STAGES OF ACADEMIC DRAWING: METHODICAL CONTRADICTION AND ANALYTICAL WAYS TO RESOLVING THEM

Abstract

Purpose of the study. The purpose of this article is to substantiate a step-by-step model for teaching academic drawing within the system of professional art education. The model integrates construction, anatomical analysis, and light-and-shade modeling as interrelated components of a unified educational task. Methods. The methodological basis of the study is a comparative-analytical approach that combines the analysis of curricular materials, methodological guidelines, and scholarly publications with the generalization of practical teaching experience in higher art education. A structural-functional method is applied to examine the role of construction, anatomical analysis, and light-and-shade modeling in shaping the educational task. The method of pedagogical generalization is used to systematize typical student errors and identify the causes of disrupted visual logic. Results. The study defines the functional role of each structural component, identifies common violations of compositional logic, characterizes the causes of decorative treatment of drawing stages, and outlines the conditions for their professional integration. An analytically grounded methodological model is formulated, which ensures logical coherence in drawing, fosters the development of imaginative thinking, and enhances the effectiveness of the educational process. Conclusions. The proposed model can be applied to improve the methodology of teaching drawing in higher art education, overcome formalism, and ensure professional accuracy in graphic representation.