PEDAGOGICAL CONDITIONS FOR TEACHING ARTS AND CRAFTS TO HIGH SCHOOL STUDENTS

Introduction. The changes taking place in the system of social relations actively affect education, in particular of high school students, requiring it to be mobile, to adequately respond to the challenges of the 21st century, in which education and intelligence are increasingly related to the category of national wealth, national security, and health, personal development, the flexibility of his professional training, desire for creativity, competence in solving non-standard tasks become an important factor in the progress of independent Ukraine. Purpose. To identify and characterize the pedagogical conditions for teaching high school students decorative and applied creativity. Methods. Theoretical (analysis, synthesis, comparison, generalization, classification, and systematization of modern scientific theoretical and empirical studies of an integrative approach). Results. The modern stage of the revival of Ukraine's independence, its integration into the world society, and the entry of Ukrainian education into the European educational space require the creation of a new system for the formation of an educated, creative personality, as well as the provision of conditions for the fullest disclosure of its abilities, the satisfaction of educational needs because modern education is defined as – the strategic basis for the development of the individual, society, nation, and state, the guarantee of the future. Therefore, the following basic pedagogical conditions are applied when teaching high school students decorative and applied creativity: science in education; the connection between theory and practice; the educational nature of work training; system and sequence of training; availability and affordability of educational material; clearness; consciousness, activity, the strength of learning knowledge and skills. Also, special pedagogical conditions, are determined by the specifics of teaching high school students decorative and applied creativity, in particular: training based on productive work; formation of skills on the basis of conscious assimilation of techniques and operations. Decorative and applied creativity is one of the factors of the harmonious development of the individual as a whole. Communication with folk art enriches the soul of a teenager and instills a love for one's land. Decorative and applied creativity preserves and transmits to new generations national traditions and forms of aesthetic attitude to the world developed by the people. The creativity of folk masters helps to reveal the world of beauty, to develop artistic taste.Originality. The main forms of education for high school students are traditional – collective (lessons); individual (homework, independent work, creative projects); non-traditional (business games, master classes, thematic exhibitions, meetings with folk craftsmen, visits to museums). According to the peculiarities of teaching high school students in decorative and applied creativity, the following methods are used: verbal (explanation, story, conversation, collective discussion, clarification); practical(creative works, master classes); visual (models, layouts, samples); problem-searching (lessons-dialogues, debates, discussions); evoestic (discovery and reproduction of various possibilities of performing tasks in decorative and applied creativity, generation of own ideas.) Conclusion. Therefore, the education of high school students in decorative and applied creativity should be conducted in the following main directions: aesthetic perception of creativity and the environment; artistic and creative activity of students; practical training.