The Theoretical Foundations of Visual-Arts Competence and The Stages of Its Formation in Higher Art Education

Abstract

Visual-arts competence has emerged as a multidimensional construct that integrates perceptual acuity, technical mastery, creative problem-solving, reflective judgment, communicative fluency, cultural-ethical orientation, and digital literacies in ways that enable sustainable professional practice in the arts. This article clarifies the theoretical foundations of the construct and proposes an empirically tractable staging model for its formation in higher art education. Drawing on constructivist learning theory, sociocultural perspectives, studio pedagogy, and competence-based education, the study synthesizes insights from art education scholarship and adjacent fields such as cognitive psychology and design studies. A conceptual analysis of key frameworks is combined with an integrative review of studio-based practices, crits, portfolios, and project-based collaborations typical of bachelor and master programs. The proposed developmental sequence proceeds from sensory recalibration and material exploration to procedural consolidation, exploratory creativity, integrative projects with external partners, and the formation of a professional identity capable of ethical decision-making and lifelong learning. The model provides curriculum designers and instructors with a coherent language to orchestrate learning experiences, align outcomes with accreditation requirements, and support students’ transition from novice makers to adaptive professionals in contemporary visual cultures.