Abstract
Whereas digital media and other aspects of visual popular culture predominate the frames of reference of school-age children, their context (codes) of reference, in large part, do not contain those used by art cultural education professionals. Most art professional (con)textualise their interpretations from a more formalistic tradition, unlike school-age children, whose use of iconographic elements from their experiential subcultures, are projected into the content of their visual encounters.
In order to find relevancy for today’s art education, interrelationships between codes of the participant and visual experiences must be built upon the development of new strategies between viewers, artifacts and experts. This article presents the background and use of dialogic strategies for new discourse from the ´Open Dialogue Club´ program between the Department of Art Education at Charles University and the Galerie Rudolfinum, a contemporary art space, in Prague Czech Republic.
