Analyzing the situation..4

France.4 Italy..5 Serbia..6 Switzerland.7

Comparing the situation8 Identifying the problem..9

France.9 Italy.10 Serbia10 Switzerland...11

Recommendations..11
France...11 Italy........12 Serbia12 Switzerland.......13

Conclusion..14 Bibliography...15

Introduction
Art is a potential link between differences- Susanna Lacey; Art is all around usClaes Oldenburg; Art is in harmony parallel with nature- Paul Cezanne; A painting is one mental thing- Leonardo da Vinci; Everyone is an artist- Joseph Beys; There are numberless possible definitions, answers, ideas, opinions about art and artistic works. To understand those definitions, also as art, artists and their work, it is necessary to have some knowledge or to be involved in creation of art. Understanding of art and culture is crucial for preserving the heritage and culture of every nation.

The basic rationale for making Arts Education an important and, indeed, compulsory part of the educational program in any country emerges from these rights: every child and adult have the right to education and to opportunities that will ensure full and harmonious development and participation in cultural and artistic life. Culture and the arts are essential components of a comprehensive education leading to the full development of the individual. Therefore, Arts Education is a universal human right, for all learners, including those who are often excluded from education, such as immigrants, cultural minority groups, and people with disabilities. These assertions are reflected in the following statements about human rights and the rights of the child. 1

The Universal Declaration of Human Rights Article 22 Everyone, as a member of society is entitled to realization of the economic, social and cultural rights indispensable for his dignity and the free development of his personality. Article 26 Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms... Article 27 Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.

The Convention on the Rights of the Child Article 29 The education of the child shall be directed to (a) the development of the child's personality, talents and mental and physical abilities to their fullest potential Article 31 State parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity.
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Road Map for Arts education - The World Conference on Arts Education, Lisbon 2006

Why those four countries? France and Italy are countries with a well known cultural wealth and history. Do they, and how they are transmitting the cultural knowledge to future generations? Switzerland claims to have one of the world's best education systems, therefore it will be interesting to see how much is arts education present in their program. Serbia, a country that had recent changes in education is also an interesting case study.

Analyzing the situation

France
In France, it is widely recognized that culture is a key factor in shaping the quality of life and fulfillment of each and every individual. According to the French Constitution, all people and citizens have a possibility to participate in cultural life and have equal access to culture. This is the main characteristic of the current cultural policy model and it can be recognized in Arts Education: all children receive a basic education in the arts, determined by the Ministry of Education. The government has responsibility for artistic and cultural education and training as it has for general education. This takes place either within the school framework (visual arts, music, specialized training in theatre, in film, in the maintenance of cultural heritage), or by means of specialized schools at national or territorial level (academies), or by associations and popular education. This educational and pedagogic aspect of government cultural action is, of course, closely linked with the issue of access to, and participation of, individuals in cultural life.

Arts Education exists on different levels: it is involved in obligatory programs of primary and secondary schools, and also is present as an option in high schools determined by the Ministry of Education; in public art schools, mainly funded by the municipalities there is a great number of music schools, but a lack of dance and dramatic art schools; in institutions of "Higher Education Culture" (Enseignement Suprieur Culture, ESC) ), supervised by the Ministry of Culture and Communication, includes the national academies for music and dance of Paris and Lyon, the School of the Louvre, the national Institute for Heritage, the 20 schools of architecture, the 57 schools of art; on the level of specialized university education - courses for cultural professions, including 268 Masters Degrees in cinema, exhibitions, museums, heritage, books, science and technology, performing arts, cultural tourism, multi-field activities;

Institutions that participate in Arts Education development are The Ministry of Education and Research and the Ministry of Culture and Communication. Co-operation between those two institutions brought the Five-Year Plan for Arts and Culture in Schools main goals of the Plan were support for innovative educational initiatives and the training of arts and cultural contributors, mediators and teachers. A number of towns and cities are partners in national institutions and endeavor to increase cultural support in their localities by developing readership and Arts Education programs. The High Council for Artistic and Cultural Education, installed in 2005 has a great role in merging arts and education. The municipalities bring Arts Education to theirs inhabitants and spend an average of 25 euro per inhabitant for that purpose. Arts Education represents one of the most important areas of their competency.

