Abstract
The concept stage of the curricural reform involved an analysis of both the history and the present situation of art education, with a view of outlining a new approach that would reflect both the contemporary scene of art and visual culture, and the general situation being faced by the individual and society as a whole. Due consideration was likewise taken of the latest findings in the fields of philosophy, anthropology and semiotics, whereupon a platform was worked out with a view to meet the demand of the movers of the new curriculum's concept for a comprehensive definition of the content of the subject of art education.
The paper informs about the principles underlying the Czech Republic's art education curriculum, to explain its structural criteria, and to outline the practical consequences resulting from the introduction of this curricular innovation into the process of teacher-training, further education of teachers, and the actual teaching practice at schools.