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francaisDepuis les accords de Bologne (1999), les ecoles d’art de France vivent des changements sans precedant dans le fonctionnement economique et pedagogique de leur etablissement. Cet article a pour objectif de donner a voir les situations que rencontrent les ecoles d’art. L’autonomie des ecoles d’art est remise en question. Est-ce que le systeme universitaire fonctionne au sein d’un enseignement artistique superieur ? Nous realiserons une etude generale ou nous pourrons voir ce que designe une ecole d’art comme un ecosysteme distinct des autres etablissements d’enseignements superieurs. Le troisieme cycle est au coeur de toute question. Le memoire cristallise toute la structure meme des ecoles d’art. Ainsi, elles se doivent d’inventer des nouvelles facons, de s’imaginer, pour se creer une nouvelle identite. EnglishSince Les accords de Bologne (1999), art schools in France have been experiencing unprecedented changes in the economic and pedagogical functioning of their institutions. The purpose of this article is to show the situations art schools are facing. The autonomy of art schools is being questioned. Does the university system operate within a higher art education? We will carry out a general study where we will be able to see what an art school means as an ecosystem that is distinct from other higher education institutions. The postgraduate level is at the heart of all questions. The dissertation crystallizes the whole structure of art schools. Thus, they have to invent new ways, to imagine themselves in order to create a new identity..

Les écoles d’art en France: Un enseignement artistique en changement