<abstract xmlns="http://www.w3.org/1999/xhtml"><p>The process of artistic perception in instructive and formative actions is identified with the educative action itself. In this process the considerable weight rests on the participative state kid to the design, development and evaluation/self-evaluation (through prescription of individual behavioural maps, anticipating practical actions, varying operations, performing the tasks by choosing the optimal variants for solving) and the dynamics of professional competence of teachers to achieve gradually the theoretical design process and practical actuating, by identifying educational content and valuable actions, diagnosing the individual resources, planning, forming hypotheses, sequential and final evaluation. In our statements we proceed from the reality that the artistic activity differs much from other human activities through its ontological specifics, which requires taking into account the opportunities and challenges that arise in individual potential manifestation of the child, act that expresses by transposing the theoretical prescriptions into practical actions indisputable by the presence of emotional-affective reactions, by developing projects and logistical maps of action, is not waiting for certain stimuli coming from outside, but by enhancing the artistic intentions and decisions of child – subjects of education.</p></abstract>

The process of artistic perception in instructive and formative actions is identified with the educative action itself. In this process the considerable weight rests on the participative state kid to the design, development and evaluation/self-evaluation (through prescription of individual behavioural maps, anticipating practical actions, varying operations, performing the tasks by choosing the optimal variants for solving) and the dynamics of professional competence of teachers to achieve gradually the theoretical design process and practical actuating, by identifying educational content and valuable actions, diagnosing the individual resources, planning, forming hypotheses, sequential and final evaluation. In our statements we proceed from the reality that the artistic activity differs much from other human activities through its ontological specifics, which requires taking into account the opportunities and challenges that arise in individual potential manifestation of the child, act that expresses by transposing the theoretical prescriptions into practical actions indisputable by the presence of emotional-affective reactions, by developing projects and logistical maps of action, is not waiting for certain stimuli coming from outside, but by enhancing the artistic intentions and decisions of child – subjects of education.

5. The Innovative Praxeology: Suggestions for Implementing 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.

{"article-title":"5. The Innovative Praxeology: Suggestions for Implementing in Artistic Education"}

The process of artistic perception in instructive and formative actions is identified with the educative action itself. In this process the considerable weight...

5. The Innovative Praxeology: Suggestions for Implementing in Artistic Education

Publié en ligne: 08 mai 2020

Pages: 289 - 298

DOI: https://doi.org/10.2478/rae-2020-0033

Mots clés
artistic education, proactive behaviour, success of personality, innovative and artistic praxeology, artistic action of teacher, artistic action of pupil, creativity, actional freedom, teacher’s and pupils’ proactive style, actional options

© 2020 Tatiana Bularga, published by Sciendo

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

5. The Innovative Praxeology: Suggestions for Implementing in Artistic Education

Publié en ligne: 08 mai 2020

Pages: 289 - 298

DOI: https://doi.org/10.2478/rae-2020-0033

Mots clésartistic education, proactive behaviour, success of personality, innovative and artistic praxeology, artistic action of teacher, artistic action of pupil, creativity, actional freedom, teacher’s and pupils’ proactive style, actional options

© 2020 Tatiana Bularga, published by Sciendo

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

Mots clés
artistic education, proactive behaviour, success of personality, innovative and artistic praxeology, artistic action of teacher, artistic action of pupil, creativity, actional freedom, teacher’s and pupils’ proactive style, actional options