Czy artysta – animator kultury w szkole „(nie) mieści się” w podstawie programowej do zajęć artystycznych?

Abstract

The article analyses the Arts Curriculum which provides for music and visual arts as subjects constituting one module for each of the three stages of educating children and adolescents. Classes in cultural studies (for comprehensive secondary schools and secondary schools of fine arts) are the culmination of the teaching cycle thus comprehended. The contemporary school teaching requires such cultural managers and artists, who despite their own creative output and talent should have their own didactic skills and tools, utilize various methods, create their own programmes as a basis for the classes they teach, engage in didactic innovations (especially for the sake of modern fine arts, which are treated with marginal importance at school). The contemporary teaching artist, cultural manager above all should be a teacher, and in spite of the stereotype about their own so-called creative anxiety, should renounce improvised teaching and chaos for the sake of interdisciplinary didactic endeavours.