Italy
Since 1995 four different government coalitions followed one another. They brought a different issues and priorities in cultural policy development. Most of the priorities were related to the financing, the development of public-private partnership, extensive and profound changes in legislation, fostering Italian national identity, the implementation of coordination strategies with the tourism sector through cultural tourism itineraries. From the spring 2008, Italy has new cultural policy guidelines outlined by the cultural sector of the centre-right government. One of the key priorities is to give a strong boost to contemporary arts (visual arts, architecture, music, performing arts and literature), by "investing in beauty and in the future".

In spite of Italys tremendous wealth of artistic heritage, Arts Education is not among important issues of cultural policies and it is not included in the regular program of primary and secondary education. On the level of higher education there are some schools with art programs: Classical High School (Liceo Classico) - art history has traditionally been included in the school curriculum; Fine Arts High School (Liceo Artistico) preparation for university studies in painting, sculpture or architecture; Artistic Schools (Istituto d'Arte) preparation for work within an artistic field; University Arts Education exists in several cities and regions. There are programs for music, fine and visual arts, art history, dance, architecture, theatre, cinema Arts Education is not only a part of educational and cultural programs; it has a great role in tourism and its offer. There are around 70 art schools for tourists with various professional and academic art courses (painting, drawing, sculpture, opera, history of Italian Art, fashion, design, ceramics, photography and jewelry). 5

The Ministry for Education and the Ministry for the Heritage and Cultural Activities are responsible for the bringing arts to schools and they have signed a protocol to jointly promote a better knowledge and appreciation of the heritage. Agreements for the promotion of education in the performing arts have also been in place for quite a long time between the Ministry for Education and AGIS - Italian General Association for the Performing Arts.

Serbia
During last 50 years Serbia has been going through stormy periods and phases of political change. Different regimes brought with themselves different cultural policies. From Stalins model of culture, that existed in early 50s, through democracy and decentralization, which are caused founding new cultural institutions and multicultural character, cultural policy had its transformation in 2001 and new procedures were introduced. Key competence for cultural policy-making and funding is the responsibility of the Ministry of Culture. In last few years very important were the projects that the Ministry of Culture selected, and which were supported within the framework of the National Investment Plan. In 2008, according to the more defined policies, the Ministry focused on programs that contributed to systemic changes in the cultural field. Open competitions to fund projects have been set up in several areas, some of them are Arts Education, research in culture and support to professional Arts Education.

Arts Education has been integrated in the curricula of primary and secondary schools. In 2003, a new Law on Education has introduced some changes workshops and extracurricular activities are included in different disciplines: literature, music, fine arts and drama. On the secondary level there are music schools (six in Belgrade), two ballet schools, schools for design and crafts. In the fields of theatre, film, fine arts, radio and TV four public universities and a few private schools offer their programs. Higher artistic education is fulfilling the needs of different professional qualifications except in the fields of ballet, dance and choreography, as well as puppet theatre. All relevant and important categories of Arts Education are present in the educational system and also are the part of cultural policy issues. Music education is the most developed and exists along specific educational lines, starting with Elementary Music Schools (in each municipality), Secondary Music Schools (in big cities) and Schools of Higher Musical Education (University of Art in Belgrade, Novi Sad, Kragujevac and Nis). Arts Education also exists outside of the school curriculum. Municipal cultural institutions or individual artist are proposing courses, workshops and events, mostly paid by the participants.

The Ministry of Education and Sports and the Ministry of Culture are working together on a task of bringing arts into schools. Public art institutions occasionally have projects that involve arts and education, but they do not have Arts Education policy or department.

Switzerland
"Switzerland's cultural tapestry is a patchwork of twenty-six cantonal approaches rather than a single, national design. Like education, support to the arts is a cantonal responsibility." Pro Helvetia Swiss cultural policy model is based on two elements: federalism and double subsidiartity. Double subsidiarity is related to the financial need and it means that public resources for culture are provided to the cities by the cantons and to the cantons by the federal government (bottom-up approach). Federalism means that measures are decided upon and implemented on a local and regional level. In the last few years Swiss federalism and cultural policy had experienced a new orientation. Efforts towards achieving a common cultural policy framework between the federal government, cantons and cities are starting to take form, albeit slowly.

