Abstract
This article reacts to the current debate on the Common European Framework of Reference for Visual Literacy. From the position of theory and practice of Czech art education, this article comments on several aspects of the framework as a curricular document, and presents its potential interpretations and application in the context of ongoing changes to the Educational Framework, Art and Culture Domain in the Czech Republic.
The commentary deals with the issue of international and Czech terminology, shift in contents, the structural model, cognitivist approaches in art education, the concept of an image and visuality, competency, and presents partial findings of recent research into the occurrence of the concept of visual literacy in school curriculums in the Czech Republic.