Les arts plastiques : un enseignement au service d’un savoir fondamental, le respect d’autrui

Abstract

Arts education is seen as being able to develop skills that would allow everyone to open up and integrate into the world. This is why this article questions the particular role of the visual arts in the development of metacognitive skills, in particular the process of self-regulation in order to strengthen respect for others presented by the Ministry of National Education as fundamental knowledge. Through an Anglo-Saxon system inspired by Science, Technology, Engineering, arts and Mathematics, Tinkering for Learning, applied to the practice of plastic arts in elementary school, we hypothesize that this teaching participates in learning respect for others at the heart of the social skills necessary for the citizen of 2030. The target audience for this study is made up of pupils enrolled in priority education networks, often far from artistic culture. It is a question of evaluating the efficiency of a pedagogical device involving the implementation, by teachers, of an experiential practice in plastic arts on the reinforcement of fundamental knowledge “respect others” in pupils aged 6 to 8 years.

Keywords

• arts plastiques
• savoirs fondamentaux
• respect d’autrui
• autorégulation