Methodological and experiential aspects of monitoring the taught curriculum in the subject "visual arts education" in primary school

The article examines the monitoring process of the Visual Arts Education curriculum in primary schools from both methodological and experiential perspectives. Conducted under the State Subprogram "Theory and Methodology of Continuous and Cyclical Monitoring and Development of the School Curriculum" (code 01.14.01), the research aimed to analyze the alignment between the official written curriculum (2018 edition) and the curriculum actually implemented in classrooms. Pedagogical monitoring is emphasized as both a diagnostic and developmental tool for improving curricular practices. The study involved two main stages: (1) teacher-led self-monitoring focused on assessing the conceptual and methodological aspects of the written curriculum; and (2) structured documentation of the teaching-learning-assessment process through monitoring registers. The article synthesizes data collected for grades I-IV and highlights teachers' commitment to student-centered, competence-oriented education. However, it also identifies persistent challenges, including difficulties in adapting tasks to diverse learning paces, inconsistent use of formative assessment, and limited interdisciplinary integration. These issues are linked to broader systemic constraints.