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Another Analytical Step West, South, North, East Europe


AICA investigates the theme “From Art School to Professional Practice” in a series of four seminars reflecting the problematic in different European countries. The cardinal questions around which the discussion will evolve are on how and why do the local art schools prepare their students to become visual artists? What is the importance/role given to a transversal training with curatorial courses, history and art criticism? And in a broader perspective, taking into consideration that all these questions and responses are raised 1) within the context of the European reforms for high level teaching, and 2) with the intention of setting up a show/Biennale of young artists.


The first seminar in Dublin showed the need to examine the role of art education in its social context, by looking at the differences between the systems of art education in the countries represented: Austria, Greece, Ireland, Spain, Switzerland and the UK. The second one, in Copenhagen, involving representatives from Belgium, Denmark, Estonia, Finland, Germany, Lithuania, Norway, examined some of the same issues in greater depth and focused more closely on analysing the contents and the consequences of fully professionalized teaching, in line with the new requirements of the current European reforms. In Valencia, the speakers who represented art educational institutions from Croatia, France, Portugal, Slovenia and Spain explored related fields of enquiry, with a particular emphasis on the role of curatorial courses in the field of higher education, not only for art historians, but for visual art students and discussed the differences in approach by the different cultural situations.


In the Athens seminar the general theme will be further developed by investigating the ways in which the countries participating from East and South Europe, Bulgaria, the Czech Republic, FYROM, Greece, Hungary, Rumania, Serbia, Slovakia and Turkey face the question of standardizing the art educational system in relation to the Bologna model. Special attention will be given, first, to highlight both the similarities and differences in social and institutional structures between the older and the new member-countries of the European community, and secondly, to examine the role of the media in shaping homogenized aesthetic values over the domain of theoretical enquiry and art criticism. Emphasis will be given to the question of sharpening the young artists’ critical view and theoretical preparation vis a vis the new cultural geography of Europe through the current educational methods adopted in each country and through the development of an art teaching network throughout the European territory.