The painting study as a means of forming the artistic and spatial thinking of future architects
DOI:
https://doi.org/10.32405/2308-8885-2025-4(118)-47-52Keywords:
fine art, academic drawing and painting, future architects, painting study, digital technologies, digital painting, artistic and spatial thinking, compositional cultureAbstract
The article examines the theoretical, historical, and methodological foundations of the painting study (étude) as a key instrument for the formation of professional competencies among future architects. Based on an analysis of domestic and international scientific sources, the current state of study practices in art and architectural education is outlined. The leading directions of its interpretation are defined, and aspects related to the integration of traditional artistic methods, modern digital tools, and interdisciplinary approaches are highlighted as insufficiently explored.
The historical overview traced the consistent evolution of the étude in fine art – from the initial forms of fixing visual impressions and attempts at artistic generalization to its establishment as an independent practice in European painting schools. The contributions of leading foreign and Ukrainian artists and architects who facilitated the development of the étude methodology and its dissemination in the professional environment are summarized. Special attention is paid to the emergence of the digital étude and its role in modern visualization methods, which have significantly expanded the toolkit for both creative activity and architectural design.
Based on the theoretical and methodological analysis, the pedagogical potential of the étude in architectural education is substantiated, particularly its significance in shaping visual analysis, spatial imagination, compositional literacy, adaptive thinking, and professional reflection. It is shown that étude activity ensures the holistic development of artistic and design skills, contributes to a deeper understanding of spatial structures, and serves as an effective instrument for transitioning from visual perception to architectural interpretation.
The conclusions emphasize the importance of combining traditional and digital étude technologies in the training of architects. Prospects for further research are outlined, including the improvement of étude execution methodologies in the digital era, the expansion of interdisciplinary connections, and the deepening analysis of its impact on students’ professional competence.
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