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Статті в журналах з теми "Éducation artistique et sociale"
Lebon, Francis. "Les musiciens intervenants : artistes, pédagogues ou travailleurs sociaux ?" Diversité 173, no. 1 (2013): 87–92. http://dx.doi.org/10.3406/diver.2013.3767.
Повний текст джерелаFitch, Sebastien. "Derailing Dewey: Art Education and Social Reconstruction | Déraillement de Dewey : éducation artistique et reconstruction sociale." Canadian Review of Art Education / Revue canadienne d’éducation artistique 44, no. 1 (December 12, 2017): 74–84. http://dx.doi.org/10.26443/crae.v44i1.10.
Повний текст джерелаMargas, Nicolas, Céline Buchs, and Claire Cazin. "La création d’affiliation en éducation physique." L'Education physique en mouvement, no. 1 (December 13, 2022): 4–8. http://dx.doi.org/10.26034/vd.epm.2019.3467.
Повний текст джерелаCitterio, Raymond. "Le partenariat culturel. Exemples et réflexions." Migrants formation 85, no. 1 (1991): 128–38. http://dx.doi.org/10.3406/diver.1991.7268.
Повний текст джерелаRull, Marion, and Nicolas Margas. "Régulation des menaces inhérentes aux activités physiques et sportives et construction des attitudes interpersonnelles et intergroupes : revue théorique et perspectives." Movement & Sport Sciences - Science & Motricité, no. 105 (2019): 61–77. http://dx.doi.org/10.1051/sm/2019012.
Повний текст джерелаGervais-Ledoux, Emily. "La charge de lectrice à la cour de France au XVIIIe siècle." Histoire et civilisation du livre 19 (September 26, 2023): 33–55. http://dx.doi.org/10.47421/hcl_19_33-55.
Повний текст джерелаZask, Joëlle, and Alain Kerlan. "Éducation artistique et démocratie." Recherche & formation, no. 86 (December 31, 2017): 115–21. http://dx.doi.org/10.4000/rechercheformation.3043.
Повний текст джерелаLabrie, Marie-Pierre. "Intrications entre conception de design pédagogique et expérience de création." Canadian Review of Art Education 49, no. 1 (December 15, 2022): 63–78. http://dx.doi.org/10.26443/crae.v49i1.153.
Повний текст джерелаMasset, Delphine. "Eclectisme dans l’art et éducation artistique." Emulations - Revue de sciences sociales, no. 3 (September 11, 2018): 41–48. http://dx.doi.org/10.14428/emulations.003.002.
Повний текст джерелаPetitat, André. "Éducation diffuse et relation sociale." Education et sociétés 16, no. 2 (2005): 155. http://dx.doi.org/10.3917/es.016.0155.
Повний текст джерелаДисертації з теми "Éducation artistique et sociale"
Louvel, Romain. "La provocation expérimentale : étude consacrée à la provocation expérimentale dans l'art et à son usage dans une pratique artistique." Phd thesis, Université Rennes 2, 2010. http://tel.archives-ouvertes.fr/tel-00552030.
Повний текст джерелаFenard, Manon. "Médiation culturelle et inégalités sociales de réception des oeuvres en contexte scolaire." Thesis, Paris 8, 2018. http://www.theses.fr/2018PA080078.
Повний текст джерелаThis thesis proposes to interrogate the educational and cultural education partners of the school on their potential role in the construction of social inequalities of reception of works in school context. This thesis effectively demonstrates the socially contrasting nature of the aesthetic receptions undertaken by middle school students from different socio-academic backgrounds. We are interested in understanding how cultural mediation practices can contribute to reinforcing or reducing these inequalities. This thesis uncovers the practices that contribute to "passive and active differentiations" between students to the detriment of the most fragile students. We propose to study these misunderstandings, to compare the reception of the song and the contemporary art in order to treat more generally the artistic reception in a transversal way but also in order to bring out specificities related to these two mediating objects. Our party is essentially focused on the study of the cognitive processes involved in the scholarly reception of works of art, and on the intellectual formation that it presupposes for their "enigma" and their analytic and problematized reading. More generally, our research work intends to participate in a reflection on the necessary conditions of a formation of the scholarly thought of the students of popular milieus by the school confrontation with works of art
Mazière, Christelle. "La transmission du patrimoine par l’enseignement des arts." Thesis, Corte, 2015. http://www.theses.fr/2015CORT0002/document.
