DSpace Repository :: Browsing by Author "Bularga, Tatiana"

Browsing by Author "Bularga, Tatiana"

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Artistic education through innovation [Articol]
(USARB, 2022) Bularga, Tatiana
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.
Aspects of innovations’ implementation management in art education [Articol]
(USARB, 2021) Bularga, Tatiana
In the efforts to design the implementation process of innovative artistic praxeology we emerged from the assumption that TDA (teacher’s didactic action) and PAA (pupil artistic action) become fundamental values of the integration of theory and praxeology in perspective of an effective education, provided that they be widely used both horizontally and vertically, according to the pentagonal model consisting of principles: pro-activity, artistic intro-opening, creation/creativity, of success, re-conceptualizing and instrumented in modern theoretical and methodological perspectives.
Behavioural training in efective teacher formation for musically gifted children [Articol]
(USARB, 2009) Bularga, Tatiana
Articolul dat expune principalele poziţii ale traning-ului ce are drept scop formarea la profesori a unui model de comportament necesar pentru lucrul eficient cu elevii dotaţi/supradotaţi muzical în grupuri omogene şi eterogene.
Contribuţii la formarea profesorilor elevilor dotaţi muzical [Articol]
(USARB, 2007) Bularga, Tatiana
The special formation of the gifted/talented children’s teacher is an essential desideratum of the modern educational system on the university level. The curricula presented in this material ensures the conceptual positions through the process of the professional formation of the talented children’s teacher.
Copiii dotați/talentați – cadrul de referință al învățământului artistic extrașcolar [Articol]
(USARB, 2022) Bularga, Tatiana
Every human being is born with a genetic program consisting of a series of qualities/ availabilities, which during its daily evolution, depending on the conditions of development/ formation, can attest both a considerable dynamic growth and a latent state of stagnation, slowed development. The contemporary school, the social institutions (society, family, cultural associations) contribute to the creation of favorable conditions for the multidimensional manifestation of the capacities and abilities of children and adolescents, in the most diverse fields of activity, both in the class and in the extracurricular activities.
Creaţia muzical-artistică şcolară între teorie şi practică
(USARB, 2015) Bularga, Tatiana
The problem of pupils‘ involvement with the subjects proposed by the learning process in schools continues to be up-to-date at the present stage of the evolution of society. During centuries, teachers aspire to find the most effective ways of rousing and keeping pupils‘ interest for knowledge at large and for certain fields in particular. The present article treats one of the possible solutions to the mentioned problem, proposing the strategy of pupils‘ entrainment in the activity of musical and artistic creation. The strategy is effective in the stimulation of pupils‘ interest by the musical art. The axis of this research is the gradual process of pupils‘ entrainment at one of the most conflicting ages, the preteen one, in activities of creation, the methods of differentiation of instructive goals called to assure preteens‘ successful manifestation through the activity of musical and artistic creation.
Dezvoltarea artistică a elevilor: abordări praxiologice [Articol]
(USARB, 2016) Bularga, Tatiana
In the pedagogical draft it is very important to analyze the formation and potential development in order to build a relation between the emotional and reasonable spheres of teenagers thinking. But the steps of development of these spheres are different in different ages, the coming contradicts have a specific nuance. Creativity is the capability and the act of making, understanding or making something new – it is the antipode of the actualizing image mind remaking, learned science before. The focus of this research is the gradual process of pupils’ involvement in activities of creation, the methods of differentiation of instructive goals called to ensure preteens’ successful manifestation through the activity of musical and artistic creation.
Educaţia artistic-spirituală în contextul învăţământului contemporan: realizări, provocări, perspective: Materialele Conferinţei Ştiinţific- Practice Internaţionale din 30-31 octombrie, 2020
(USARB, 2021) Cosumov, Marina; Crişciuc, Viorica; Bularga, Tatiana; Morari, Marina; Graneţkaia, Lilia; Gupalova, Elena; Tetelea, Margarita; Caliga, Marina; Glebov, Ana; Ciobu, Corin
Lucrarea include materialele ştiinţifice prezentate la Conferinţa Internaţională „Educaţia artistic-spirituală în contextul învăţămîntului contemporan: realizări, provocări, perspective”, care a avut loc pe 30-31 octombrie, 2020 în incinta Universităţii de Stat „Alecu Russo” din Bălţi.
