Artists' Moving and Learning French National Report

How do mobilities favour learning effect for artists? What is their nature? Do they match a classical approach of learning in linguistic or technical terms or do mobility relied learning effects have secondary, not intended effect on creativity and culture? In which way (financial, human) do artists build their relationship to mobility? Do specific forms of mobility or/ and learning exist, as to for artists are concerned? And how are those learning effects happen? Our methodological choices have been determined by the need to tackle these core questions. They have led to choose a qualitative approach rather than a quantitative one and therefore the elaboration of a three steps methodological protocol: - factual data analysis (cf. the following graphics), - thematic analysis through the grid, allowing the evidencing of "learning effect categories", - systematic discourse analysis through a language corpus analysis (143 pages of text) with the help of the ALCESTE software.