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 actionably 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. In this hypostasis, the practitioner fully corresponds to praxeological rigors which are reduced to the specifics of the logistic design and achievement of artistic action. The challenge of implementing a formative and innovative praxeology in artistic education is not a whim of the moment and any request purely theoretical, but a vital and practical necessity aimed at mobilizing all human resources to change both the integrative and professional vision of teachers and direct responsibility for the quality of their daily actions with the actors of training.