Introduction. The article substantiates the relevance of reference to the source study of the history of pedagogy of Antiquity. The purpose of the article is to identify and classify the main groups of sources based on the prehistory of art pedagogy and the creative heritage of John Chrysostom.

Materials and methods. The material for research was a significant number of sources from the Ancient period — from pedagogical and religious works of ancient authors to vase paintings and architectural structures. The methodological basis of the research is based on historical-pedagogical, art-pedagogical, religious studies, source studies, and archaeological approaches.

Results. Among the written sources on the prehistory of artpedagogy in the era of Antiquity, the following subgroups are identified: legislative, historical, biographical, philosophical, pedagogical, artistic and religious. Iconographic, anthropological, Phonographic, and material groups of sources are also identified.

Discussion. Researchers have conducted a thorough analysis of sources on the history and culture of Antiquity. They carried out attribution, localization and interpretation of artifacts, solving complex problems of reliability, completeness and significance of information contained in sources. Modern specialists have developed a detailed classification of written sources on the history of pedagogy of Antiquity. The authors believe that the traditional approach to the typology of sources provides more opportunities for research on the history of pedagogy of Antiquity.

Conclusion. Taking into account the generally accepted systematization of historical sources in accordance with the criteria of typification, chronological and regional characteristics, we can distinguish the following groups of sources on the history of the formation of artpedagogy in the period of Antiquity and the theological and pedagogical work of John Chrysostom: written, iconographic, anthropological, Phonographic and material. The greatest amount of information is contained in written sources that are diverse in their “disciplinary” content and genre features. Due to the fragmentary preservation of many sources, the process of the emergence of art pedagogy can be covered relatively unevenly. Analysis of the work of the Byzantine theologian showed that all the main directions of Christian pedagogy are represented in his legacy.

The following groups of sources on the history of artpedagogy formation in the period of Antiquity and the theological and pedagogical creativity of John Chrysostom are identified: written, iconographic, anthropological, Phonographic and material;

The greatest amount of information is provided by written sources that are diverse in their “disciplinary” content and genre features;

An analysis of John Chrysostom's work has shown that all the main areas of Christian pedagogy are represented in his works;

Source study of the history of pedagogy is one of the promising areas of pedagogical science.

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