{"id":11554,"date":"2023-01-23T21:34:31","date_gmt":"2023-01-23T20:34:31","guid":{"rendered":"https:\/\/glasniidei.mk\/?p=11554"},"modified":"2023-01-26T21:35:33","modified_gmt":"2023-01-26T20:35:33","slug":"aleksandar-popovski-per-pedagogjine-e-artit","status":"publish","type":"post","link":"https:\/\/glasniidei.mk\/?p=11554","title":{"rendered":"Aleksandar Popovski p\u00ebr pedagogjin\u00eb e artit"},"content":{"rendered":"
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\u0424\u043e\u0442\u043e\u0433\u0440\u0430\u0444\u0438\u0458\u0430 \u043d\u0430 \u0410\u043b\u0435\u043a\u0441\u0430\u043d\u0434\u0430\u0440 \u041f\u043e\u043f\u043e\u0432\u0441\u043a\u0438 \u043e\u0434 \u0409\u0443\u043f\u0447\u043e \u041c\u0430\u0448\u043b\u0430\u043a<\/figcaption><\/figure>\n<\/div>\n\n\n

Portreti i Aleksandar Popovskit nga Ljup\u00e7o Mashlak<\/strong><\/p>\n\n\n\n

Intervist\u00eb me Aleksandar Popovskin<\/strong><\/p>\n\n\n\n

Aleksandar Popovski ka lindur n\u00eb vitin 1969 n\u00eb Manastir. Ai u diplomua n\u00eb FSHA n\u00eb Shkup n\u00eb vitin 1996, n\u00eb deg\u00ebn e grafik\u00ebs me dizajn grafik. N\u00eb vitet e n\u00ebnt\u00ebdhjeta\u00a0 \u00ebsht\u00eb marr\u00eb\u00a0 me grafik\u00eb, kur edhe kishte nj\u00eb ekspozit\u00eb solo dhe ka marr\u00eb pjes\u00eb n\u00eb disa ekspozita grupore. Q\u00eb at\u00ebher\u00eb \u00ebsht\u00eb marr\u00eb edhe me strip, muzik\u00eb dhe me ilustrim t\u00eb librave e revistave, kryesisht p\u00ebr f\u00ebmij\u00eb, t\u00eb cilat jan\u00eb botuar brenda dhe jasht\u00eb vendit. Ai gjithashtu ka prodhuar disa postera dhe kopertina teatrore p\u00ebr bart\u00ebs t\u00eb z\u00ebrit (Foltin, Ljubojna, Pijan Slavej…). Vitet e fundit merret me piktur\u00eb, kryesisht me boj\u00ebra uji. Dhe n\u00eb k\u00ebt\u00eb fush\u00eb ka nj\u00eb ekspozit\u00eb t\u00eb pavarur dhe disa grupore n\u00eb Maqedoni dhe jasht\u00eb saj. \u00cbsht\u00eb Fitues i \u00c7mimit t\u00eb N\u00ebntorit t\u00eb SHAAB. Nga viti 1996 \u00ebsht\u00eb arsimtari rregullt i arteve figurative n\u00eb gjimnazin “Josip Broz-Tito” n\u00eb Manastir.<\/p>\n\n\n\n

Nikolla Shindre: \u201cAleksandar Popovski \u00ebsht\u00eb arsimtar i arteve figurative n\u00eb gjimnazin \u201cJosip Broz \u2013 Tito n\u00eb Manastir\u201d. P\u00ebrmes p\u00ebrvoj\u00ebs s\u00eb tij si pedagog i artit, ai u \u00ebsht\u00eb ndodhur shum\u00eb nx\u00ebn\u00ebsve nga Manastiri t\u00eb cil\u00ebt d\u00ebshironin t\u00eb aplikonin n\u00eb akademit\u00eb e artit, n\u00eb m\u00ebnyr\u00eb q\u00eb t\u00eb mund t\u00eb merren m\u00eb mir\u00eb me art n\u00eb t\u00eb ardhmen. Shpesh mund ta shihni n\u00eb ekspozita n\u00eb galerit\u00eb e Manastirit s\u00eb bashku me nx\u00ebn\u00ebsit e tij – artist\u00ebt t\u00eb ardhsh\u00ebm.<\/strong><\/p>\n\n\n\n

