The Emile Cohl School Policies

  • etudiants3_3
  • etudiants3_2
  • etudiants3_1
  • etudiants3_4

The Emile Cohl School invites its students and their families to agree to the broad pedagogical and humanistic guidelines which are presented in the following charter.


1- The Emile Cohl School is dedicated to teaching art in the varied domains of imagery (painting, posters, illustrating stories and books, press drawings, strip cartooning, animated cartooning, internet site design, interactive gaming, e-books). In general terms, the school is open to any innovation that has been implemented among the public.


2- The Emile Cohl School is a higher level educational facility. In principle, studies last five years and may be preceded by a one-year refresher course in the fundamentals, if necessary. These five years of study lead to a Visa-accredited diploma of Draughtsman-Designer Level II, accredited by the French Ministry of Higher Education and Research.


3- The studies are structured around a Core Curriculum which initially deals with learning techniques to depict reality (drawing objects, anatomy, perspective, studies of movement, composition). In later years, techniques will be learned to progressively unleash imagination and sensitivity based on mastering a chosen medium.


4- These studies will enable students to acquire and master techniques in producing images, whether these images are through traditional means (drawing) or via industrial extraction (photography, video- or computer-generated means). These two types of imagery combine acquired know-how, imagination and personal culture.


5- The Emile Cohl School seeks to train genuine professionals, artists or craftspeople. This requires students to accept the demands of work, rigor, punctuality and personal commitment imposed by the institution. A student’s success is dependent on respecting administrative and pedagogical rules and regulations (diligence, presence, attentiveness, adhesion and consent in terms of pedagogical constraints, curriculum, types and pace of learning and evaluation methods).


6- Each and every Emile Cohl student should also be aware of self-imposed ethical rules:   distancing oneself from egoism and narcissism; doubting the appeal of the pleasure principle and the presupposition of personal creative genius;  understanding that producing work involves an exchange between the “creative player” and the “viewer” in that an image awakens a form of beauty or world truth;  realizing the need for the artist’s social commitment to re-enchanting the world, which should not be confused with magic, simplicity or naivety.


7- This teaching program requires a certain intellectual asceticism which should not be frightening :  organization of valid cultural data, work done in notebooks or sketchbooks, constant desire and curiosity for Art History, critically seeking reality through industrial artistic media (i.e. photography, cinema).


8- Teaching at the Emile Cohl School is not spent on fruitless debates such as “art vs. technique”, misunderstood genius vs. craftsperson:  the artist summarizes art and technique and the Emile Cohl School does not deal with the legends of misunderstood geniuses, except to criticize them – the school believes there are no differences in kind between an artist and a craftsperson or between a designer and a producer. The Emile Cohl School endeavors to highlight mankind’s collective creativity, including artistic works.


9- Emile Cohl School teaching is mindful to restore knowledge concerning origins (works, practices, theories, techniques) and the reasons for their existence, their objectives, their inventiveness, their meaning (Why does artistic anatomy exist? What about the doctrine of proportions? Why color theory? Why the three-quarter shot? etc.) in such a way to emphasize formal discoveries and innovations which have marked Art History. Even in art, nothing appears out of the blue.


10- Competition between students, an integral part of the Emile Cohl School life as well as in life in general, is constructive (stimulation, emulation, solidarity). Competition is not destructive (elimination, rejection). Students and teachers must understand that they all play a role in each others’ successes or failures. Each person must be helped to find grounds that are conductive to developing their personal gifts and making them thrive.


11- The Emile Cohl School openly aims to teach professionalism.  Art is also a question of profession. It is based on authentic exchanges:  placing the student in a position to give society something in exchange for what the student has given/has received.


12- The teachers at the Emile Cohl School, obliged to provide adequate resources, are committed to respecting the values that uphold the School’s teaching principles. Intergenerational solidarity, generosity in passing on experience and knowledge, esprit de corps, intellectual benevolence (being able to grasp situations), rigor and reliability in one’s work and evaluations. 13- Because the Emile Cohl School is an institution, it is a body whose interests and situation exceed those of the sum of its individual parts. The lifespan of the School dominates the demands of its students and of its teachers. This necessitates a unity of place, time and objectives.


14- The Emile Cohl School recruits people who are not only teachers but also practitioners, producers and professional designers. Teaching is essentially nurtured from each teacher’s practical experience, individual know-how and knowledge based on this practical experience.


15- The major end result of the Emile Cohl School is to hold the media, regardless if they are older or newer, to professional and civic ethics based on the search for meaning and alterity*.


*For further reading on the inspiration for this charter, cf. La Bonne Ecole Tome 1 & Tome 2, Philippe Choulet & Philippe Rivière, Editions Champ Vallon.