Duration
36h Th
Number of credits
Lecturer
Language(s) of instruction
French language
Organisation and examination
All year long, with partial in January
If a student fails an examination during the first term:
- They are permitted to resit the assessed subject during the second term (May-June);
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
The course taught by Elise Vandeninden (30 hours) begins (in Q1) by addressing various concepts of culture, cultural policies, and the challenges of cultural mediation. It then focuses on the cultural practices of young people, examining the concept of socialization and the specific role schools play in this area. An analysis of concrete initiatives within the PECA framework (Q2) allows for an examination of the mechanisms of mediation, modes of participation, and the shifts in perspective that art can trigger. These analyses inform a reflection on the teacher's role as a "cultural mediator."
Jean-Louis Postula's contribution (6 hours) is dedicated to a critical study of the concept of heritage across its various dimensions (natural vs. cultural, movable vs. immovable, tangible vs. intangible) and its application within the context of arts and cultural education. The topics covered include the challenges of heritage conservation, transmission, and promotion; the role of museum institutions; and the educational use of heritage in teaching.
Learning outcomes of the learning unit
Contribution by Elise Vandeninden
By the end of this part of the course, the student will be able to:
- Define the main meanings of the word "culture" and analyze the concepts underpinning a policy or initiative;
- Explain the issues surrounding the democratization of culture and cultural democracy, as well as the more recent relationships between culture, the economy, and cultural mediation;
- Identify the key stakeholders in the PECA (Arts and Cultural Education Pathway) and examine the teacher's role as a cultural mediator;
- Understand sociological analyses of young people's cultural practices;
- Analyze a specific initiative or experience using the concepts covered in the course.
Contribution by Jean-Louis Postula:
By the end of this part of the course, the student will be able to distinguish between the main categories of heritage, critically analyze the role of heritage and museum institutions, link visit experiences to the objectives of arts and cultural education, collaboratively design an educational project utilizing heritage resources, and justify the pedagogical choices made.
Prerequisite knowledge and skills
Planned learning activities and teaching methods
In the first term, the three courses taught by Elise Vandeninden are lectures providing a theoretical framework;
The three courses taught by Jean-Louis Postula are structured as follows:
Session 1: exploring and deepening understanding of various concepts of heritage.
Session 2: collaborative small-group work to develop an educational project linked to the heritage themes discussed.
Session 3: project presentations, critical peer discussion, and contextualizing the proposals within the framework of arts and cultural education.
The teaching approach emphasizes participatory learning, critical analysis, collaboration, and project-based learning.
In the second term, five four-hour workshops are dedicated to analyzing specific initiatives (workshops 1-3: analysis and group discussion; workshops 4-5: presentations of analyses regarding initiatives the students themselves experienced). Feedback from the class and the instructor prepares students for the subsequent individual work required for the final written assignment.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Course materials and recommended or required readings
Written work / report
Further information:
The section taught by Elise Vandeninden accounts for 80% of the final grade (i.e., 16 out of 20 points). Students select a mediation activity they have personally experienced, present it in class, and then submit an individual written analysis revised based on feedback from their peers and the instructor.
The section taught by Jean-Louis Postula accounts for 20% (4 points) of the course unit's final grade. Assessment is based on a group-based educational project and its oral presentation. The criteria considered include the understanding of heritage concepts, the relevance of educational choices, project coherence, the quality of argumentation, and participation in collaborative work.