THE CONDITIONS FOR THE DEVELOPMENT OF PRE-PROFESSIONAL PROGRAMS IN THE FIELD OF CHOREOGRAPHIC ART IN INSTITUTIONS OF ADDITIONAL EDUCATION OF CHILDREN
Discusses the issues of transition from children’s music schools, which are an integral part of the system of additional education, pre-professional programs in the field of art education, to further professional self-determination of graduates of art schools. Unfortunately, the ranks of graduates of art schools, in recent years, rarely fill up the number of students wanting to get an art education. After graduation many of the graduates, educated in a certain field continue professional training, and to act in the educational institutions of other profiles. This is due to the fact that the prestige of education in the sphere of culture and arts is not high. Among parents and children standing on the threshold of the school and are ready to choose a future profession, there is an unspoken ranking of “necessary and important” professions according to their prestige, “fashion” and material security. Low wages in the sphere of culture and arts does not allow it to rise to the same level as the more prestigious, according to parents and high school graduates, professions. The results of the analysis of the pre-professional programs are presented and the issues of their implementation are identified. The most significant were the increased physical and temporal workload, and a lack of motivation on the part of parents and children. The requirements for training in additional pre-professional programs are given, and the areas of responsibility of all parties in the educational process are selected. The conditions necessary for the formation of positive motivation and successful development, additional preprofessional programs are revealed. Among them are the following: the ability of the teacher to build the learning process so that heavy physical exertion associated with the development of choreographic disciplines, was seen as a requirement to achieve the learning outcomes; the interest of parents and their involvement in the learning process; the formation of students ‘interest in subjects of pre-professional programs.