Cette thèse s’inscrit dans le champ d’une réflexion qui se propose de penser la médiation culturelle comme une forme de représentation et d’expression des identités politiques. La thèse étudie plus particulièrement la politique culturelle du Front national entre 1986 et 1998. La première partie étudie, d’une façon générale, la relation indissociable entre culture et politique, en proposant une définition des politiques culturelles et de la médiation culturelle.Une seconde partie présente les caractéristiques de l’identité politique du F.N. : il s’agit d’un discours politique fondé sur l’exclusion de l’autre, sur une forme particulière d’expression de l’identité et, sur des modalités de sublimation des acteurs.La troisième partie porte sur les politiques culturelles mises en œuvre dans les villes de Vitrolles, Marignane, Orange et Toulon, lors de l’exercice effectif du pouvoir entre 1995 et 1998, en analysant les actions les plus caractéristiques de l’identité frontiste : le retrait de subventions municipales, la « censure » exercée au sein des bibliothèques municipales, etc… Ces actions expriment notamment la contestation du pouvoir d’Etat et proposent une approche spécifique de l’identité nationale.La quatrième partie propose une réflexion sur l’idéal politique et sur la place de l’imaginaire dans l’identité politique du F.N. L’idéologie du Front national repose sur un idéal politique fantasmé, dont la ligne directrice est de susciter le rassemblement par une stratégie qui revêt une forme de discours paranoïaque. La cinquième partie est consacrée aux références esthétiques et culturelles du Front National dans le champ de la médiation culturelle (arts plastiques, architecture, spectacle vivant, livre, musique, cinéma et audiovisuel).Les politiques culturelles du Front national expriment, ainsi, des fantasmes de persécution -le complot et la peur- qui s’inscrivent dans une dimension fantasmatique de l’identité politique du Front National. / This thesis joins in the field of a reflection, which suggests thinking of the cultural mediation as a shape of representation and expression of the political identities. The thesis studies more particularly the cultural policy of the National Front between 1986 and 1998 The first part studies, generally speaking the inseparable relation between culture and politics, by proposing a definition of cultural policies and cultural mediation.A second part presents the characteristics of the political identity of the F.N.: it is about a political speech based on the exclusion from the other one, on the particular shape of expression of the identity and, on the modalities of sublimation of the actors.The third part concerns cultural policies implemented in the cities of Vitrolles, Marignane, Orange and Toulon, during the actual exercise of the power between 1995 and 1998, by analyzing the most characteristic actions of the F.N.’ identity : the cancellariat of municipal subsidies, the "censorship" exercised within municipal libraries, etc. …These actions express in particular the contesting of the state power and propose a specific approach of the national identity.The fourth part proposes a reflection on the political ideal and on the place of the imagination in the political identity of the F.N. The ideology of the National Front rests on a fantasized political ideal, the guideline of which is to arouse the gathering by a strategy that dresses a shape of paranoiac speech.The fifth part is dedicated to the aesthetic and cultural references of the National Front in the field of the cultural mediation (plastic arts, architecture, live performance, edition, music, cinema and broadcasting).The cultural policies of the F.N. express, so, fantasies of persecution -the plot and the fear-, which join a fantastical dimension of the political identity of the National Front.

This is a textile design project aim to make acommunication stage with smart colors (Thermo-­‐chromic leuco-­‐dyes and photo-­‐luminescent colors). Allthrough a research question has been designed. Theobjects, colors, and materials have been chosen basedon the inspirations from the stimuli. Afterwardexperimental method has been employed to reflect thetheory of the project, which was the notion of death andlife. Subsequently the design process has been startedby conception of combining textile and informationtechnology in order to make a design prototype sopeople can interact with the prototype and reactionscould be observed and sensed by human. Thiscommunication stage has its own specifications andcharacteristics that people can have their ownunderstanding of it while using it. / Program: Master Programme in Fashion and Textile Design

The aim of this study was to search for a link between the subject pictorial studies in means of expression and the ability to communicate in written and spoken language. To do so findings in relevant literature and a few complementing theories was addressed to cast light on interviews made with teachers dedicated to the subject pictorial studies in a subject-integrated curriculum. Interviews were conducted with nine teachers and all but one were teachers in the subject pictorial studies, spread across all of the nine grades in compulsory school. Informants were located in areas of socioeconomically high as well as low status, in central and densely populated areas as well as areas less densely populated. The diverse theoretical background consisted of semiotics, constructivist theory, social constructivist theory and genre theory. Theories and literature partly both contradicted and supported each other, depending on situation and circumstance. No evident conclusion could be made that discriminated one affecting cause from another on speech or writing skills. Yet some of the informants stated that the subject pictorial studies, to some extent, could be used to stimulate communication in written and spoken language, while some informants did not. One example on how this could be carried out, given by one of the informants, was by letting the pupils initially express their own thoughts and theories by aesthetic means which, according to the informants, enriched the following expressions in written or spoken language. Preferably future research should focus on classroom observations combined with interviews with language arts teachers as well as art teachers, and, in order to understand the perspective of the pupils, interviews with them as well.

