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Arbuz-Spatari Olimpiada

. (1983). Aesthetic Experience and Literary Hermeneutics . Bucureşti: Univers 8. Kooper, J. (1981). Forms of understanding beauty in Kant. In: I. Kant. Critique of Judgement. Bucureşti: Scientific and Encyclopedic Publishing 9. Mukařovský, J. (1974). Aesthetic studies. Bucureşti: Univers 10. Pâslaru, Vl. (coord.), Papuc L., Negură I. ş.a. (2005). Construction and curriculum development. Part II. Methodological framework. Chişinău: UPS Ion Creangă 11. Pâslaru, Vl. (2001). Introduction to the theory of literary and artistic education

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Tatiana Gînju

Abstract

The author takes over and presents in the context of the action of integrating the literary-artistic education methodologies - the musical education methodologies the epistems that explain the interactive nature of these. This original way of approaching literature and arts methodologies has been applied experimentally in primary education, language courses and romanian literature and music education, thus providing teaching staff with integrated teaching and learning materials of literature and music.

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Marina Morari

Abstract

The supreme function of music in the preschool institution is the educational one. As the development of the child depends on some physiological, psychological, socio-cultural and spiritual laws, so the musical art laws do with the methodology of the musical art process. In this article are characterized some laws through which is revealed the sounding, temporal, imagistic and expressive character of the music. The knowledge of the musical art laws determines the conformation to the specific to musical activities methodology; contributes to the generation/ development of the art consumer; facilitates the generation/ development of the artistic abilities of the pre-schoolers/ parents; provides the adequate integration of art in the educative act of the pre-schooler; stimulates the interest and positive attitude for art. Under the peculiarities of the musical art laws there are built the methodological suggestions for the early education.

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Viorica Crişciuc

Abstract

The article hereby includes conceptual aspects of the musical competences formation. It describes the realization of this process operating with the concepts of well-known occidental, Russian and local researchers. One of the ideas characteristic to the researchers’ pedagogical thinking is that, during the process of musical competence formation through art, the acquisition process mechanism is happening. For integrity in insuring the practical realization at of a musical education, the methodology we propose is based on research, an imposing theoretical network of successful pedagogical practices of remarkable scientists from all over the world. The analyzed theories are a source of inspiration and constitute the theoretical universe which contributes to as truthful as possible musical education.

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Bogdan Teodor Gavrilean

Abstract

Less visible to the general public, the area of the Prothesis inside the sanctuary of the “Pentecost” heritage church, of Dragomirna Monastery, shows a particular casuistic due to the diversity of types of degradation recorded at the time of its restoration (2011). The dominant form is the adherent candlewax deposits, present on the surface of the paint layer in various stages of hardness. The particular state of conservation features occurring in this area, corroborated with a series of aggravating environmental factors, imposed the application of a special restoration intervention methodology in the area of the Prothesis.

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Neringa Stoškutė

. 29, No. 1, 2013): 1-17. Accessed: June 7, 2017. https://www2.warwick.ac.uk/fac/arts/theatre_s/cp/staff/gray/research/new_museology_article.pdf. Mensch, Peter van. “Towards a Methodology of Museology”. PhD thesis, University of Zagreb, 1992. Accessed: June 7, 2017. http://emuzeum.cz/admin/files/Peter-van-Mensch-disertace.pdf. Skudutis, Mindaugas. “Neišmokę istorijos pamokų” [History Lessons were not Learned] Kultūros barai (No. 7/8, 2009): 32-35. Smith, Charles Saumarez. “Museums, Artefacts, and Meanings”. The New

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Daniela Roşca-Ceban

Abstract

The aim of the research is developing of the CISA in FAD course. The acquired skills will enable the creative explanation, understanding of the current artistic principles and the achievement of quality creative products. The research problem is the indigence of the creative process, the mechanical combination and the intuitive reproduction of the students' plastic artists experience and the lack of creative imagination in the creative process.

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Marina Caliga

of Realizing School Curriculum . [PhD thesis]. ped. Chişinău 9. Nicolescu, B. (2010). Transdisciplinarity. Manifest . Iaşi: Junimea 10. Pâslaru, Vl. (2013). Introduction to the Theory of Literary and Artistic Education , (second ed.). Bucureşti: Sigma 11. Popov, A. (1993). Differentiated Instruction in the Process of Developing’ Melodic and Rhythmic Hearing Lower School Age Students . [PhD thesis]. ped. Chişinău 12. Stici, A., Gagim I. (20013). Methodology of Musical Education. For Short-Term Higher Education Institutions Students

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Eugenia Foca

Abstract

The article deals with the problem of primary school adaptation. The innovative art technologies described by the author seem to create an optimal environment to make the process of adaptation n primary classes easier. This research highlights the benefits of art pedagogical technologies. It also suggests a framework for some art pedagogical activities. The author offers some methodological suggestions for teachers, who could help primary school learners to adapt to the new school environment.

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Tatiana Bularga

Abstract

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 actional 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 praxeologic rigors, which are reduced to the specifics of the logistic design and achievement of artistic action.