Starting from the cultural mediator model, the teacher, in his turn, can be positioned from the perspective of the assumed positioned of art mediator. Thus, his role would be to make art accessible to a public under training (students). Approaching activities in an upward direction - from the uninitiated (students) towards the professionals (artists), the designed activities will thus start from the developmental needs of the students. Finding ways of connecting youth and art by introducing art into everyday life and identifying examples where elements, skills and knowledge about art can be applied in everyday life and the permanent concentration of the mediator professor on the public/youth/students and not on the works of art and, thus placing young people at the heart of artistic mediation are several ways of opening, awakening and training the interest of the new art public.
Ištok, R. and Angelovič, M., 2013: Vybrané teoreticko- metodologické aspekty výskumu kvality života s prihliadnutím na prihraničné regióny (Selected theoretical and methodological aspects of the research of the life quality in the border regions - in Slovak). In: Prírodné vedy. Folia Geographica, Vol. 20, No 1, pp. 80-97.
Jeřábek, M., Dokoupil, J. and Havlíček, T., 2004: České pohraničí - bariéra nebo prostor zprostředkování? (Czech borderland - barrier or space of the mediation? - in Czech), Praha: Academia.
Kačmárová, M., Babinčák, P
Agata Frankowska CDFMR, Izabella Łęcka CDFMR and Jan Frankowski CDFMR
scope of activities: apart from implementing projects in Africa, part of NGOs’ work takes place in Poland and is related to the promotion of civil society, social inclusion, global education, mediation, and support for refugees and migrants, children and youth, ecology, or even the provision of medical care. Their overall organisational capacity arises from the ability to mobilise funds for different social projects, not necessarily those in Africa. When it comes to thematic scope, compared to organisations working in the Eastern Partnership countries (see Pospieszna
Carlos Coca Gamito CDFMR and Georgios Baltos CDFMR
wage and the investment on the labour market depend upon the country where the individual is working. In other words, the economic and employment conditions, which determine the part of the production outcome that goes to labour, are mediated through some national idiosyncratic features. This assumption is realistic and means that although Spain and Germany may grow at the same pace, wages and workers’ investment in order to access the labour market are not the same, but that the NLI reaches a maximum at the same rate of growth. In brief, the differences in the
Present day art phenomena that surround us from all media channels compel us, who have been educated as professional musicians, to find justifications for the sonic abuse that contemporary society is subjected to and to resuscitate, within this vitiated context, the art music meant to re-educate our people, restoring them to the conscience and value of their identity. Educating the public and bringing them closer to contemporary art is a task meant to be fulfilled by music institutions as well, since they should seek to investigate efficient methods of generating connecting bridges to the large masses by transforming music into a shared cultural commodity.
Between the age of six and eleven, children easily express themselves through drawing. After this age, there is a blockage due to the development of critical thinking. If during the 6 - 11 age stage children draw using symbol schemes, reporting what they remember and what they understood from what they saw, after the age of 10-11 (secondary phase) children want to draw what they see and thus they face challenges related to technical means and language specific for arts. In this regard, a mediation is necessary between the technical means and the artwork or reproductions of fine art (either in albums, or displayed on a screen) using guided questions. This process, that over the years of teaching proved its efficiency, contributes to the development of students’ imagination and creativity, and to the formation of a useful general culture.
8. Jollet, Jean-Clement Dictees musicales , vol.1, Paris, Gerard Billaudot Publishing House
9. Pașca, Eugenia The Role of the Extracurricular Musical Activities in the Formal and Non-Formal Education, as an Intercultural Mediation Alternative , Review of Artistic Education, no. 1-2, Iași, Artes Publi-shing House, 2011, p. 24-33
10. Râpă, Constantin, Nedelcuț, Nelida Culegere de melodii pentru solfegiere , Cluj-Napoca, MediaMusica Publishing House, 2001
Intercultural mediation Alternative. Review of Artistic Education, 1/2, 24-32.
9. Pașca, E. M. (2012). Teachers with Artistic Specialisations between Cultural mediaton and intercultural Education. Review of Artistic Education, 3/4, 135-142.
10. Pașca, E. M. (2013). Arts and Inter&Cultural Education in European School. Review of Artistic Education, 5/6, 107-114.
11. Pașca, E. M. (2014). Specific educational measures for the promotion of artistic excellence at early ages. Review of Artistic Education, 7/8, 298
towards the north-east zone, indicating the stiff contest for electoral support in those regions. A high level of VCH is also observed in the north-west. One inference from this result is that the influence of party identity at regional levels had set in to mediate neighbourhood effect in electoral choices as voters in the north-west zone identified with the ANPP while the voters in the south identified with the PDP. The north-central and north-east were competitive zones for both parties. Thus, neighbourhood effect can be observed as voters in states in the same region