The aim of the study is to examine how preschool teacher looks at aesthetics and how they are using the aesthetics of everyday activities. As a method I have used a qualitative interview form, and I interviewed four preschool teachers. My study is based on a socio-cultural perspective with the direction of Vygotsky's theory of the child's interaction and learning. The results showed that preschool teachers who participated in my survey agreed that the aesthetics and the aesthetic forms of expression are important for children's learning. That offers all kinds of aesthetics and all sorts of materials and the chance to give an expression of what you think is fun is important for my respondents. / Syftet med den här studien har varit att undersöka hur förskollärare ser på estetik och hur de använder estetik i den vardagliga verksamheten. Som metod har jag använt mig av en kvalitativ intervjuform och jag intervjuade fyra stycken förskollärare.  Min studie utgår ifrån ett sociokulturellt perspektiv med riktning mot Vygotskijs teori om barns samspel och lärande. Resultatet visade att förskollärarna som deltog i min undersökning var eniga om att estetik och de estetiska uttrycksformerna är viktigt för barns lärande. Att man erbjuder all slags estetik och alla möjliga material och chansen att ge ett uttryck i det man tycker är kul är viktigt för mina respondenter.

Le présent travail a pour but d’analyser et de montrer comment une chanson, dans toute sa richesse langagière, musicale et socioculturelle peut devenir un réel outil d’apprentissage. Tout d’abord, une étude de la situation actuelle de l’enseignement du FLE en Inde, révèle l’emploi limité à la grammaire et au vocabulaire des chansons et démontre l’insuffisance de l’exploitation des chansons françaises dans leur intégralité : les aspects esthétiques et artistiques sont très peu abordés. Ensuite, une réflexion théorique porte sur les domaines de la didactique de l’oral, de la musique et plus particulièrement, des chansons. Elle met en relation les concepts interdisciplinaires tels que la musique, l’émotion, le plaisir, la réception et l’expérience esthétique, la motivation, la culture, les chansons, l’oral, etc. du point de vue de l’enseignement/apprentissage d’une langue. Cette recherche vise l’identification des manques et des besoins, à travers une pré-enquête et des entretiens réalisés dans des établissements différents de New Delhi. Enfin, une remédiation sous forme d’un projet artistique appliquée à des apprenants indiens hindiphones de 3ème année de FLE, montre les effets bénéfiques de l’étude transversale en évoquant le rôle pertinent des chansons sur le développement cognitif, affectif et socioculturel. Le côte ludique de l’apprentissage à travers les chansons suscite le plaisir esthétique et un nouveau désir de s’exprimer dans une langue. Cette thèse concerne non seulement plus de 300,000 apprenants indiens du FLE mais également, tous les domaines de la didactique, des neurosciences, de la psychologie, de l’interculturalité, de la linguistique et de la musicologie. Les propositions développées ici sont également applicables à d’autres langues. / The present work aims at analysing and showing how a song, in all its linguistic, musical and sociocultural richness, can become a real tool of learning. First of all, the current situation of the teaching of French as a foreign language (FLE) has been studied, that reveals the use of the songs being limited to their grammar and vocabulary. Its analysis brings to the forefront the insufficient use of French songs in their entirety:aesthetic and artistic aspects being the less addressed aspects. In order to address this situation, the focus has been put on studying the theoretical notions in the domain of teaching of oral, music and particularly, songs. These notions are furthermore analyzed in the light of teaching/learning of a language to study the interdisciplinary concepts such as music, emotion, pleasure, aesthetic reception and experience, motivation, culture, songs, oral, etc. This research aims at identifying what is lacking and needed, with the help of pre-survey and interviews conducted in different institutes of New Delhi. Last but not the least, an art based project has been suggested to the native Hindi speakers studying in the 3rd year of FLE. This project highlights the advantages of the cross-sectional study referring to the important role of songs on the cognitive, emotional and sociocultural development. The playful side of learning through songs arouses aesthetic pleasure and new desire to express oneself in a language. This thesis not only concerns more than 300,000 Indians students of FLE but also relates to the fields of didactics, neurosciences, psychology, interculturality, linguistics and musicology. The suggestions developed here in this project apply equally to other languages as well.

The chief aim of this thesis is to explore aesthetic aspects of the Swedish school subject of sloyd. The research questions are: What do young people tell about sloyd? What aesthetic resources do they use? How can one describe the relation between what young people tell about sloyd and the aesthetic resources they use? A narrative approach was chosen to learn about activities and attitudes concerning aesthetic matters among young people in the 9th form in lower secondary schools. The empirical study was carried out in three schools including qualitative interviews and visual ethnography mainly considering the learner’s point of view. Findings are represented through story constructions and photographs. Ten stories depict aesthetic and thereto related aspects of which five stories are based on individuals and another five are thematic. Stories and photos were analyzed using an integration of aesthetic, narrative and semiotic methods. Structures of meaning making were identified using three concepts: expressions, personal project, and dynamic process. The results show that aesthetic deliberation in sloyd work is a major issue among young people. Concerns are often based on personal circumstances, such as taste and preference. Aesthetic considerations in the pupils’ sloyd work were found to be directed towards the one’s own room, relations to family members, and/or plans for future engagement in aesthetic related professions. The results confirm that aesthetic expression in sloyd work may be a way for pupils to reflect upon and develop their personalities. I have also shown that sloyd may be a way to represent narrative instances. A second aim is to develop theoretical concepts in the field of aesthetic learning in sloyd. I argue that an aesthetic aspect alone cannot satisfy the concept of aesthetic learning. Therefore the aesthetic learning concept in my study is generated from aesthetic, configurative (cf. gestaltung) and creative aspects, thus forming an integrated aesthetic perspective. Aesthetic objectives were analyzed using Bakhtin’s systemic aesthetics, which identified architectonic instances in sloyd materials and sloyd design supporting narrative elements in sloyd artefacts. Finally I propose a model for narrative understanding of artefacts based on the theoretical concepts mediation and focalization.