Profesioni i arsimtarit \u00ebsht\u00eb nj\u00eb veprimtari fisnike, detyra dhe q\u00ebllimi kryesor i t\u00eb cilit \u00ebsht\u00eb t\u00eb inkurajoj\u00eb nj\u00eb person t\u00eb rritet n\u00eb nj\u00eb njeri t\u00eb v\u00ebrtet\u00eb. P\u00ebrve\u00e7 k\u00ebsaj, synim ve\u00e7an\u00ebrisht i r\u00ebnd\u00ebsish\u00ebm \u00ebsht\u00eb q\u00eb nx\u00ebn\u00ebsi t\u00eb fitoj\u00eb njohuri, nj\u00eb lloj praktike m\u00ebsimore dhe disa aft\u00ebsi krijuese. Cili \u00ebsht\u00eb roli i atij, i cili duhet t\u00eb p\u00ebrcjell\u00eb artin e krijimit \u2013 arsimtarit t\u00eb artit?\u201d.<\/strong><\/p>\n\n\n\n

Aleksandar Popovski: \u201cN\u00eb fillim duhet t\u00eb v\u00ebrej\u00eb d\u00ebshir\u00ebn e nx\u00ebn\u00ebsit p\u00ebr artin, p\u00ebr krijimtarin\u00eb dhe pastaj ta nxis\u00eb at\u00eb. Un\u00eb punoj n\u00eb nj\u00eb shkoll\u00eb t\u00eb mesme, jo n\u00eb nj\u00eb shkoll\u00eb artistike profesionale, q\u00eb do t\u00eb thot\u00eb se nx\u00ebn\u00ebsit vijn\u00eb me interesa t\u00eb ndryshme. Pra, me kalimin e koh\u00ebs, disi rezulton se kam dy grupe – krijues dhe artdash\u00ebs. P\u00ebrve\u00e7 r\u00ebnd\u00ebsis\u00eb s\u00eb krijimit t\u00eb nj\u00eb artisti, \u00ebsht\u00eb gjithashtu e r\u00ebnd\u00ebsishme t\u00eb kesh nj\u00eb audienc\u00eb p\u00ebr vepr\u00ebn artistike. Dua t’ua afroj bukurit\u00eb e shprehjes vizuale.”<\/p>\n\n\n\n

N. Sh. Entuziazmin p\u00ebr artin disa e k\u00ebrkonin n\u00eb natyr\u00ebn hyjnore t\u00eb vet\u00eb vepr\u00ebs s\u00eb artit dhe t\u00eb tjer\u00eb n\u00eb shpirt\u00ebroren e artistit. Sot, vet\u00eb krijimi konsiderohet si pjes\u00eb e vepr\u00ebs. Cila duhet t\u00eb jet\u00eb qasja pedagogjike me nx\u00ebn\u00ebsit t\u00eb cil\u00ebt n\u00eb t\u00eb ardhmen duhet t’i m\u00ebsojn\u00eb k\u00ebto dallime n\u00eb m\u00ebnyr\u00eb q\u00eb t\u00eb njohin m\u00eb leht\u00eb aft\u00ebsit\u00eb dhe mund\u00ebsit\u00eb e tyre?<\/strong><\/p>\n\n\n\n

A. P. Nuk mendoj se ka dallime \u2013 pa artist nuk ka as vep\u00ebr. Dhe n\u00ebse k\u00ebt\u00eb e shikoni n\u00eb nj\u00eb kontekst tjet\u00ebr, ose n\u00eb nj\u00eb nivel tjet\u00ebr, at\u00ebher\u00eb krijuesi (dhe procesi i krijimit) do t\u00eb ishte nj\u00eb medium p\u00ebrmes t\u00eb cilit materializohet nj\u00eb mendim, shpirt, krijim i caktuar. Ai q\u00eb krijon duhet t\u00eb njoh\u00eb mir\u00eb materialet dhe mjetet me t\u00eb cilat punon dhe t\u00eb jet\u00eb \u201cn\u00eb form\u00eb\u201d, p\u00ebr ta th\u00ebn\u00eb n\u00eb m\u00ebnyr\u00eb sportive, n\u00eb form\u00eb shpirt\u00ebrore. Momenti krijues, kur vjen, nuk duhet humbur. Epo, tani si vijn\u00eb idet\u00eb, nuk ka formul\u00eb p\u00ebr k\u00ebt\u00eb, kjo \u00ebsht\u00eb nj\u00eb histori tjet\u00ebr…<\/p>\n\n\n\n

