Critical pedagogies have been informed by feminism since the 1970s, but artist Mary Kelly considers what this means as a tactic rather than a specific content. Focusing on one of the central curricular components of studio art in an institutional context, the critique, she argues that the work of art is a visual proposition, legible on its own terms, and that the artist's verbal defense does not necessarily give him/her a voice. Instead, the process of deciphering must begin with looking and understanding this as a form of listening to the artist through the work. Moreover, Kelly suggests that not to do so is, in some sense, unethical.