FORMATION OF SCIENTIFIC THINKING IN FINE ARTS EDUCATION THROUGH RESEARCH-BASED METHODS
Abstract
This article examines the role and significance of integrating research-based methods into the modernization of fine arts education. The pedagogical analysis is grounded in an experimental study conducted with students enrolled in a painting course. The findings demonstrate how working with a still life fosters the development of key competencies, including visual observation, form analysis, understanding of color transitions, and examination of light–shadow relationships. The study substantiates that a research-oriented approach enhances students’ cognitive engagement and contributes to the formation of artistic-scientific thinking. The results confirm that scientific analysis of a still-life composition functions as a natural research model of the artistic process and significantly advances students’ analytical and scientific reasoning.
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