Abstrakt
The most challenging debate researchers in art education take part in is the one concerning how to reveal what art education content looks like and what can be seen during art classes. In pedagogical science, the processes of teaching and learning are typically described and understood as distinct domains.
In art education, reflective practice and theory, visual culture and contemporary art are experienced and explored as dynamic and complex symbolic systems where exchanges of knowledge and power are conducted within the regimes of visibility and expressivity. From this perspective, the content of art education and activities during art classes is manifested as certain figures on the above-mentioned socio-cultural background, that may be characterized as a spatial, unstable, non-linear field.
In this contribution, we present our attempts to capture creative and cognitive processes in art classes using visual metaphors, visual models of discursive fields, or spatial artefacts related to pedagogical situations in different settings (Coil, Scroll, Crystallisation, Insect). Examples are taken from research conducted at public schools in the Czech Republic and during teacher training programmes within the visual literacy PhD research programme of the Department of Art Education at Charles University, Prague .