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Today’s art and music
instruction is influenced by new ways of cultural learning,
mostly coming from outside of the school. Museums, opera and
theatre houses engage young people’s interest by means
of educational programs adapted to their needs. At the same
time, these institutions adopt a rather critical attitude toward
schools’ art instruction, especially with regard to how
cultural events are received – the «reception of
cultural objects», and to its role in children’s
development. A survey of literature should help to consider
innovative research and practice in relation to
• the didactics of art and music reception, in connection
with the major concepts of art teaching
• the way human sciences have incorporated art works and
art practices as objects of research
• the fast development of new conceptions on how cultural
artefacts and related practices are positioned in developmental
and learning processes at school
• the development of new branch-specific didactics which
are stimulated by the institutional renewal of teacher training
In conclusion, we approach a few issues with regard to ‘cultural
expert knowledge’ as research and training object. At
the end of this contribution, current discussions are summarized
on how expert knowledge of culture should be considered from
an educational point of view. |
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