education, integration, emancipation through the arts

Convictions

Artistic and cultural practices are a powerful tool
for education and social cohesion, and a means of fostering intellectual curiosity and empowerment.

Artistic and cultural practices reinforce cognitive development and the acquisition of knowledge, and also contribute to social adaptability, helping to build a personal and collective identity.

They are, therefore, particularly well-suited for people in vulnerable or precarious situations and/or facing academic, social, or family difficulties, regardless of age group — toddlers, children, youth, and their families — because they draw on alternative methods of learning (both practical skills and social skills) and on other forms of experimentation, expression, and language.

They are based on the concrete, the sensitive, the emotional, the aesthetic, or the lived experience , and they help us to feel in our place, to allow ourselves to participate, to be actors, to take ownership.

Foujita, 1929

“Only the power of art can transcend borders and racial barriers to reach the human heart. In the friendship between two countries, the most valuable exchange is that between artists. That is why I have worked every day of my life, even though people tend to say, ‘But he’s just a painter!’”
Soutenir nos projets
Drawing, painting, singing, dance, theater, writing, music, photography, video…

Supported projects

Artistic and cultural projects supported:

  • Encourage a return to the learning process,
  • Promote an understanding of cultural diversity and social cohesion,
  • They offer opportunities to engage with the arts and artists through collaborative work with teachers and educators, using an interdisciplinary approach.

All artistic disciplines are encouraged (singing, theater, writing, poetry, storytelling, music, drawing, painting, photography, video, ceramics, etc.) because they spark participants’ curiosity and desire to learn, stimulate their creativity, develop their ability to observe, describe, and understand, allow them to flourish through positive interactions with themselves and others, and enrich their memory with a variety of specific examples of works that serve as historical landmarks.

In this context, Foujita, a multifaceted artist (painter, printmaker, illustrator, muralist, but also ceramicist, photographer, set designer, fashion designer…), becomes an accessible and familiar figure for young people and families — a source of inspiration and identification through his journey of migration, which involves constant back-and-forth movements between East and West, between tradition and modernity, between art and craftsmanship, and between the sacred and the popular…

“Sprouts of artists”

At Sainte-Claire secondary school in Dieupentale, 74 students in grades 6 through 9 took part in a project that immerses them in…

“Hospitality in Japan”

Around sixty young people and parents from the South of France took part in an artistic and cultural project centered on the…

“And you, how do you eat?”

This intercultural and intergenerational art project was devised by teams from the Marcel Callo educational center of Apprentis d’Auteuil in Oise (Hauts-de-France…

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