Education may vary significantly between cantons, because each canton is responsible for its educational services (kindergarten, schools, and universities). Arts Education is included in educational programs of all cantons. In primary and lower secondary level of education there are art subjects such as music, drawing and design. On the upper secondary level recently, new types of Gymnasia have been introduced, such as the Musisches Gymnasium ("secondary school of art") which focuses on music and art. Switzerland is in the process of setting up universities of applied sciences, which include universities of art and design. One of the main goals is to integrate them into the Swiss tertiary education system and to support concentration and thematic priority setting.

The inter-cantonal cooperation and school coordination is one of the tasks of the Swiss Conference of Cantonal Ministers of Education (EDK). All cantonal government members responsible for education, literacy, culture and sport are represented in the EDK. The Confederation issues regulations for the professional education system at the upper secondary level as well as the tertiary level and is responsible for the universities of applied sciences (Fachhochschulen - FH).

On the long-term agenda of the Federal Office of Cultural Affairs (BAK) are the promotion of professional Arts Education, the formal recognition of artistic professions and the re-training of artists who are no longer able to practice their art or trade. First concrete measures are being taken in the dance sector.

Comparing the situation

EU countries France Italy

Primary, secondary and high school; Public art schools, Institutions of "Higher Education Culture", Specialized university education; High school (classical, fine arts) Artistic schools, Art universities;

non EU countries Serbia Switzerland

Primary, secondary and high school; Music schools, Ballet schools, schools for design and crafts, University of art Primary and lower secondary level, Secondary school of art, Universities of art and design;

presence of arts in education

institutions and organizations involved in Arts Education development

The Ministry of Education and Research, The Ministry of Culture and Communication, The High Council for Artistic and Cultural Education, Municipalities;

The Ministry for Education, The Ministry for the Heritage and Cultural Activities, Italian General Association for the Performing Arts;

The Ministry of Education and Sports, The Ministry of Culture;

Swiss Conference of Cantonal Ministers of Education (EDK), The Confederation, Federal Office of Cultural Affairs (BAK);

programs and projects

Five-Year Plan for Arts and Culture in Schools, Arts education programs developed by towns and cities;

Protocol for promoting a better knowledge and appreciation of the heritage, programs for the promotion of education in the performing arts;

Changes with a new Law on Educationworkshops and extracurricular activities;

Promotion of professional arts education, the formal recognition of artistic professions and the re-training of artists

As we can see from the table above, France and Italy, although they are members of EU, have a different cultural policy models regarding to the field of Arts Education. In France art is present in every level of education, while in Italy art programs are included only from the higher education. Non EU countries, Switzerland and Serbia have similar program of art in schools - it is included in curricula of primary and secondary school and exists on the higher level of education. In every country has been shown different situation of presents of arts in education. Italy does not apply god strategy on that field a little number of schools has art programs, and that is very strange situation when you take in consideration great cultural wealth and art history of Italy. In France, institutions and organizations with their programs and projects have a very good practice. They have a unique goal to bring the culture and art to every individual. Italian institutions officially have been set up agreements and protocols in the field of Arts Education and the results are not visible. Besides changes that a new Law on Education brought in Serbia, institutions and organizations do not have significant programs of Arts Education, while in Switzerland there are Arts Education policy goals present in the projects and programs, but they may vary between cantos.

Identifying the problem

France
One of the main cultural policy priorities in France is taking action in the field of Arts Education. It is present in every level of education and brought to every child. This field includes Arts Education in schools, for which the government is mainly responsible, and Arts Education during leisure time, which is administrated by local and regional authorities. Municipalities have the major share of responsibility for this field. This separation of responsibilities and actions is a very good and effective way for bringing Arts Education to a wider population. Very good practice is accomplished in the partnership between the different ministries and between ministries and local and regional authorities. One of the products of that kind of cooperation is Five-Year Plan for Arts and Culture in Schools. Training of arts and cultural contributors, mediators and teachers that this project enable, has great importance in improving their skills to develop their students potential to create, critique and innovate. This is a case of successful design and implementation of Arts Education program.

