Abstract
Since the mid-1990s at the latest, an increasing rapprochement between media education and the education of artistic disciplines has been discernible in the German-speaking world. However, the concrete cooperation of these fields is mostly quite difficult because there is a lack of intensive exchange of experience on both the theoretical and practical levels. There are several conceptual misunderstandings, unresolved historically rooted mutual prejudices and misinformation regarding the current state of each other's discourses. And even if the practical results of media education and artistic education work are increasingly similar (e.g. "creative media work" is given a particularly high priority here and there), little is known about the intentions and methods of the other side. This is aggravated by the fact that there is no uniform media pedagogy, let alone an integrative "artistic pedagogy", and networking within the respective sub-areas is often poorly developed. However, in times of increasingly tight educational budgets and an educational policy that hardly takes subject didactic demands into consideration, there is a growing awareness of the need to emphasise commonalities more than differences and to prefer the bundling of energies to a gruelling competitive thinking. In this sense, the following article (without concealing the differences) focuses on some analogies in the practical and theoretical foundations, historical developments and current discourses of the subject areas addressed here, in order to present a research and educational project based on this, which strives to use the resulting synergies in practice.
