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
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The modernization of higher education in the field of plastic arts methodology, the improvement and development of the educational methodology, as well as the professional rise of the teachers are the key issues in raising the level of creativity of the future plastic art teachers in the context of the new requirements of artistic training. The volume of creative knowledge and skills varies from one person to another; it is our permanent intention to know and understand creativity, to demonstrate the laws of artistic and plastic creativity, to create a logical theory through which personality can be developed creatively, thus contributing to the complex process of the student’s artistic activity. Art contributes to the development of the artistic creativity of pupils / students, constituting a source of knowledge of national and universal culture through the many methodological, plastic and technological varieties specific to art, which offer vast possibilities to create a creative product of artistic, aesthetic and cultural value. The development of creative writing skills initially involves a visual experience, followed by the stages specific to the creative process in the field of fine arts and is finalized by a material form of the creative product, obtained through specific means in the field of fine arts.
The article describes conceptual aspects related to the artistic tendencies in preschool education.The realization of this process is presented by operating with the concepts of the famous occidental, Russian and local scientists. One of the ideas characteristic to the scientists’ pedagogical thinking is that in the process of formation/development of the child through arts, the child is submitting the objects and phenomena to his/her previously acquired assimilation schemes. To insure integrity in the practical way of the early education, the methodology we are proposingis based on a research, a significant theoretical network ofsuccessful pedagogical practicesof word known scientists. The analyzed theories are a source of inspiration and constitute the theoretical universe which contributes to as-truthful-as-possible preschool educationof the child.Early education is the most important period in one’s life through the sustainable consequences it has on his/her ultimate development.
References 1. Constantin Cucoș, “Psihopedagogie pentru examenele de definitivare și grade didactice”, ediția II, Iași, Polirom, 2009, 2. Peter Senge, Nelda Cambrom- McCabe, Timothy Lucas, Bryan Smith, Janis Dutton, Art Kleiner, “Școala care învață A cincea disciplină aplicată în educație”, editura Trei, 2016, 3. Wayne Morris, “Creativity It’s Place in education”, 2006, 4. Luttenberg, J., Imants, J., & Van Veen, K. (2013a). Reform as an ongoing positioning process: The positioning of a teacher in the context of reform. Teachers and Teaching
, E., Kołodziejski, M. (2015). Music and Class Climate in Lower Secondary Education. Review of Artistic Education , 9-10, 152-163 19. Müller, O. (2014). Terapie ve speciální pedagogice , 2nd ed., Praha: Grada 20. Nordoff, P., Robbins, C. (1980). Creative Music Therapy . 1 st ed., New York: John Day Books 21. O’Neal, S., Velde, B. (2006). Using Snoezelen With Adults With Severe or Profound Mental Retardation. Occupational Therapy Practice , 11(20), 19-23 22. Peters, J. (2000). Music Therapy: An Introduction , 1st ed., Springfield
2001, Comisia Națională a RM pentru UNESCO, Ministerul Învățămîntului din RM]. Chișinău: Grafema Libris 14. Pâslaru, V. (2014). Cunoașterea umană și educația artistic-estetică. Didactica Pro. Revistă de teorie și practică educațională a Centrului Educațional Pro Didactica , 1(83), 9-15 15. Pâslaru, V. (2015). The Theory of Artistic-Aesthetic Education versus Didactics of Arts. In Railean, E., Walker G., Elçi, A., & Jackson, L. (Eds.), Handbook of Research on Applied Learning Theory and Design in Modern Education (65-92). Hershey, PA: IGI Global
Man is the only being that lives in the world not only biologically, but also spiritually, essentially due to education, which is permanent, continuous, omnipresent and creates values. Lifelong education represents an organizational and philosophic principle which requires that lifelong education throughout a person’s existence determines each individual to develop his/her personality with the help of a complex system of means, which must meet his/her educational and cultural needs and ambitions. Art is the fundamental dimension of education that uses in the development of personality the educational potential of the aesthetic, social and natural beauty.