Since the Rio Agreement, sustainable is widely talked about at the international and national levels. The nations seem thus to be concerned by ecological, economic, cultural and social matters. This point of view spread out little by little society and education system through what is commonly called "environmental education" or eco- citizenship. At the same time, the relation between education and society are increasingly questioned. Therefore, the government, the educational institutions seek new partnerships or networks in order to answer the problems with which they are confronted. "Artist-school" partnerships developed in France from the 1990's to the Jack Lang law on "the artistic practice workshop". It meant genuine alignment of the artistic world on the world of education. In this general context, this research focuses on the possibilities of pupils 'personal and social development, thanks to the practice of artistic activities in a workshop that has been leading for 4 years in an agricultural high school in relation with the Regional Center of the Circus arts. Past studies already have establish the articulation of a practice with a teaching that privileges intellectual acquisitions and faculties. Based on the theory of "multiple intelligence" (GARDNER 1996, 1999), Daniel DANETIS (2002) analyses how pupils re-find a creativity and faculties of "reflection in action" to solve the problems arising from the collective production of a plastic oeuvre. Artistic practice workshop in partnership with artists, professionals as well as technicians, public service or associations, can offer the opportunity to associate, at the same time: ¢ The intellectual and cultural awakening of the pupils; ¢ A citizenship education thanks to its opening to the environment and the local community (LALLIAS & ZAY , 1998). It is from this point of view that this research is here presented. The establishments concerned with the Ministry of Agriculture are particularly aware of the problems of environmental education and sustainable development. Those imply a complex thinking, a global view on the issues of the society and the world that are not supported neither by school teaching, nor by the current mediatized actual society. From the observation of artistic workshops and 20 talks by participants, the research tries to release: ¢ Problems of comprehension by the pupils of what implies the sustainable development. Thus a scientific approach doesn't seem efficient. A global conception of the society compared to one-self also its role plays. (PILO 2002). Pupils may conscientiously listen to an environmental course, go out of class and throw away litter all around; ¢ How through an activity that implies oneself personally with others, in particular an artistic activity which passes through a body engagement, pupils can learn the respect for others in their environment and behaviours that correspond to this ethic.