Efficiency of Artistic Education: Praxiological Approach

Abstract 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. 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.

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

Review of Artistic Education ◽

10.2478/rae-2020-0033 ◽

2020 ◽

Vol 20 (1) ◽

pp. 289-298

Author(s):

Tatiana Bularga

Keyword(s):

Design Process ◽

Human Activities ◽

Professional Competence ◽

Design Development ◽

Self Evaluation ◽

Artistic Activity ◽

Theoretical Design ◽

Individual Potential ◽

The Individual ◽

Resources Planning

AbstractThe 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.

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

Review of Artistic Education ◽

10.2478/rae-2019-0035 ◽

2019 ◽

Vol 18 (1) ◽

pp. 309-323

Author(s):

Tatiana Bularga

Keyword(s):

Implementation Process ◽

Theory And Practice ◽

Modern Education ◽

Methodological Approaches ◽

To Come ◽

Fundamental Values ◽

Effective Education

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.

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Education: 15. The Principles of Artistry in Musical Education

Review of Artistic Education ◽

10.2478/rae-2018-0036 ◽

2018 ◽

Vol 16 (1) ◽

pp. 310-317

Author(s):

Marina Morari

Keyword(s):

Cultural Values ◽

Human Activities ◽

Expressive Power ◽

Human Being ◽

Musical Education ◽

Artistic Activity ◽

Human Skills ◽

Spiritual Communication

Abstract The phenomenon is related to the unsafe world of feelings and brings together all meanings and cultural values. The performance of an artistic phenomenon is not possible without object-subjective relations, only in the frame of such kind of relations there can be established a cultural and spiritual communication, edification of the receptor. In the artistic phenomenon study, are known several approaches, which generate its understanding in several stages. The musical and artistic activity of the human being, as well as the product of this activity, can become determinant causes in education. The production of musical education depends on human skills and their degree of development. In all artistic activities - creation, interpretation, and reception - the "ordinary human being" valorises his own spiritual and artistic skills in order to contact directly with art. This article explores the conception of Tudor Vianu on the artistry, especially the analysis of the factors that determine the appearance of artistic phenomena and features of an artist The principles of artistry are deduced in education from the features of the artistic structure: the intuitiveness, the psychic depth of the empathies, the creative fantasy and the expressive power In the process of musical education, in pupil's personality that experience is formed that empathy, which cannot be acquired via contact with other phenomena / things. The understanding of the musical and artistic phenomena, in its totality, depends mostly on respecting a set of conditions. Applying the principles of artistry in musical education can ensure the joining of art with other human activities and the pre-eminence of art in everyone’s culture and life.

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Konflikty destruktywne – trudno rozwiązywalne w perspektywie „wychowania do wartości”

Studia Edukacyjne ◽

10.14746/se.2019.52.2 ◽

2019 ◽

pp. 23-34

Author(s):

Małgorzata Cywińska

Keyword(s):

Dispute Resolution ◽

Social Consequences ◽

Conflict Process ◽

Fundamental Values ◽

Great Complexity ◽

Effective Education ◽

Resolution Strategies

Postmodernity born as a result of the crisis of civilization culture is characterized by pluralism, a “category” of difference, reflected, among others, in social (interpersonal, group) conflicts with a constructive and/or destructive impact. Special attention should be paid to difficult-to-solve conflicts due to their extremely unfavorable social consequences. They are characterized by a great complexity of disputable issues, aggression, violence, mutual harm, desire to destroy the opponent, a very escalating character. The persistence of such conflicts causes a sense of hopelessness on the part of the parties involved. Extinguishing or trying to resolve these situations requires extraordinary measures, as traditional dispute resolution strategies such as negotiation and mediation are not effective. “Education for values”, which focuses on identifying fundamental values, cannot be overestimated in the prevention of conflicts that are difficult to resolve. Large differences in values often trigger a conflict process, which is why it is so important to identify a universe accepted by all, which may become a significant inhibitor of hostilities and antagonisms.

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