COPYING AND SKETCHING: METHODOLOGICAL ASPECTS OF DRAWING SKILL DEVELOPMENT

Abstract

Purpose. The article aims to explore a staged methodology for applying copying and sketching in academic drawing as interrelated components in the development of graphic thinking among students of art specialties. Methods. The study employs both general scientific and specialized methods. Among the general scientific methods, comparative analysis of historical drawing instruction models in European academies of the 17th–19th centuries is used to substantiate the functional logic of graphic techniques. Specialized methods include pedagogical observation, analysis of typical methodological errors, and synthesis of theoretical principles with practical outcomes from teaching drawing in Ukrainian higher art institutions. Results. The article substantiates a staged structure of the educational task, which includes observation, sketching, copying, comparison, and correction. The functional roles of each stage, their interrelation, and significance for developing the ability to make independent graphic decisions are defined. Historical models of technique application in French, Italian, German, and Ukrainian academic traditions are analyzed. Methodological risks of formalized use of copying and sketching without logical integration are highlighted. Conclusions. It is established that the effectiveness of academic drawing depends on structural clarity, methodological guidance, and adaptation to the students’ level of preparation. The proposed model combines technical precision with analytical flexibility, fostering visual thinking and professional competence. The research findings may serve as a basis for improving drawing instruction methodology in higher art education.