ACADEMIC DRAWING IN THE DIGITAL AGE: CONTEXTUAL PRACTICES AND EDUCATIONAL STRATEGIES

Abstract

The article examines the transformation of academic drawing in the context of digital changes affecting the system of higher art education. The purpose of the article is to identify new methodological guidelines for teaching academic drawing in the digital age and to reveal its significance in the light of contemporary social changes and the needs of art education. The research methodology is comprehensive and combines a theoretical and analytical method to understand the evolution of academic drawing and its role in the modern educational process; a comparative-analytical approach to identify differences between traditional and digital formats of art education; contextual and cultural analysis to study the impact of technological and socio-cultural changes on artistic thinking; pedagogical modelling to develop guidelines for the integration of academic drawing into contemporary educational practices. The research is based on an interdisciplinary approach that combines empirical observation, pedagogical reflection, and analysis of visual culture as a factor in the professional identity of an artist. The novelty of the research lies in an attempt to integrate traditional academic approaches with current digital visualisation formats and contemporary contextual practices, while preserving the basic principles of artistic thinking. The authors emphasise the need to review the methodological foundations of teaching drawing, taking into account the dynamics of technological development, labour market transformations, and changes in the culture of perception of modern humans. Research results. An attempt was made to conceptualise drawing as a dynamic, living practice capable of evolving alongside cultural and technological transformations while retaining its conceptual and educational value. The importance of academic drawing as a contextual practice was substantiated – not only as a technical skill, but also as a tool for developing compositional thinking. A contradiction has been identified between traditional academic training and the needs of the digital environment, particularly in terms of algorithmic creativity. Pedagogical guidelines have been proposed that aim to integrate academic drawing into new educational formats through contextual practices that combine classical principles with modern technological approaches. This contributes to the formation of professional autonomy and critical thinking of future specialists in the field of artistic culture in a dynamic digital environment.