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 in the field of european artistic education. As formative and innovative qualities are fostered: initiative, responsibility, creativity, originality of thought and manifestation of teacher’s and pupils’ proactive style. The article will be of interest among those who promote a policy of change and renovation in the artistic education field.