Frameworks and Boundaries: constructing a curriculum armature for art

Abstract

This paper addresses some of the theoretical and practical implications of the Common European Framework of Reference for Visual Competency (CEFR-VC), developed through the European Network for Visual Literacy (Envil), in the context of international trends in curriculum design. Empirical application of the Framework is examined through the specific experience of designing a national programme for art in Ireland, for a high stakes public examination. The paper reflects on the issues that the Framework raised in that context. The paper suggests that a useful lens through which to view the framework might be that of activity theory and proposes that the framework itself might best be understood as a ‘boundary-object’ that can help inform the complex negotiations between art education and schooling.

Keywords:

• Art education
• curriculum design
• qualifications framework
• boundary-crossing
• activity theory

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 But the arts are not the only domain that seems ill-served by this model of schooling. Modern Languages, for instance, are also poorly served: research indicates very strongly that immersion and intensive learning is a much more effective context for learning second or further languages. Clearly, immersion in the authentic setting where the target language is spoken and used in everyday life is the most valuable setting for learning. Equally clearly, such a facility is expensive and unrealistic in terms of providing for the needs of all students. The extent to which schools can provide other models for some form of immersion varies from school to school and from system to system.

2 Irish education is structured as follows: Early Childhood Education and Care (ECEC) caters for children from age 2 years 8 months; Primary school caters for 4 year-olds up to 12 years; post-primary schools cater for 12–18 year-olds approximately. The first 3 years of ‘post-primary’ school comprise the junior cycle (lower-secondary); the second phase comprises senior cycle (upper-secondary). School attendance is compulsory between ages 6 and 16. Further and Higher education sectors operate separately.

3 The NCCA is a statutory body whose brief is to advise the Minister for Education on curriculum and assessment policy at early childhood (ECEC), primary and post-primary levels of education. It is a representative body, with representation from all the major designated partners in education. It operates through a system of sub-committees and working groups, which are themselves representative in composition. At post-primary level, Development Groups are established when a revision of a specific subject discipline is scheduled.

4 The author was Independent Chair of both Development Groups.

5 Implementation was subsequently delayed by a further 12 months, due to Covid-19. The specification is available online at  https://www.curriculumonline.ie/Senior-cycle/Senior-Cycle-Subjects/Art-(1)

6 In the version then circulated, the title used the term ‘Visual Literacy’ rather than ‘Visual Competency’.