The thesis is devoted to the actual problem of the formation of artistic perception of adolescents in the process of piano teaching. The views of representatives of different sciences on this problem are analyzed, the essence and specific characteristics of artistic perception are revealed. Its structure is defined, which includes motivational-cognitive, creative-emotional, activity-information components. Motivational-cognitive component activates development of motives, interests, needs of installations of teenagers in the field of piano art; creative-emotional component contributes to the categorization of images, ideas, thoughts that arise when dealing with works of art; the information-and-information component contributes to the accumulation of artistic information for the purpose of transforming artistic images, their interpretation, the creation of their own performing concept. In accordance with the chosen structural components, the criteria (motivational, creative, activity) and indicators of the formation of artistic perception of adolescents are defined. The motivational criterion makes it possible to determine the degree of motivation of teenagers for piano learning and artistic perception of works of art, the creative criterion reflects the degree of creative orientation of adolescents in the process of teaching, their emotional attitude to works of art, the activity criterion is aimed at determining the level of development of skills in artistic communication and skills to adjust the process and result performing activities. The philosophical aspect of the problem is connected with the understanding of artistic perception as a way of realizing the aesthetic relation to art, and also with the identification of the personal meaning of the work as a necessary component of its full-fledged perception; psychological - is to justify the physiological nature of artistic perception, its essence as a reflection of the real world in the mind of man; pedagogical - is characterized by the definition of the role of artistic perception in the formation and development of the subject of instruction; musicology - is aimed at studying the influence of a musical work on the inner world of the individual. Analysis of scientific views allowed to interpret artistic perception as a meaningful and definite synthesis of diverse images, which is formed as a result of the active holistic impact of works of art on the senses. It has been clarified that, being a complex integrated process accompanying the process of analytical and synthetic activity with the aim of understanding and understanding a wide range of musical information, developed artistic perception ensures the success and effectiveness of piano training for adolescents. Piano training of adolescents is considered as a process of mastering musical knowledge, performing skills, skills of artistic interpretation of musical works and evaluating its effectiveness, heoretically, the methodological basis of the study, which includes system, axiological, and cultural studies, is substantiated. gender and genre-style approaches. Theoretically proved and experimentally verified is the step-by-step methodology for the formation of artistic perception of adolescents in the process of piano learning, which is based on the developed principles (self-regulation, informativeness, contextuality, associativity of artistic perception and the relationship of emotional and rational-logical in artistic perception) and pedagogical conditions that positively influence the formation of artistic perception of adolescents (metaphorical comprehension of artistic reality and creative independence of teenagers and their modeling abilities of artistic and pedagogical situations and the unity of aesthetic and ethical in the process of artistic perception). The methodology is implemented in four stages (imitative, integration-enrichment, self-interpretation) on which the motivational, explanatory-illustrative, cognitive, playful and special (artistic creativity, artistic content, artistic control, artistic enrichment, artistic hints) methods of teaching were introduced
