Abstract
The methodological study presents the developed methodology of the digital professional portfolio as a tool for pedagogical planning and reflecting art lessons in primary school. It shows the opportunities that the portfolio practice offers in terms of reflection and assessment of the art education with regard to the pupils' development of visual literacy.
It deals with the issue of reflective portfolio theoretically. The study analyzes an extensive didactic collection of more than 140 recorded art lessons, which the author has been collecting since 2016.
Portfolio has a pedagogical potential to map pupils' learning. Metacognitive approach uses a setting to develop pupil's understanding of his/her own learning and the individual processes involved.
In artistic operation, the author's portfolio is usual. Portfolio is intertextual.
It combines images and texts. Although the portfolio is based on the world of art, it is not much used at school art education.
The collection, selection and sorting of materials are reflective activities. The teacher documents in multiple layers the preparation for teaching, artistic context, and sets of pupil's artifacts which enables him to have a complex feedback in long-time period.
It reflects both subjective and intersubjective.