The qualitative-empirical analysis of a cross-national survey of experts in Europe provides the basis for the overall project to develop a European framework for the subject of art education. Experts statements about contents, intentions and goals of the respective art curricula not only show professional topics, but also educational contexts, implicit educational ideas, attitudes towards competence orientation, the understanding of learning, the importance of developing ideas and thinking, different learning areas such as presentation and reflection in art lessons, the ratio of production and reception, the participation of the art teachers in the development of curriculum and the curriculum structures. Many similarities but also some differences of opinion and differences in the content of the individual country-specific curricula become evident. In almost all European art curricula problem-solving, creative thinking and acting are given a prominent position. A comparative analysis summarizes the special features of the visual arts curricula of the different nations. Finally the methodological difficulties of the expert survey are discussed.

Constanze Kirchner/TanyaGotta-Leger/MarleneNockmann

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