Повний текст джерелаResearch has focused on the role of the arts in an inventory of educational practices through primary school, following the introduction of the teaching of Art History in 2008, and also considered the issue of social demand. The objective of the research was in first to identify teachers' practices in the field of arts education, and also to understand how this course contributes to the transmission of cultural heritage in schools. The research builds on both a survey of an academy, with teachers and parents, and on observations of teaching. In a first part, we observe how arts education was structured through legislative changes and influences that have led to its definition today. The official texts attest to a willingness to democratize art through the school system by teachers' practices. From the definition of arts education which is now based on the teaching of art history, cultural practices of class and artistic workshops, research has also examined the relationship between the teaching and the notion of cultural heritage. The second part focused on the cultural practices of families from a sample of parents, and social demand, that is to say, the expectations of parents toward school and tried to answer the question of the role of the educational institution in the transmission of cultural heritage and its implications in the context of a multicultural society. Thus, instead of arts education today seems to be unanimous among players, but the fight has moved to the grounds of the issue of equality. That's what mapping analysis (ArcGIS) helped bring to light. Finally, we reported on the teaching practices observed in the field observations. If this research has allowed one hand to identify the practices of teachers, resources and practices that they mobilize in their class, the lower bound or upper bound factors practices, on the other hand it will help identify actors interacting in the context of the observed object and for which we have developed for the purpose of analysis and reading the theory of educational stakeholders to develop a comprehensive approach to the object
Wagner, Izabela. "La production sociale des violonistes virtuoses." Paris, EHESS, 2006. http://www.theses.fr/2006EHES0068.
Повний текст джерелаIn this work, the education of the soloists is analysed throughout the multiple collective's action of people who, directly or not, play an important role in the transformation of young violinist into a soloist. Study concerns the soloist's class, organized and workind around a teacher. These classes are active in different European's city. The soloist's education is analysed such as a career, wich is composed of three stages wich are determined by the relation, wich the young virtuoso maintain with the people who participle in their education. The contribution of each category (parents, teachers, accompanists, violin makers, conductors, agents etc. ) must be realized in special temporality and logical order. The future elite member's education is a collective work of high precision - the social production
Caune, Jean. "L'Action culturelle : communication sociale et phénomène artistique." Grenoble 3, 1989. http://www.theses.fr/1989GRE39026.
Повний текст джерелаCultural action could be defined as a hole of institutions and experiences supposed to broadcast the artistic patrimony and to contribute to a contemporary cultural production for a grater number of people. Cultural action has gone through the different stages that make its analysis possible. The archeology and the genesis of cultural action lead to give a most important place to the idea of popular theater. The meeting with art, the broadewing of audiences, the transmission of the inheritance and the values. . . All this points have found new ansewers in a changing society. The goal was, at the same time, to mediate beetween artistic phenomenae and populations, and also to change the relation ship beetween the individual and the society. In this way, cultural action suffered the conflicts of french society. Its communication function could only increase the social contradictions expressed through the world of ideas
Mora, Aragón Kleiberth Lenin. "La orquesta participativa : estrategia de resiliencia y (re)inserción social en el contexto penitenciaro." Electronic Thesis or Diss., Université de Lille (2022-....), 2024. http://www.theses.fr/2024ULILH032.
Повний текст джерелаThis action research analyzes the effects of collective musical practice in prisons, particularly in the detention centers of Bapaume (France) and Albolote (Spain). It uses art as a methodology to transform this hostile environment, characterized by violence, distrust, and fear, through orchestral practice and musical creation. This creates social spaces where imposed conviviality becomes accepted and sought after, as it is based on the reciprocity of exchanges and resonance (both musical and social), fostering favorable conditions for overcoming the trials of confinement. What is the impact of collective musical practice and creation in this context? What does prison do to art and research? The thesis attempts to answer these questions by showing the necessity of finding other methodologies and devices (the participatory orchestra) to account for the prison environment and its challenges. This action research (semi-structured interviews, quantitative and qualitative approaches) is combined here with research-creation to meet the needs of the investigation, which covers 9 interventions (from May 2016 to December 2022): three in Albolote with the participation of 8 women and 16 men, and six in Bapaume with 40 women and 90 men, totaling 138 participants and a mixed generational group aged 18 to 65. Its objective was to analyze the influence of the participatory orchestra as a strategy to (re)create spaces in the exercise of coexistence, promoting resilience and the (re)integration of detainees from Bapaume and Albolote. The research concludes that collective musical practice and creation constitute powerful tools of social education, opening possibilities not only for detainees but for the entire prison community and beyond, to society, likely to cast a new light on this population through concerts and creations organized within the prison
