Contemporary art and citizenship education:udthe possibilities of cross-curricular links on the leveludof content

摘要

Unlike the previous phenomenon of modern art, contemporary artudstrives to return to society and everyday life, while thematising the currentudissues that the individual faces here and now. One of its more frequentudtopics is that of sustainable development, and the accompanyingudissues of environment, values, relations to others, etc. All such topicsudare part of the concept of active citizenship, which is why understandingudcontemporary art calls for active citizenship. This particularly holdsudtrue for relational art, which demands active participation on the partudof the viewer. This paper inquires into the possibilities of the connectionudof contemporary art and citizenship education in elementary schools.udContemporary pedagogic doctrine highly encourages cross-curricularudteaching; therefore, I have focused my analysis on the curricula of theudsubjects of Art Education, and Citizenship and Patriotic Education andudEthics, determining that (from this perspective) their link is quite troublesome.udThe absence of contemporary art from the curriculum of ArtudEducation has been criticised on many occasions, but the problem of itsudcurriculum seems to be of a conceptual nature. Only by a more intenseudinter-institutional link between schools and contemporary art galleriesudand museums can the common goals of art education and citizenshipudeducation be realised. This paper will, therefore, strive to show potentialudcross curricular links in content on three examples of participatoryudpractices (Proletarians of All Countries, Beggar Robot and EU/Others),udwhile warning (from the pedagogic perspective) against the often neglectedudfact that contemporary art is experienced here and now.