Analyse des pratiques de cinq enseignantes specialisees en arts plastiques au primaire favorisant l'action de l'eleve dans le travail de l'exposition d'art en milieu scolaire

This research examines the practice of primary level specialist art teachers with regards to school children's art exhibitions. More precisely, it aims to better understand the procedures used by teachers to actively engage the students in the work of the exhibition.;To answer the question, a qualitative research approach was chosen using multiple case studies. We began by selecting five specialist art teachers working at the primary level in the Greater Montreal area. The selection was made by chain strategy. The task for each one was to prepare and carry out, with a class of students, a project engaging the action of the students in the work of an art exhibition.;Data was gathered, first by two individual semi-directed interviews as well as two group interviews. Secondly, we gathered data as participant observer during art class. Third, teaching journals of the five teachers as well as written and visual art productions of the students were added to the documentation of the study.;The analysis of this data enabled the in-depth description of five teaching situations. Each is sub-divided into six sections as follow: the portrait of the teacher made up of academic preparation and professional insertion into the field of art education; the specific teaching context; the teaching practice involved in one school art exhibition; the teaching practice involved in one classroom situation intended to engage the action of the student in art exhibition work; the teacher's reflexion on the problem posed by the research.;With respect to our search for documentation on the subject, we learned that very little research has been done in this area and that there is almost no documentation of the practice of specialist art teachers in Quebec as this relates to the work of school art exhibitions. In order to come to a better understanding of this aspect of art education practice, we tried to answer the following question: what kinds of practice are used by art specialists to engage the action of students in the work of exhibiting art at school?;Interpretation of the data allowed to identify the main characteristics of the case studies and thus to understand the teaching practices used by the teachers. In light of the results, the analysis of multiple cases also shows that five teachers have different ways of integrating the work of art exhibitions into the classroom situation of teaching and learning about art. They also have different ways of involving the students to varying degrees, into the process of having an art exhibition. While the sample does not allow for generalization of results, this depth analysis of five teaching-learning situations allows us to appreciate the complexity and the richness of the practice of specialist art teachers. The results of this study will thus contribute to improving the understanding of art teaching practice as this applies to student art exhibits in schools and will provide a support for art specialists working in primary schools. It will also open the way for further research on the subject of school art exhibitions in art education practice.;Key words: practical modalities, specialised teaching, visual arts, art exhibition, primary school.