Abstrakt
The presented research mainly addresses the process of artwork interpretation in art education and the current level of the available support, materials and inspirational sources utilised by art educators. Attention is paid to the didactic transformation by which the artwork becomes the subject of education.
This process is explored in the relationship between the students/viewers, the teacher and the unique artwork itself. The poster is based on the results of an empirical study from a qualitative action research with elements of discourse analysis.
The research questions are: What is the space for pupils' voices, their empirical viewership and their critical thinking in art education? What is the current level of the available support, materials and inspirational sources utilised by art educators to incorporate artwork into their teaching at elementary school? Does the observed level correspond to the theoretical framework of the Czech national curriculum? The research outcomes also reflect the field discourse of art education didactics, especially in relation to visual literacy. Visual studies and the theory of art education are the discourses that guide the theoretical framework of the research.