The implementation of formative-innovative praxeology in artistic education. Optimization of connection Theory – Artistic Praxeology [Articol]

Abstract

The article is a theoretical and applicative one, for the following reasons: it conceptualizes the essence, nature and legalities of design, implementation and evaluation of pupils’/students’ artistic action, promoting qualitatively the organizational culture of teachers; it adds applied value through the experimental validation of the effectiveness of behavioral and artistic patterns in the praxis of the concerned field. The study reorients the practitioner from a receptive praxeology (the docile transposition of the theoretical approaches into training practice, which limits catastrophically the actional freedom of teacher and pupils/students) to an innovative praxeology, which requires taking over from theory the best ideas and based on them to elaborate their own actional options. As formative and innovative qualities are fostered: initiative, responsibility, creativity, originality of thought and manifestation of teacher’s and pupils’ proactive style.