Nahed Ghezraoui
Département de l'instruction publique, Etat de Genève
Andreea Capitanescu Benetti, LIFE - Laboratoire Innovation Formation Education
Faculty of Psychology and Educational Sciences, University of Geneva, Switzerland
Fabio Antonio Falcone, Research Team in Arts and Movement Education (DAM)
University Institute for Teacher Education, University of Geneva, Switzerland
museum’s aesthetic experience,
development of students’ creative potential,
teaching and learning content,
training relationship between trainers and trainees
Abstract
In French-speaking Switzerland (Romandie), the teaching of Visual Arts (APV)—which aims to contribute to "the development and stimulation of students' creative potential"—is intentionally not subject to strict regulations. This means that there is no standardized curriculum for French-speaking Switzerland, and the French-speaking Swiss Curriculum (PER) remains vague regarding the expected progression of learning, for both primary and secondary education. Nevertheless, the PER's primary objectives emphasize alternating between production activities, which promote "the exploration of visual languages," and reception activities, which foster "the construction of cultural references." Thus, it falls to the teacher (trainer and student teacher), drawing on the diverse range of social reference practices, to identify learning objectives and design activities that will enable students to acquire them. Student teachers are still developing their understanding of the many disciplinary elements across the curriculum, and we question whether and how they define and transmit learning for a secondary and non-standardized subject.
To address this challenge, the course on the didactics of visual arts for the Bachelor of Education in Primary Education focuses on visual arts and offers students a framework designed to facilitate the transposition of teaching content. We ask how this framework is used and how it can contribute to a creative approach to teaching practice in presenting disciplinary learning content within visual arts, while also opening up possibilities for interdisciplinarity within teaching practices.
Author Biographies
Yves Barblan,, University Institute for Teacher Education, University of Geneva, Switzerland
Yves Barblan has been teaching visual arts at a Geneva high school for 13 years. At the same time, he completed a dissertation in education science on the concepts of error and assessment in the practical teaching of visual arts. A member of the Laboratory for the Pedagogy of the Arts and Movement (DAM), he is currently a lecturer at the IUFE and leads the Disciplinary Pedagogy Workshop A (FORENSEC), as well as serving as a substitute instructor for a course on assessment to support learning in the arts and sports (IUFE).
Nahed Ghezraoui, Département de l'instruction publique, Etat de Genève
Nahed Ghezraoui has been a teacher for 26 years in the Department of Public Education (Geneva). She uses oral storytelling and physical expression in regular classrooms. Her goal is to nurture each student’s potential in order to demonstrate that culture is a powerful catalyst for learning. She made a significant contribution to the film *GRANDIR*, which showcases her approach to bringing the visual arts to life and teaching them in elementary school.
Andreea Capitanescu Benetti, LIFE - Laboratoire Innovation Formation Education, Faculty of Psychology and Educational Sciences, University of Geneva, Switzerland
Andreea Capitanescu Benetti is a lecturer at the University of Geneva and holds a Ph.D. from the Faculty of Psychology and Educational Sciences in the field of “Work Organization and the Teaching Profession.” She is a member of the LIFE Research Laboratory (Laboratory – Innovation – Training – Education) and is involved in the initial and continuing education of elementary school teachers. Her research focuses on teaching practices and educational institutions, the organization of work and student learning, and the teaching profession and teacher training.
Fabio Antonio Falcone, Research Team in Arts and Movement Education (DAM), University Institute for Teacher Education, University of Geneva, Switzerland
Fabio Antonio Falcone is a member of the Arts and Movement Education (DAM) research team at the University of Geneva, where he serves as a lecturer. Her current research focuses on the relationship between cultural mediation and education, on teaching tools designed to facilitate learning in improvisation, on the stylistic and technical skills involved in developing expertise as a performer, on building a unique relationship with history through the performance of works from different eras, and on the development of musical expression in the context of elementary education.
Copyright (c) 2026 Yves Barblan, équipe « Didactique des Arts et du Mouvement » - DAM, Nahed Ghezraoui, enseignante généraliste à l’école primaire de De-Chateaubriand - Département de l'instruction publique, Andreea Capitanescu Benetti, « Laboratoire Innovation Formation Education » - LIFE, Fabio Antonio Falcone, équipe « Didactique des Arts et du Mouvement » - DAM
“Going to a museum – but what’s the point ?”: Training future teachers through museum visits as a bonding experience in a work-based initial teacher training curriculum. (2026). Annales de L’Institut Universitaire de Formation Pour L’Enseignement, 2. https://doi.org/10.5077/journals/aiufe.2026.e2665
