A Study on the Culture and Art Education Policies and Its Programs in France
Authors:   Asia-Europe Perspective Association, Hwang Hae-Jin 
Published: June 2018

In this paper, the culture and art education policies and its programs in France is introduced via 1980s in which the active cooperation between the ministry of culture and education was made under the influence of minister of culture, Jack Lang. Although the foundations of French cultural policies began with the “democratization of culture” by Andre Malo who was a minister of culture in 1960s, his failure of democratization of culture was made by ignoring the educational aspects of culture and art. In 1980s Jack Lang introduced a new concept of culture including the diverse areas of everyday lifestyles and emphasized its importance of educational aspects in terms of culture and art policies in France.
The principles of culture and art education policies in France was represented as the following concepts: first, the education of culture and art shouldn't be limited in the area of art-related subjects only and should include diverse areas of culture. Second, the emphasis of culture and art education shouldn't be limited in school mandatory subjects but to extend the level of adults continuing education.
The purposes of French culture and art education were emphasized as the following concepts: the education of analytic esthetic emotions, the elimination of cultural and social inequalities, the empasis of cultural diversity, and the emphasis of multiplicate abilities, i.e. analytic abilities and expressive abilities.
Two major culture and art education policy national development plans were made in the year 2000 and 2005 in France and the core characteristics of its culture and art education policies in France was represented as the following concepts: first, the education of culture and art is governed and influenced by the cooperation of education and culture ministries up to the regional DRACs through their emphasis of culture and art education in schools as a mandatory subjects. Second, the expansion of culture and education categories include diverse areas of culture, i.e. theater, cinema, art history, circus, dance, architecture, science and technologies. More field-oriented diverse classroom projects and programs were introduced via active partnership between the classroom teachers, content area specialists, artists and professionals from the local art and culture related institutes.
In this study, case studies from the field experience were introduced as the following: Class of PAC, Ateliers Artistique, Art Residence Program. Bobini Culture and Art Education Program, Culture Class and Cinema.
The current issues were explored as the following: the culture and art education impact evaluation system, partnership education program between the classroom teachers, artists and the professionals working in the regional culture and art institutes, the continuing education of current culture and art education attendees, decentralization and regional culture and art education. As to the culture and art impacts on educational achievements, it contains the problems of evaluation. It is necessary to develop a systematic education programs for the classroom teachers, artists and the professionals in the culture and art institutes or academies, Another issue of problem is the need of adults' continuing education of culture and art education as well as the school education for young students. The importance of regional developments of culture and art education via DRAC and its cooperative regional government is also introduced.
The in-depth studies on the area of culture and art education policies and its program case studies of France are needed for its further studies to be applied in establishing Korean culture and art education policies. The key issues from this study need to be explored in scrutiny.