Introducing teenage students of the children's art school to self-education

Based on the analysis of psychological and pedagogical literature, the relevance of the study of the problem of introducing adolescent students of the department of fine arts of the children's school of arts to self-education is substantiated. The article presents the theoretical and methodological foundations of the study, the results of the analysis of scientific papers that reveal the concept of «self-education», the essence of the phenomenon being studied and illuminating the experience of organizing self-education of students, the age characteristics of modern adolescents and the types of hobbies of adolescent students of the children's art school (intellectual, aesthetic, egocentric; hobbies of the bodily–manual type, informative and communicative) highlighted by the authors are characterized as prerequisites for their self-education. The authors have concretized the scientific content of the concept of «introducing adolescents to self-education», interpreted in the work as the inclusion of a student in a conscious activity aimed at self-knowledge, self-change associated with the development of their own strengths and abilities in accordance with beliefs and independently set goals for the benefit of themselves, society and the state. The results of an empirical study conducted by the authors of the process of introducing adolescent students of the department of fine arts of children's school of arts to self–education during the study of the discipline «Composition» are presented, and the methods of such research are characterized. In accordance with the purpose of the study, the structure of the teacher's activity to introduce adolescents to self-education is substantiated and experimentally verified (using the example of the implementation of the discipline program «Composition» as a process of solving pedagogical tasks, including a preparatory stage, which involves the nomination of a goal; initial diagnosis, forecasting of performance results, development of the content of the program for introducing students to self-education; the main or constructive transformative stage, including the implementation of the program in the process of pedagogical interaction, intermediate control of the results of work with pupils, organization of reflection of students; and the control and evaluation stage, the content of which includes the final control of the work carried out, evaluation and analysis of effectiveness pedagogical interaction, correction of the teacher's activity); technologies and teaching methods (information and communication technologies, the «inverted classroom» learning model and art pedagogical methods) have been identified and tested, which have the greatest impact on changes in adolescents' understanding of the meaning of self-education and knowledge about it; on the adequacy of students' self-assessment of artistic and creative skills; on the development of adolescents' desire for self-education.