N. Sh. Pikturimi, vizatimi, praktika shkollore p\u00ebr linocut, grafika… p\u00ebr disa p\u00ebrfaq\u00ebson nj\u00eb v\u00ebshtir\u00ebsi, p\u00ebr disa nj\u00eb moment emocionues, por pothuajse p\u00ebr t\u00eb gjith\u00eb nj\u00eb pasqyrim miq\u00ebsie. Ato aktivitete, pavar\u00ebsisht kriterit t\u00eb paracaktuar, lejojn\u00eb t’i shijoni ato. Si, dhe sa e mund\u00ebsojn\u00eb programet m\u00ebsimore k\u00ebt\u00eb miq\u00ebsi?<\/strong><\/p>\n\n\n\n

A. P. E th\u00ebn\u00eb bukur dhe e v\u00ebrtet\u00eb p\u00ebr gjimnazist\u00ebt. P\u00ebr nga natyra e tij, procesi artistik-krijues \u00ebsht\u00eb kryesisht nj\u00eb pun\u00eb e vetmuar, por n\u00eb rastin e pun\u00ebs n\u00eb grup, b\u00ebhet nj\u00eb moment interesant i miq\u00ebsis\u00eb dhe zgjidhjes s\u00eb problemeve s\u00eb bashku, qofshin ato vizuale apo materiale. Programet m\u00ebsimore e b\u00ebjn\u00eb t\u00eb mundur k\u00ebt\u00eb, aq sa ka or\u00eb dhe aktivitete jasht\u00ebshkollore.<\/p>\n\n\n\n

N. Sh. N\u00eb shkencat vler\u00ebsohet sakt\u00ebsia, p\u00ebrkushtimi dhe ve\u00e7an\u00ebrisht disiplina, nd\u00ebrsa n\u00eb art k\u00ebrkohet edhe frym\u00ebzimi. Ndonj\u00ebher\u00eb, duke k\u00ebrkuar frym\u00ebzim, njeriu harron t\u00eb m\u00ebsoj\u00eb dhe praktikoj\u00eb teknik\u00ebn. Si pedagog i arti, si e p\u00ebrcillni r\u00ebnd\u00ebsin\u00eb e vet\u00eb disiplin\u00ebs tek artist\u00ebt e ardhsh\u00ebm?<\/strong><\/p>\n\n\n\n

A. P. Oh, kjo \u00ebsht\u00eb jasht\u00ebzakonisht e r\u00ebnd\u00ebsishme. E dini, idet\u00eb vijn\u00eb pa paralajm\u00ebrim, por ato gjithashtu ashtu edhe shkojn\u00eb. K\u00ebt\u00eb e them nga p\u00ebrvoja personale. Ne jemi pak t\u00eb rr\u00ebmbyer me p\u00ebrrallat, sidomos ato p\u00ebr artist\u00ebt e shekullit t\u00eb 19-t\u00eb, t\u00eb 20-t\u00eb, n\u00eb t\u00eb cilat ata jan\u00eb p\u00ebrshkruar si spontan\u00eb, t\u00eb eg\u00ebr, energjik\u00eb… Pra, jeta e tyre e trazuar e t\u00eb ngjashme. Po, p\u00ebrralla shet, por t\u00eb mos zhg\u00ebnjehemi \u2013 vet\u00eb disiplina \u00ebsht\u00eb jasht\u00ebzakonisht e r\u00ebnd\u00ebsishme. Kur d\u00ebgjoj apo lexoj se nj\u00eb artist \u201cjetoi energjik dhe me rr\u00ebmuj\u00eb\u201d dhe krijoi vepra q\u00eb k\u00ebrkojn\u00eb tre jet\u00eb, k\u00ebtu di\u00e7ka nuk \u201cndihet\u201d mir\u00eb. Puna k\u00ebrkon p\u00ebrkushtim dhe fokus. Fatkeq\u00ebsisht, mendoj se rinia moderne, dhe jo vet\u00ebm t\u00eb rinjt\u00eb, dal\u00ebngadal\u00eb po e humbin fokusin, hap\u00ebsira e v\u00ebmendjes po shkurtohet gjithnj\u00eb e m\u00eb shum\u00eb.<\/p>\n\n\n\n

