000			01789cam a2200301 4500500
005			20250128002754.0
041			_afre
042			_adc
100	1	0	_aKerlan, Alain _eauthor
245	0	0	_aPortrait(s) of the artist as a pedagogue
260			_c2022.
500			_a64
520			_aThe educational problem of the arts and the place occupied by the artist cannot be clarified without disentangling the threads in which they are caught. The same is true for preserving the emancipatory perspective of artistic education. This issue is most often approached from the point of view of the school. Yet it is necessary, above all, to see it from the point of view of art and artists. The intervention of the artists themselves in the educational field only takes on its full meaning if it is also considered as an internal development in the field of art itself. The history of modern art intersects that of education and childhood. By situating ourselves at this crossroad, we can understand the artistic approach in its singularity, as it unfolds in what Rancière calls “the aesthetic regime of the arts”, as an educational process. It is then as a provisional ignorant schoolmaster that the artist opens up in school the possibility of heterotopic moments.
690			_aemancipation
690			_aignorant master
690			_aart
690			_aart education
690			_aartist residency
690			_aaesthetics
690			_aemancipation
690			_aignorant master
690			_aart
690			_aart education
690			_aartist residency
690			_aaesthetics
786	0		_nLe Télémaque | o 60 | 2 | 2022-01-14 | p. 81-94 | 1263-588X
856	4	1	_uhttps://shs.cairn.info/journal-le-telemaque-2021-2-page-81?lang=en&redirect-ssocas=7080
999			_c1052842 _d1052842