Italy
In last 15 years priorities of the Italian cultural policy were budgeting, public-private partnerships, legislation, coordination strategies with the tourism sector. There is a lack of elements and objectives related to the transmitting cultural knowledge and Arts Education. As already mentioned, great artistic and cultural wealth is a characteristic of this country, but it is not valued in the educational system. Arts Education is not systematically included in the primary and secondary school curriculum. In comparison with neighboring countries, musical education is considered to be inadequate, in spite of the well known tradition in this field. Cooperation between the Ministry for the Education, the Ministry for the Heritage and Cultural Activities and the AGIS (Italian General Association for the Performing Arts) has brought protocol for promotion a better knowledge in the field of heritage and promotion of education in the performing arts. There is no official cooperation between the community-cultural centers, towns and municipalities determined by the cultural policy makers. Italian cultural policy do not have adequate and significant Arts Education program.

Serbia
Political situation and changes that been going on for the last 50 years, had influenced on cultural policy and its development. New forms and practices in this field was founded and defined by the Ministry of Culture in 2001. Arts Education is not on the list of priorities of the cultural policy, but it is present in every level of obligatory school curriculum. Although a new Law on Education has introduced some changes (workshops, extracurricular activities) there is a lack of innovative approach for bringing arts to the children and young persons. There is also a missing awareness among them of their natural and cultural environment. Arts Education, like all types of education, must be of high quality to be effective. Very often is the case that art educators are not qualified and skilled. Therefore, projects for training and improving skills of art educators are needed. The Ministry of Culture and the Ministry of Education and Sports are partners in Arts Education programs. Other state art institutions do not have Arts Education policy or department. Municipal cultural institutions and individual artists are proposing courses and workshops, but they are mostly paid by the children themselves. Arts Education has its place in cultural policy, but it must to be improved and refreshed with innovative way of acting of all cultural institutions. 10

Switzerland
Cultural priority is national cohesion - cultivating and fostering peaceable collective life and mutual understanding among the diverse cultural communities, both Swiss and foreign. Because of the Swiss partition on cantons it is difficult to concentrate cultural policy measures on a common goal. Therefore, elaboration and notation of long-term perspectives is a very complex task. This also refers to the Arts Education cultural policy. Arts Education program is included in all levels of education, but it may vary between cantons. Status of universities of art and design is not defined. There is no cooperation between state institutions, Federal Office and Ministries in the field of Arts Education. Only Federal Office of Cultural Affairs (BAK) is dealing with the promotion of professional Arts Education, the formal recognition of artistic professions and the re-training of artists. Unique cultural policy goals and creation of effective network of cultural institutions are necessary in Swiss cultural policy model.

Recommendations
France
As already mentioned in the previous chapter, France has a successful designed and implemented program of Arts Education. For further development and creation of more improved Arts Education cultural policy it is necessary to document all the mechanisms and measures taken by policy makers. Also, very important and significant would be founding of an accessible body of information, that will be a feedback for improving practice of France, and other countries cultural policy makers. Recommendations for policy makers founding accessible body of information that will document all taken measures and results in Arts Education; develop a complete databank of human and material Arts Education resources and make this available to all educational institutions, including via the Internet; take research into account when program decision are made and articulate new norms of assessment of the impact of Arts Education; 11

Italy
Arts Education does not have an adequate place in cultural policy therefore it is necessary for Italian cultural policy makers to acknowledge the importance of developing an Arts Education policy, also as a raise public awareness about social impact that can be accomplished through that field. Recommendations for policy makers acknowledge the importance of developing an Arts Education policy; implement the Arts Education programs in curriculum of all levels of education as well as in non-formal education; give Arts Education permanent place in educational system; promote partnerships among ministries and governmental organizations to develop sustainable Arts Education policies and strategies; creation of specific advocacy action plans by the government officials, educators, artists, NGOs, lobby groups, members of the business community; encourage partnerships among schools, artists and cultural institutions; create a network of cultural centers and other Arts Education spaces and facilities for youth; Recommendations for schools and educational centers creating a demand for Arts Education and skilled arts educators; provide support and assistance for teaching and learning in and through the arts; include innovative programs in Arts Education (extracurricular activities and workshops with the artist);

