DO THE IMAGES USED IN ARTISTIC AND VISUAL EDUCATION CORRESPOND TO THE CURRICULAR PROPOSAL? AN ANALYSIS OF THE TEXTBOOKS IMAGES OF SECONDARY EDUCATION IN THE BASQUE COUNTRY

This article introduces the result of the analysis carried out from Artistic and Visual Education textbooks in Obligatory Secondary Education. The aim of the analysis was to establish if they are appropriate to carry out the competences and the contents issued by the curriculum in Basque Country. The sample of the analysis were 1904 images, all of them belonging to the five more used textbooks for secondary education and all of them corresponding to the three main different publishers. The results of this research show, firstly a higher presence -and different treatment-of the named 'canonical Art' images, to the detriments of those images belonging to Media Culture. Secondly, a scant presence of gender diversity in those artistic examples that establish a clear inequality in authorship. Lastly, a paltry reflection of student's cultures and environments that does not help to overcome the existing gap between school cultures and student's cultures. Thus, we can conclude that images from the textbooks show scarcities referring to official stipulations and they partially reflect curriculum recommendations. Definitively, referring to the visual models and imaginary that textbooks provide to students, we can conclude that a change is needed and that this change should be the result from the common work done by publishers, official administration and educational agencies.