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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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Katarzyna Naliwajek-Mazurek

Polish Music Environment, 1939-45 ]. Warsaw: Główna Komisja Badania Zbrodni Hitlerowskich.. Rutowska, M., Serwański, M. (1987). Losy polskich środowisk artystycznych w latach 1939–1945: architektura, sztuki plastyczne, muzyka i teatr: problemy metodologiczne strat osobowych [ Polish Artistic Society in 1939–1945: Architecture, Plastic Arts, Music and Theatre. Methodology of Assessing the Casualties ]. Poznań: Instytut Zachodni. Stanilewicz, M. (1981). Muzyka w okupowanej Warszawie [Music in Occupied Warsaw], Ruch Muzyczny . No. 10, p. 5

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Joanna Jemielnik

Abstract

The article shows selected problems of contemporary narrative studies. They are a special type of qualitative analyses characteristic of many humanistic disciplines: e.g. sociology, psychology, or pedagogy. They may also apply to musical issues, interalia biographical studies in the broad sense. In Polish literature on the subject there are many publications concerning different aspects of the life, creative work, and artistic and pedagogical activities of persons connected with art, culture, and music education. The article stresses that the specificity of the facts and phenomena learned in that way is the subjective character of their transmission. The experiences and reflection contained in the collected utterances and descriptions show an inner dialogue - the world of unspecified, immeasurable and variable phenomena dependent not only on external conditions but also on inner, personal standards. This makes it possible to analyze musical biographies in a new way. In light of the theoretical and methodological discussion presented in the article, biography and narrative appear to be a special type of methodological approach that uses different kinds of relationships and covers many areas associated with the study of musicians, their activities, development, and career. The narrative approach is a valuable source of unique information on the biographies of musicians. It is also a worthwhile way of learning about socio-cultural changes concerning awareness of and thinking about the profession of musician and music education.

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Natalia Guralnik

Pedagogika przedstawicieli ukraińskiej szkoły pianistycznej: dialog międzypokoleniowy

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Anna Żukowska

Ośrodki metodyczne jako forma doskonalenia pracy zawodowej nauczycieli rysunku i wychowania plastycznego (lata 1945-1989)

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Mirosław Grusiewicz

Abstract

In the interwar years the press was the main medium that provided specialist knowledge, current information, or entertainment. It is from the articles in the press of that time that we can learn a lot about the universal music education in that period. These articles are an invaluable source of knowledge: both in the field of educational practice and in the sphere of ideas, thoughts, discourse, and normative and axiological assumptions. The present paper is a comprehensive approach to the issues concerning universal music education that were discussed in specialist and socio-cultural periodicals of that time. The purpose of the study is not to analyze in detail but to present a general description of the content found in the available sources. Nevertheless, even this superficial treatment enables one to perceive the state of education and the principal themes of discussions on music education held during the interwar period. The survey of the interwar press takes into account over a dozen titles representing teaching/methodology journals and some periodicals dealing with other subjects. They are “Muzyka w Szkole” [Music at school], “Śpiew w Szkole” [Singing at school], “Nowa Muzyka w Szkole” [New Music at school], “Śpiewak Śląski” [the Silesian singer], “Przegląd Muzyczny” [Music review]” “Chór” [Choir], “Orkiestra” [Orchestra], “Muzyka Kościelna” [Churhc music], “Hosanna”, “Wiadomości Muzyczne” [Music news], “Muzyka” [Music], “Kwartalnik Muzyczny” [Music quarterly], “Muzyka Polska” [Polish music], “Lwowskie Wiadomości Muzyczne i Literackie” [Lvov literary and music news]. The characteristics of the content of these periodicals provokes the following reflections: despite the passage of time many questions and problems of universal music education have not lost their relevance at all; both articles on teaching methods and the texts discussing theory can be highly inspiring even today, not only to scholars interested in the subject but to ordinary readers as well.

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Tomasz Jasiński

Chromatyka w muzyce polskiej epoki baroku. Między muzyczną retoryką a inwencją kompozytorską

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Marek Letkiewicz

Malarstwo kwadraturowe - projekcja przestrzeni (nie)możliwych. O barokowych korzeniach wirtualności

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Anna Żukowska

Uniwersyteckie ośrodki kształcenia nauczycieli wychowania plastycznego w latach 1945-1989

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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.