N. Sh. Kreativiteti dhe praktika ofrojn\u00eb nj\u00eb baz\u00eb t\u00eb mir\u00eb p\u00ebr t\u00eb qen\u00eb nj\u00eb mjesht\u00ebr i mir\u00eb, por arti \u00ebsht\u00eb m\u00eb shum\u00eb se kaq, ve\u00e7an\u00ebrisht n\u00eb epok\u00ebn e artit konceptual dhe abstrakt. Sot askush nuk thot\u00eb se i p\u00eblqen shum\u00eb t\u00eb lexoj\u00eb libra. Si mund t\u00eb kontribuoj\u00eb pedagogjia e artit n\u00eb k\u00ebt\u00eb problem?<\/strong><\/p>\n\n\n\n

A. P. E par\u00eb nga k\u00ebndv\u00ebshtrimi i sot\u00ebm, arti mund t\u00eb jet\u00eb \u00e7do gj\u00eb, por nga ana tjet\u00ebr, edhe nuk mund t\u00eb jet\u00eb. Shum\u00eb gj\u00ebra \u201ckalojn\u00eb\u201d si art. Kam lexuar diku se artisti modern nuk \u00ebsht\u00eb aq shum\u00eb zejtar, por promovues, gj\u00eb q\u00eb \u00ebsht\u00eb e v\u00ebrtet\u00eb. Personalisht, mjesht\u00ebrin\u00eb e zanatit nuk e konsideroj as p\u00ebr minus dhe as p\u00ebr fyerje. Nga k\u00ebtu duhet t\u00eb fillohet, nuk mund t\u00eb jesh artist pa pasur t\u00eb pakt\u00ebn disa njohuri baz\u00eb p\u00ebr t\u00eb punuar me materialet dhe mjetet q\u00eb i p\u00ebrdor. N\u00eb k\u00ebt\u00eb konsiston edukimi i arsimtarit, ajo pjes\u00eb e m\u00ebsimdh\u00ebnies \u00ebsht\u00eb mjaft e qart\u00eb, k\u00ebtu nuk ka shum\u00eb filozofim, materialet jan\u00eb konkrete, nuk \u00ebsht\u00eb si kur diskutojm\u00eb p\u00ebr shije, estetik\u00eb, komunikim t\u00eb vepr\u00ebs etj…. N\u00eb bot\u00ebn moderne, marketingu \u00ebsht\u00eb b\u00ebr\u00eb pjes\u00eb e pandashme e profesionit, duke shkuar deri n\u00eb agresion t\u00eb pap\u00eblqyesh\u00ebm, vet\u00ebm p\u00ebr t\u00eb marr\u00eb v\u00ebmendjen e d\u00ebshiruar.<\/p>\n\n\n\n

N. Sh. Arsimi \u00e7do vit varf\u00ebrohet, si me burime financiare, me staf dhe m\u00eb e r\u00ebnd\u00ebsishmja – me nx\u00ebn\u00ebs. Megjithat\u00eb, norma e interesit nuk ka gjasa t\u00eb ndryshoj\u00eb n\u00eb m\u00ebnyr\u00eb drastike. Si t\u00eb motivohen nx\u00ebn\u00ebsit n\u00eb nj\u00eb atmosfer\u00eb n\u00eb r\u00ebnie?<\/strong><\/p>\n\n\n\n

