Efficiency of artistic education: praxiological issues [Articol]

Abstract

In the field of personality formation through art, we notice that the practice does not meet the specific technological need for the processes of reception-understanding-creation of works of art. In this educational field, the approach for optimizing the theory - practice relationship obtains additional instructive-formative and artistic development values, due to the principles of creation / recreation-reception of artistic products, which stipulate that the work of art exists as such only in the process of its interpretation-visualization-hearing - a process that integrates the mental action of the author of creation, considered conventionally as a theoretical one, with the action of reception and, at the same time, being considered as a practical one. The process of artistic reception within the instructive-formative actions is identified with the educational action itself. In this process, a considerable weight belongs to the participatory state of the pupil / student in the action of design, development and evaluation / self-evaluation (by prescribing individual behavioral maps, anticipating practical actions, varying operations, accomplishing tasks by choosing variants for the optimal solving) and the dynamics of the teacher's professional competence to gradually achieve the process of design (theoretical) and action (practice), by identifying educational content and value actions, diagnosing individual resources, planning, hypothesis formation, sequential and final evaluation.