Development of visual perception and the role of visual concepts in Critical Studies

Abstract

This article presents a qualitative research into the development of visual perception in Critical Studies, the role visual concepts play in this process, and the knowledge and skills necessary to engage with artworks. The data comprised interviews with eight lectures and professors of art and design education from four universities in London. The results suggest that interviewees did not attribute great importance to developing visual perception and that a formalist approach is not as common in Critical Studies as in activities involving art production.