Serbia
Missing awareness among young people and children of their cultural environment and heritage is the issue that must be taken into consideration when the Serbian cultural policy is built. Cultural policy makers must take actions and measures to develop strategies that transmit and sustain cultural and aesthetic values. Two main strategies for achieving effective Arts Education that also must be included in cultural policy are: relevant and effective education of teachers and artists, and the development of partnerships between education and cultural systems and actors. It is necessary for cultural institutions to set up their own cultural policy and departments. Recommendations for policy makers put Arts Education on the list of priorities of cultural policy model; 12

use Arts Education in preparing audiences to appreciate artistic manifestations; define and set up cultural policy and departments of state cultural institutions; promote cooperation and partnership between ministries, state institutions, cultural and educational institutions; make education of arts teachers a new priority within the education system, enabling them to contribute more effectively to the process of learning and cultural development; develop strategies for implementation and monitoring to ensure the quality of Arts Education; encourage innovative approach and implementation of a new vision for arts and learning; produce and make available to all educational and cultural institutions the material resources necessary for the effective delivery of the arts (space, media, books, art materials and tools);

Recommendations for schools and educational centers promote the value and importance of Arts Education; support professional development and prosperity of teachers and artists; create cooperative projects of non-formal Arts Education;

Switzerland
Due to the Swiss partition on cantons and their separate approach to the cultural policy goals, it is necessary for cultural policy makers to make efforts towards achieving a common cultural policy framework. Unique and sustainable Arts Education cultural policy will improve implementation of the program and communication between the actors. Cooperative projects between Swiss Conference of Cantonal Ministers of Education (EDK) and Federal Office of Cultural Affairs (BAK) would also have a positive effect on the Arts Education cultural policy goals and issues. Recommendations for policy makers design unique and sustainable cultural policy for all cantons include research in creation of cultural policy and new norms of assessment of the impact of Arts Education; through Arts Education cultural policy articulate link between cantons, communities, educational and cultural centers; promote partnerships and cooperation between Swiss Conference of Cantonal Ministers of Education (EDK), Federal Office of Cultural Affairs (BAK) and Confederation; integrate cultural institutions, artists, foundations and media in the educational process; make Arts Education available inside and outside schools and create a nonformal Arts Education program; 13

make education of arts teachers available to enhance the quality of Arts Education delivery; promote innovative approach of bringing arts to children and young people;

Recommendations for schools and educational centers provide support and assistance for teaching and learning in and through the arts; make active and sustainable partnerships between educational centers, schools and the wider community; promote collaborative school-community projects;

Conclusion
In many countries cultures are being lost because they are not valued in the educational system or are not being transmitted to future generations. Therefore, it is important to have educational systems that incorporate and transmit cultural knowledge and expressions. That kind of system is present in France in form of Arts Education in both formal and non-formal educational settings. Other countries that were analyzed must improve their educational and cultural strategies and policies by transmitting and sustaining cultural and aesthetic values and identity.

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Bibliography

Road Map for Arts education - The World Conference on Arts Education, Lisbon 2006 Educating for Creativity: Bringing the Arts and Culture into Asian Education - Report of the Asian Regional Symposia on Arts Education, UNESCO 2005. http://www.culturalpolicies.net/web/index.php http://en.wikipedia.org/wiki/Main_Page http://www.insea.europe.ufg.ac.at/index2.htm http://www.educa.ch/dyn/67389.asp http://www.cortex-culturemploi.com/ http://rome.angloinfo.com/countries/italy/schooling.asp http://www.it-schools.com/sections/italian-art-schools-in-italy/ http://ec.europa.eu/culture/portal/sites/members/france_en.htm http://ec.europa.eu/culture/portal/sites/members/italy_en.htm http://www.swissart.net/e/guide/index.php3?gl_cont=%2Fe%2Fguide%2Forganizations_schools_a rthist.php3 http://www.about.ch/education/index.html http://portal.unesco.org/culture

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