Abstract
Artwork Interpretation in the Context of the Czech National Curriculum What space is there for student voices and their critical viewership of art in art education? The process of artwork interpretation is analysed in a concrete teaching situation in which students are placed at the centre of their learning experiences (the subordination of teaching to learning). The visualization results of this learning strategy reveal art education to be a dialogue with a high level of student autonomy (learners as reflective practitioners) and with the concept of discourse as a medium organizing audio-visual regimes.
My work addresses the relationship between the Czech curriculum (Framework Educational Program for Basic Education), functional visual literacy and other discourses in art education.