<abstract xmlns="http://www.w3.org/1999/xhtml"><p>In efforts to design the implementation process of innovative artistic praxeology we emerged from the assumption that TDA (teacher’s didactic action) and PAA (pupil artistic action) become fundamental values of the integration of theory and praxeology in perspective of an effective education, provided that they be widely used both horizontally and vertically, according to the pentagonal model consisting of principles: proactivity, artistic intro-opening, creation/creativity, of success, re-conceptualizing and instrumented in modern theoretical and methodological perspectives. Modern education, especially the artistic one, has a stringent need of an innovative praxeology, which, unlike the receptive praxeology, does not take over the rough theoretical and methodological approaches, but obliges the practitioner to gather from the available sources only the ideas of perceived essences, so that later to come before pupils with new actional options. Such a praxeology becomes more than just a practical act, because it puts the teacher in the role of interim manager function between theory and practice.</p></abstract>

In efforts to design the implementation process of innovative artistic praxeology we emerged from the assumption that TDA (teacher’s didactic action) and PAA (pupil artistic action) become fundamental values of the integration of theory and praxeology in perspective of an effective education, provided that they be widely used both horizontally and vertically, according to the pentagonal model consisting of principles: proactivity, artistic intro-opening, creation/creativity, of success, re-conceptualizing and instrumented in modern theoretical and methodological perspectives. Modern education, especially the artistic one, has a stringent need of an innovative praxeology, which, unlike the receptive praxeology, does not take over the rough theoretical and methodological approaches, but obliges the practitioner to gather from the available sources only the ideas of perceived essences, so that later to come before pupils with new actional options. Such a praxeology becomes more than just a practical act, because it puts the teacher in the role of interim manager function between theory and practice.

The Challenges of Implementing A Formative and Innovative Praxeology in Artistic Education

„Alecu Russo” State University from Bălţi

Review of Artistic Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

In efforts to design the implementation process of innovative artistic praxeology we emerged from the assumption that TDA (teacher’s didactic action) and PAA...

The Challenges of Implementing A Formative and Innovative Praxeology in Artistic Education

Publicado en línea: 07 abr 2019

Páginas: 309 - 323

DOI: https://doi.org/10.2478/rae-2019-0035

Palabras clave
artistic education, efficiency, innovative and artistic praxeology, artistic action of teacher, artistic action of pupil/student, proactive behavior, success of personality, actional options, implementation process

© 2019 Tatiana Bularga, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

The Challenges of Implementing A Formative and Innovative Praxeology in Artistic Education

Publicado en línea: 07 abr 2019

Páginas: 309 - 323

DOI: https://doi.org/10.2478/rae-2019-0035

Palabras claveartistic education, efficiency, innovative and artistic praxeology, artistic action of teacher, artistic action of pupil/student, proactive behavior, success of personality, actional options, implementation process

© 2019 Tatiana Bularga, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Palabras clave
artistic education, efficiency, innovative and artistic praxeology, artistic action of teacher, artistic action of pupil/student, proactive behavior, success of personality, actional options, implementation process