A. P. \u00cbsht\u00eb e v\u00ebrtet\u00eb q\u00eb p\u00ebrqindja e interesit nuk ndryshon shum\u00eb. Minimumi q\u00eb duhet t\u00eb jap\u00eb nj\u00eb arsimtar \u00ebsht\u00eb, t\u00eb pakt\u00ebn t\u00eb mos e demotivoj\u00eb nx\u00ebn\u00ebsin. Motivimi varet nga t\u00eb dyja pal\u00ebt \u2013 si nga arsimtari ashtu edhe nga nx\u00ebn\u00ebsi. Sigurisht q\u00eb faktor jan\u00eb edhe kushtet q\u00eb ofron shteti, por sot jan\u00eb shum\u00eb artist\u00eb q\u00eb punojn\u00eb p\u00ebr audienc\u00eb t\u00eb huaj, madje disa prej tyre sigurojn\u00eb jetes\u00ebn prej saj. E dini, kush ka filluar t\u00eb interesohet p\u00ebr artin figurativ, ai e b\u00ebn at\u00eb nga dashuria dhe k\u00ebtu tashm\u00eb \u00ebsht\u00eb leht\u00ebsuar problemi i motivimit.<\/p>\n\n\n\n

N. Sh. S\u00eb fundi, teoria e loj\u00ebs si art mund t\u00eb mos jet\u00eb e mundur, por \u00ebsht\u00eb m\u00eb e bukura p\u00ebr t’u pranuar. Si t\u00eb luhet n\u00eb m\u00ebnyr\u00eb q\u00eb t\u00eb m\u00ebsohet di\u00e7ka?<\/strong><\/p>\n\n\n\n

A. P. Loja ka rol t\u00eb madh n\u00eb krijimin. P\u00ebr t\u00eb luajtur duhet t\u00eb ruash nj\u00eb pjes\u00eb t\u00eb shpirtit t\u00eb f\u00ebmij\u00ebs, freskin\u00eb e mendimeve, past\u00ebrtin\u00eb, madje edhe naivitetin. Nuk \u00ebsht\u00eb e thjesht\u00eb, sot t\u00eb gjith\u00eb duam t\u00eb jemi serioz\u00eb (ndoshta, p\u00ebr t’u marr\u00eb seriozisht) dhe harrojm\u00eb shpejt t\u00eb relaksohemi dhe t\u00eb k\u00ebnaqemi me loj\u00ebn. Epo, shikoni vet\u00ebm veprat e artit \u2013 n\u00eb shum\u00eb prej tyre ndjehet se autor\u00ebt \u201cjan\u00eb humb n\u00eb loj\u00eb\u201d, madje u ka qen\u00eb arg\u00ebtuese gjat\u00eb realizimit t\u00eb tyre, ajo nuk mund t\u00eb fshihet, ajo duket n\u00eb vep\u00ebr… T\u00eb luash nj\u00eb person, ka m\u00ebnyra t\u00eb ndryshme \u2013 ndonj\u00ebher\u00eb \u00ebsht\u00eb tema (p\u00ebrmbajtja) e vepr\u00ebs, ndonj\u00ebher\u00eb atmosfera n\u00eb t\u00eb cil\u00ebn punohet, ose p\u00ebrs\u00ebri, ndonj\u00eb mjet i ri me t\u00eb cilin punon, nj\u00eb material i ri q\u00eb duhet provuar. \u00cbsht\u00eb bukur kur njeriu her\u00eb pas here mund t\u00eb gjej\u00eb nj\u00eb lloj \u201cf\u00ebmije\u201d, si\u00e7 do t\u00eb thoshim ne, q\u00eb do t\u00eb \u201cluaj\u00eb\u201d me t\u00eb, dhe me t\u00eb cilin procesi krijues b\u00ebhet m\u00eb interesant dhe intensiv.<\/p>\n\n\n\n

M\u00eb posht\u00eb mund t\u00eb shihni fotografi t\u00eb disa prej punimeve t\u00eb Aleksand\u00ebr Popovskit.<\/strong><\/p>\n\n\n\n

