From Child Art to Visual Language of Youth

This collection provides a critical overview of research on the assessment of visual skills in students from six to eighteen years old. In a series of studies, contributors reconsider evaluation practices used in art education and examine current ideas about children’s development of visual skills and abilities. Eighteen authors from Europe (France, Finland, Germany, Hungary, Portugal, Switzerland, and the United Kingdom), Japan and the United States suggest a variety of novel approaches and provide crucial support to those who advocate assessment based on international standards.