ANALYTICAL COPYING IN THE PROFESSIONAL TRAINING OF ART STUDENTS

Abstract

The article addresses the problem of conceptualizing copying within the system of professional training of students majoring in art disciplines. The relevance of the study is determined by the insufficient theoretical elaboration of the analytical dimension of copying in contemporary art pedagogy and the lack of a systematically structured methodology for its implementation in higher art education. The purpose of the research is to theoretically substantiate the concept of analytical copying and to determine the methodological conditions for its effective application in the professional training of future artists. The study is based on a set of theoretical methods, including analysis and generalization of scientific literature, comparative and structural-functional analysis, and theoretical modeling, which enabled the clarification of the essential characteristics of analytical copying and the development of its methodological framework. Analytical copying is defined as a purposeful educational process aimed at investigating the structuralcompositional, coloristic, plastic, and stylistic features of an artwork, followed by the conscious reproduction of the identified principles in practical activity. The study demonstrates that the effectiveness of analytical copying depends on a structured step-by-step analytical procedure, orientation toward the study of the author’s stylistic manner, reflective support of the learning process, and integration of acquired results into students’ individual artistic practice. It is concluded that analytical copying functions not merely as a reproductive exercise but as a structured pedagogical method that fosters professional artistic thinking, structural vision, and the ability to conduct stylistic analysis in the training of future art professionals.