Esta investigación-acción analiza los resultados de la práctica musical colectiva en las prisiones, particularmente en los centros de detención de Bapaume (Francia) y de Albolote (España). Utiliza el arte como metodología para transformar este ambiente hostil, caracterizado por la violencia, la desconfianza y el miedo, gracias a la práctica orquestal y la creación musical. Así se forman espacios sociales donde la convivialidad impuesta, termina siendo aceptada y valorada, puesto que se sustenta en la reciprocidad de los intercambios y en una resonancia (musical y social), al motivar condiciones favorables para superar las dificultades del encierro. ¿Cuál es el impacto de la práctica y creación musical colectiva en este contexto? ¿Qué hace la prisión al arte y a la investigación? La tesis intenta responder a estas preguntas mostrando la necesidad de encontrar otras metodologías y dispositivos (la orquesta participativa) para dar cuenta del entorno carcelario y sus desafíos. Esta investigación-acción (entrevistas semi-estructuradas, enfoques cuantitativos y cualitativos) se combina aquí con la investigación-creación para satisfacer las necesidades de la investigación que se basa en 9 intervenciones (de mayo de 2016 a diciembre de 2022) tres en Albolote con la participación de 8 mujeres y 16 hombres y seis en Bapaume conformada por 40 mujeres y 90 hombres, con una participación global de 138 participantes y un grupo generacional mixto de 18 a 65 años. Su objetivo fue analizar la influencia de la Orquesta Participativa como estrategia destinada a (re)crear espacios en el ejercicio de la convivencia,que favorezcan la resiliencia y la (re)inserción de los internos de Bapaume y Albolote. La investigación permite concluir que la práctica musical colectiva y la creación son estrategias poderosas de educación social, abriendo posibilidades no sólo a las personas detenidas sino a toda la comunidad carcelaria y más allá, a la sociedad civil, que puede ver a esta población de manera nueva a través de los conciertos y creaciones organizados dentro de la prisión
Macaire, Élise. "L’architecture à l'épreuve de nouvelles pratiques : recompositions professionnelles et démocratisation culturelle." Thesis, Paris Est, 2012. http://www.theses.fr/2012PEST1179.
Повний текст джерелаSince the early 1990s, architects' collectives have placed emphasis on alternative approaches to the traditional process used to develop architectural or urban projects. These collectives privilege small scale interventions that permit a greater involvement of local residents in the project through actions requiring few means. Simultaneously close to “activist” artists and community education practices, these architects propose methods that ally the teaching of creativity and democratic participation. As a result, the activism and joint production with the public seems to outline the contours of action models that, although marginal, are contributing to changing traditional values within the field of architecture. A new socialisation of the activity carried out by architects seems to be taking shape through these forms of professional commitment. The thesis is organised into three parts. The first presents an assessment of the socialisation of architecture through two particular aspects: the social history of the profession and the movement towards the democratisation of architecture. The second chapter aims to clarify the forms of professionalism developed by the collectives through a description of the associative operational methods and the various fields of action (social and artistic interventions or educative and participative actions). Finally, the third part explores the methods through which architects and artists develop new skills by expanding their specific fields of reference
Mbala, Owono Rigobert. "Origine sociale et éducation au Sud-Cameroun." Paris 5, 1986. http://www.theses.fr/1986PA05H037.
Повний текст джерелаHa-Van, Ha-Hong-Van. "Isamu Noguchi (1904-1988) : conscience sociale et artistique d'un sculpteur américain." Paris 7, 1992. http://www.theses.fr/1992PA070042.
Повний текст джерелаThis dissertation takes for its starting point the beginnings of the pursuits which the american sculptor Isamu Noguchi (1904-1988) undertook from 1933. The objective of the dissertation is to understand and analyze how the artist's production fits within a definition of public sculpture; it also analyzes the artist's first conceptions of the monument, his political commitment, the situation of the artist during the great depression, and the competitions in which he participated from 1936 to 1940. It investigates Noguchi's arguments concerning the reintegration of the arts (1948-49) and deals with his research into a definition of leisure (1950-56). One chapter is dedicated to noguchi's collaboration with choreographers (Martha Graham, Ruth Page. . . ), and two others to the writing of an autobiography (1968) and to the creation of a monographic museum (1985)
Yoshida, Noriko. "La valorisation artistique et sociale de l'affiche en France (1889-1978)." Paris 10, 2003. http://www.theses.fr/2003PA100122.
Повний текст джерелаКниги з теми "Éducation artistique et sociale"
Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Éducation artistique, 1999. [Toronto, Ont.]: The Ministry, 1999.
Знайти повний текст джерела3, Université Stendhal-Grenoble, ed. L'action culturelle: Communication sociale et phénomène artistique. Lille: A.N.R.T, Université de Lille III, 1989.
