References 1. Creţu, C. (1997) Psihopedagogia succesului , Ed. Polirom, Iaşi. 2. Creţu, C. (2006) Global Curriculum: Concept Development, Emerging Theories and Curriculum Policy Issues, in Crişan, A. (Ed), Current and Future challenges in curriculum Development: Policies, Practices and Networking for Change , Humanitas Educaţional, Bucureşti 3. Dracea, R.., Cristea, M., Mitu, N. (2010) Migrația și competiția fiscală. Implicații la nivelul Uniunii Europene, [Migration and tax competition. Implications at the level of the European Union] http
Ona Ionica Anghel
Dorina Geta Iușcă
in music cognition. The role of age and music complexity. Journal of Research in Music Education, 56(2), 118-129. 7. Morrison, S.J., Demorest, S., Campbell, P.S., Bartolome, S. & Roberts, C. (2013). Effect of intensive instruction on elementary students’ memory for culturally unfamiliar music. Journal of Research in Music Education, 60(4), 363-374. 8. Sakai, W. (2011). Music preference and family language background: A computersupported study of children’s listening behavior in the context of migration. Journal of Research in Music
Viorica Crisciuc and Marina Cosumov
Complex and integrated nature of issues such as globalization, migration, interculturalism, environmental protection, information explosion, claims a transdisciplinary approach to education and music education. To cope with changes characteristic of the contemporary world, students need as generic skills: the ability to learn how to learn, ability and problem-solving assessment. Transdisciplinarity - involves such issues often highly complex, using tools and rules specific to certain science investigations using concepts of these sciences, but in other contexts. Students are interested in concrete problems faced in everyday life and looking for more of these explanations and practical solutions. To identify issues related to cross-disciplinary dimension of music education concepts will investigate disciplinary, multidisciplinary, interdisciplinary are four arrows of a single bow: knowledge.
The complex and integrated nature of issues such as globalization, migration, interculturality, environmental protection, information explosion, calls for a complex approach to musical education. In order to cope with the changes in the contemporary world, students need generic skills such as: the ability to learn how to learn, the ability to evaluate and solve problems. Analyzing the theoretical and methodological sources, the universal character of musical competences was investigated, investigating the classifications of different historical epochs of notorious personalities of the field and from the perspective of the main fields on which the Music Pedagogy (Psychology of Music and Musicology) is founded. This article denotes some aspects of the competencies specific to the training and education of students at the Music Specialty.
The paper will refer only to one of period of Hallstatt, Middle Hallstatt, an important period of the first Iron Age – that form with Late Hallstatt a unity called by historian the protohistory of the Dacians – bringing important transformations recorded in the human beings’ habitat. The settlements and buildings of the entire Bronze Age reflect the continuation of migrations, though limited, by their sedentarization, but also the fortification of some settlements which became real centres of unions of tribes. The characteristic to the mentioned period is continuity (and then the ending) of the process of unification of the Thracian tribes, a process began in Early Hallstatt. The collision of tribes needed the amplification of settlements, but also of the fortifications and also, step by step, the extending of the Greek urbanism implemented in today’s Dobrogea by the Greeks who started colonies here, the Scythian-Greek incluences are to be found in the Late Hallstatt and in other areas on the nowadays territory of our country. The specificity of settlements and buildings of the cultures from the beginning of Hallstatt on the territory of our country will be studied in their evolution towards the next phase – of the second period of the Iron Age: Latène.