Since 1989, the Convention on the Rights of the Child diffuses a new definition of childhood. The child is not considered any more as a product of the social environment, but as a competent member of the society who has the power of action. This new statute of the child seems to find with difficulty its place in the schools. The article proposes to analyse the ways of child participation that school can integrate. The context of education chosen to address this issue is the artists’ residences in schools. After mentioning the essential components to take into account to define the child participation, the article attempts to show how the development of author's posture among the pupils can provide them with experiences of participation in terms of decision makings. In this context the role of the artist is to help the pupils formulate an artistic intention and test it.