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\u201e\u0417\u0438\u043c\u0441\u043a\u043e \u0441\u043e\u043d\u0446\u0435\u201c, \u0430\u043a\u0432\u0430\u0440\u0435\u043b, \u0410\u043b\u0435\u043a\u0441\u0430\u043d\u0434\u0430\u0440 \u041f\u043e\u043f\u043e\u0432\u0441\u043a\u0438.<\/figcaption><\/figure>\n\n\n\n
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\u201e\u0412\u0440\u0435\u043c\u0435 \u0435…\u201c, \u0430\u043a\u0432\u0430\u0440\u0435\u043b, \u0410\u043b\u0435\u043a\u0441\u0430\u043d\u0434\u0430\u0440 \u041f\u043e\u043f\u043e\u0432\u0441\u043a\u0438.<\/figcaption><\/figure>\n\n\n\n
\"\u0411\u0435\u0437
\u0411\u0435\u0437 \u043d\u0430\u0441\u043b\u043e\u0432, \u0430\u043a\u0432\u0430\u0440\u0435\u043b, \u0410\u043b\u0435\u043a\u0441\u0430\u043d\u0434\u0430\u0440 \u041f\u043e\u043f\u043e\u0432\u0441\u043a\u0438.<\/figcaption><\/figure>\n\n\n\n
\"\u041d\u0430\u0441\u043b\u043e\u0432\u043d\u0430
\u041d\u0430\u0441\u043b\u043e\u0432\u043d\u0430 \u0441\u0442\u0440\u0430\u043d\u0430 \u043d\u0430 \u0441\u043b\u0438\u043a\u043e\u0432\u043d\u0438\u0446\u0430, \u0410\u043b\u0435\u043a\u0441\u0430\u043d\u0434\u0430\u0440 \u041f\u043e\u043f\u043e\u0432\u0441\u043a\u0438.<\/figcaption><\/figure>\n<\/figure>\n\n\n\n

Lekturoi: E. M.<\/strong><\/p>\n\n\n\n

P\u00ebrktheu E. M.<\/strong><\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

N\u00eb fillim duhet t\u00eb v\u00ebrej\u00eb d\u00ebshir\u00ebn e nx\u00ebn\u00ebsit p\u00ebr artin, p\u00ebr krijimtarin\u00eb dhe pastaj ta nxis\u00eb at\u00eb. Un\u00eb punoj n\u00eb nj\u00eb shkoll\u00eb t\u00eb mesme, jo n\u00eb nj\u00eb shkoll\u00eb artistike profesionale, q\u00eb do t\u00eb thot\u00eb se nx\u00ebn\u00ebsit vijn\u00eb me interesa t\u00eb ndryshme. Pra, me kalimin e koh\u00ebs, disi rezulton se kam dy grupe – krijues dhe artdash\u00ebs.<\/p>\n","protected":false},"author":2,"featured_media":11358,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"episode_type":"","audio_file":"","cover_image":"","cover_image_id":"","duration":"","filesize":"","date_recorded":"","explicit":"","block":"","filesize_raw":"","footnotes":""},"categories":[58],"tags":[],"class_list":{"0":"post-11554","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-58"},"_links":{"self":[{"href":"https:\/\/glasniidei.mk\/index.php?rest_route=\/wp\/v2\/posts\/11554","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/glasniidei.mk\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/glasniidei.mk\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/glasniidei.mk\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/glasniidei.mk\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=11554"}],"version-history":[{"count":2,"href":"https:\/\/glasniidei.mk\/index.php?rest_route=\/wp\/v2\/posts\/11554\/revisions"}],"predecessor-version":[{"id":11565,"href":"https:\/\/glasniidei.mk\/index.php?rest_route=\/wp\/v2\/posts\/11554\/revisions\/11565"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/glasniidei.mk\/index.php?rest_route=\/wp\/v2\/media\/11358"}],"wp:attachment":[{"href":"https:\/\/glasniidei.mk\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=11554"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/glasniidei.mk\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=11554"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/glasniidei.mk\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=11554"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}