Le logo du projet Art-Connection

Art-Connection in France

Les Nymphéas, Claude Monet, 1920-1926

APAPP Pantone

Leader of the Art-Connection consortium

Association for the Promotion of the APP label (APapp)

In France, the APapp is at the head of a national network that carries an educational label, the APP label (Workshops for Personalized Pedagogy Ateliers de Pédagogie Personnalisée).

The APP label qualifies and certifies a very particular pedagogical approach, which is called the “démarche APP”.

The purpose of the APP approach is to support people’s self-directed-learning; that is to say, to support the development of people’s empowerment (self-esteem, self-confidence, autonomy, development of soft skills). Thus, the APP network offers a strong potential for observations of innovative pedagogical practices.


Role in the Art-Connection project

As the leader of the Art-Connection consortium, APapp liaised with the French agency Erasmus+ for the management and general conduct of the project as well as the general and qualitative coordination for intellectual productions. APapp contributed to all intellectual productions and produced the 5th deliverable (European Memorandum). APapp has been in charge for organizing the 3rd dissemination event that took place in Paris on June 29, 2022.

Referent of the  Art-Connection project in France:

Isabelle Salvi – Head of projects R&D in pedagogy – Referent of the  Apprenant Agile certification device

 APapp action research

See the Art-Connection case studies from participatory action research in the territorial contexts of partners in the Toolkit for Cultural Connectors, chapter 2.1 and the 3 UNhandbooks from APapp – Cultural experiences and self-directed-learning – Cultures and learning process – Cultural learning territory.

To conduct its participatory action research, the APapp focused on two fields of experimentation, to make a reflective study and an analysis of APP practices, as part of 2 cultural projects

  • With the APP of Barbezieux (AAISC – Association Accueil Information Sud-Charente) in New Aquitaine, who organized with its learners, within a system of permanent input-output and together with a whole collective of actors of the territory, a symposium of 3 days to enhance and promote crafts in South-Charente. This experience of organizing a large-scale cultural event in a rural locality allows us to look concretely at how to stimulate territorial creativity and partnership construction in learning territories.

The target group (participants in the cultural project of the symposium, including a first project to create an artistic work) was a heterogeneous audience, composed of persons in vulnerable situations, job seekers, young dropouts, including travellers people, young people graduated with a BTS and young people in a situation of illiteracy.

  • With the APP of Marquette-lez-Lille (FCP – Pre-training workshop) in the Hauts de France, who led a cultural project for the collective creation of an illustrated booklet with a group of 9 learners to debate on the theme of discrimination. This experience makes it possible to concretely look at how to integrate the cultural dimension at the core of educational activities within a training structure and on a territory.

These 2 projects were built according to the APP pedagogical modalities resulting from the accompanied self-directed-learning, a very complex learning process that involves the whole person and at all levels of bodily, cognitive or theoretical interaction, but also affective, imaginary, emotional or in symbolic resonances.

In the words of Bertrand Schwartz, an eminent French pedagogue, it will be said that in APPs we practice a “pedagogy of creativity, socialization and personal development“.

It is never a question of learning alone, but on the contrary, of understanding one’s experience (self) in relation to others (socio) and the socio-cultural environment (eco) corresponding to the tripolar process of self-directed-learning modeled by Gaston Pineau, researcher emeritus at the University of Quebec, Montreal.

The APP label qualifies and promotes the self-directed-learning practices developed by the actors of the APP network, according to the principles of a learning organization in a systemic approach.

These practices include specific gestures of the accompagnement of self-directed-learning, operating methods and pedagogical positioning on 3 levels:

  • micro, the learner is an actor and author of his training: agency, self-determination,
  • meso, the pedagogical team: educational approaches and implementation of pedagogical practices in compliance with the fundamental rules of learning in an open environment (person-centered approach – individualization, personalization, differentiation, facilitation – heterogeneity of audiences, pedagogical multimodalities, active and participatory pedagogies centered on action and experience),
  • macro, structure and ecosystem of training: learning ecosystem, with the notion of an open learning environment and respect for the fundamental rules of learning.

APapp’s action research was an opportunity to highlight the interest of entering cultural situations (actions, activities, cultural experiences) as part of its Apprenant Agile certification device and in particular the methodology of kairos, resulting from the work of Pascal Galvani, for the recognition, valorization and validation-certification of acquired experience.

Cultural entry makes it possible to amplify the APP offer and to reach out to the most vulnerable audiences, far from all circuits, to accompany them towards access or upgrading of fundamental knowledge (reading, writing, counting) or access or upgrading of the digital tool, or to learn the French language for foreign audiences,  immigrants or refugees.

Art-Connection in Paris

Image d'un pont à Paris au petit matin.

June 29, 2022 – Paris

European conference « Rôle et enjeux des compétences culturelles : Présentation des résultats du projet Art-Connection. Sous le patronage de la Commission nationale française pour l’UNESCO.

News of the French project