The European Network for Visual Literacy (ENViL), a European network of art educators, curriculum developers, researchers and teacher trainers for the school subjects related to Visual Literacy, was set up in 2010 and now includes more than 50 representatives from eleven European countries. Based on the concept of the Common European Framework of Reference for Languages, in 2015, the network developed the Common European Framework of Reference for Visual Literacy (CEFR-VL). The framework comprises competences, attitudes and situations where they can be observed, developed, and documented. Activities are grouped in responsive and creative components, like the Hungarian Visual Skills Framework developed in 2009-2011. Novel elements of the framework is the emphasis on affective components like intercultural consciousness, self-awareness, responsible citizenship and capacity to act. Competences are embedded in reflective activities in this flexible system, where experimentation, envisioning and empathy is appreciated. This paper discusses the precedents of the framework, its constituents and structure, outlines the main contents of the CEFR-VL and shows how it can be employed in the praxis of art education for policy makers, curriculum designers, teachers and trainers and authors of textbooks.
Keywords: visual arts education, framework of visual competences, educational assessment