Знайти повний текст джерелаFrance), Lib (Organization :. Logs: Micro-fondements d'émancipation sociale et artistique. Maisons-Alfort, France: Ére, 2005.
Знайти повний текст джерелаRaepenbusch, Sean Van. Politique sociale, éducation et jeunesse. 2nd ed. Bruxelles: Editions de l'Université de Bruxelles, 1998.
Знайти повний текст джерелаOntario. Le curriculum de l'Ontario 9e et 10e année: Éducation artistique. Toronto, Ont: Imprimeur de la Reine, 1999.
Знайти повний текст джерелаCatherine, Garnier, and Rouquette Michel-Louis, eds. Représentations sociales et éducation. Montréal, Qué: Éditions Nouvelles, 2000.
Знайти повний текст джерелаEducation, Ontario Ministry of. Le curriculum de l'Ontario 11e et 12e année, 2000: Éducation artistique. [Toronto]: Le ministère, 2000.
Знайти повний текст джерелаl'éducation, Ontario Ministère de. Éducation artistique: Le curriculum de l'Ontario 11e et 12e année, 2000. Toronto, Ont: Ministère de l'éducation, 2000.
Знайти повний текст джерелаJouvenet, Morgan. Rap, techno, électro--: Le musicien entre travail artistique et critique sociale. Paris: Maison des sciences de l'homme, 2006.
Знайти повний текст джерелаBru, Cécile Bourreau-Dubois et. ECONOMIE SOCIALE ET DROIT (TOME 2) - Economie sociale et solidaire, famille et éducation, protection sociale - XXVIème Journées de l'Association d'Economie Sociale (AES) ; Nancy, 7 et 8 septembre 2006. Paris: Editions L'Harmattan, 2006.
Знайти повний текст джерелаЧастини книг з теми "Éducation artistique et sociale"
Bordeaux, Marie-Christine. "L’éducation Artistique." In Culture et éducation non formelle, 33–46. Presses de l'Université du Québec, 2018. http://dx.doi.org/10.1515/9782760544550-006.
Повний текст джерела"Textes législatifs et réglementaires (sélection)." In Éducation artistique, l’éternel retour ?, 163–66. Éditions de l'Attribut, 2013. http://dx.doi.org/10.3917/attri.borde.2013.01.0163.
Повний текст джерелаDussault, Stéphane, and Moniques Richard. "LA PÉDAGOGIE DU PROJET ARTISTIQUE:." In L'école alternative et la réforme en éducation, 110–18. Presses de l'Université du Québec, 2000. http://dx.doi.org/10.2307/j.ctv18phdk6.15.
Повний текст джерелаSirota, André. "12 Psychologie sociale et éducation." In Traité des sciences et des pratiques de l’éducation, 135. Dunod, 2014. http://dx.doi.org/10.3917/dunod.beill.2014.01.0135.
Повний текст джерелаMiyamoto, Koji, and Arnaud Chevalier. "Éducation et santé." In L'éducation, un levier pour améliorer la santé et la cohésion sociale, 125–202. OECD, 2010. http://dx.doi.org/10.1787/9789264086333-6-fr.
Повний текст джерелаCarimentrand, Aurélie, Marius Chevallier, and Sandrine Rospabé. "Éducation Populaire, Animation et ESS." In Animation & économie sociale et solidaire, 37–58. Carrières Sociales Editions, 2017. http://dx.doi.org/10.4000/books.cse.586.
Повний текст джерела"Éducation, mobilité sociale et couches moyennes." In Perspectives économiques de l'Amérique latine 2011, 127–57. OECD, 2011. http://dx.doi.org/10.1787/leo-2011-9-fr.
Повний текст джерелаMartins, Emmanuelle. "Le rôle de paternité sociale du conjoint de l'assistante familiale." In Précarités et éducation familiale, 185. ERES, 2011. http://dx.doi.org/10.3917/eres.zaouc.2011.01.0185.
Повний текст джерелаBorgonovi, Francesca, and Koji Miyamoto. "Éducation et engagement civique et social." In L'éducation, un levier pour améliorer la santé et la cohésion sociale, 73–124. OECD, 2010. http://dx.doi.org/10.1787/9789264086333-5-fr.
Повний текст джерелаSchurmans, Marie-Noëlle. "La construction sociale de la connaissance comme action." In Théories de l'action et éducation, 157. De Boeck Supérieur, 2001. http://dx.doi.org/10.3917/dbu.baudo.2001.01.0157.
Повний текст джерела