Educaţia artistică în contemporaneitate: realizări, provocări, perspective : Conferinţa ştiinţifico-practică internaţională, Ediţia a 2-a
(USARB, 2023) Bularga, Tatiana; Cosumov, Marina
Lucrarea include materialele ştiinţifice prezentate la Conferinţa ştiinţifico-practică Internaţională „Educaţia artistică în contemporaneitate: realizări, provocări, perspective”. Comunicările ştiinţifice prezentate în volum sunt utile atât specialiştilor din domeniile: artă, educaţie, asistenţă socială, cât şi publicului larg interesat de problemele educaţiei artistice la etapa contemporană.
Efficiency of artistic education: praxiological issues [Articol]
(USARB, 2021) Bularga, Tatiana
In the field of personality formation through art, we notice that the practice does not meet the specific technological need for the processes of reception-understanding-creation of works of art. In this educational field, the approach for optimizing the theory - practice relationship obtains additional instructive-formative and artistic development values, due to the principles of creation / recreation-reception of artistic products, which stipulate that the work of art exists as such only in the process of its interpretation-visualization-hearing - a process that integrates the mental action of the author of creation, considered conventionally as a theoretical one, with the action of reception and, at the same time, being considered as a practical one. The process of artistic reception within the instructive-formative actions is identified with the educational action itself. In this process, a considerable weight belongs to the participatory state of the pupil / student in the action of design, development and evaluation / self-evaluation (by prescribing individual behavioral maps, anticipating practical actions, varying operations, accomplishing tasks by choosing variants for the optimal solving) and the dynamics of the teacher's professional competence to gradually achieve the process of design (theoretical) and action (practice), by identifying educational content and value actions, diagnosing individual resources, planning, hypothesis formation, sequential and final evaluation.
Imperativele iniţierii micilor şcolari în arta muzicală [Articol]
(USARB, 2016) Ciocîrlan, Livia; Bularga, Tatiana
The effectiveness of the process of formation and development of the personality through art depends, in large part by the method of initiating children in the art of music in the primary cycle. However, we believe that it is not possible to become small school children familiar with the music value, if the teacher, providing education don‘t identify the initially development degree of children, of the general capacity for knowledge, of music capacities. A screening of the general and special capacities of each child from the class would ensure a successful practice within the arts lessons (music education, education in fine) of all sequences of lesson, contacting the children with art, whether through artistic experiences, or by appropriating elements of vocal performance or execution and fine arts knowledge.
Implementarea conceptului eficienţei artistice prin promovarea unei viziuni progresiste [Articol]
(USARB, 2020) Bularga, Tatiana
In our research we proceed from the reality that the artistic activity differs much from other human activities through its ontological specifics, which requires taking into account the opportunities and challenges that arise in individual potential manifestation of the child, act that expresses by transposing the theoretical prescriptions into practical actions indisputable by the presence of emotional-affective reactions, by developing projects and logistical maps of action, is not waiting for certain stimuli coming from outside, but by enhancing the artistic intentions and decisions of child – subjects of education. In the process of artistic perception in instructive and formative actions is identified with the educative action itself. The considerable weight rests on the participative state kid to the design, development and evaluation/self-evaluation (through prescription of individual behavioural maps, anticipating practical actions, varying operations, performing the tasks by choosing the optimal variants for solving) and the dynamics of professional competence of teachers to achieve gradually the theoretical design process and practical actuating, by identifying educational content and valuable actions, diagnosing the individual resources, planning, forming hypotheses, sequential and final evaluation.
Implementation of formative – innovative praxeology in artistic education: the topical desideratum [Articol]
(Universitatea Națională de Arte „George Enescu”, Iaşi, România, 2018) Bularga, Tatiana
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.
The implementation of formative-innovative praxeology in artistic education. Optimization of connection Theory – Artistic Praxeology [Articol]
(USARB, 2018) Bularga, Tatiana
The article is a theoretical and applicative one, for the following reasons: it conceptualizes the essence, nature and legalities of design, implementation and evaluation of pupils’/students’ artistic action, promoting qualitatively the organizational culture of teachers; it adds applied value through the experimental validation of the effectiveness of behavioral and artistic patterns in the praxis of the concerned field. The study reorients the practitioner from a receptive praxeology (the docile transposition of the theoretical approaches into training practice, which limits catastrophically the actional freedom of teacher and pupils/students) to an innovative praxeology, which requires taking over from theory the best ideas and based on them to elaborate their own actional options. As formative and innovative qualities are fostered: initiative, responsibility, creativity, originality of thought and manifestation of teacher’s and pupils’ proactive style.
Implementation of the concept of artistic efficiency by promoting a progressive vision [Articol]
(USARB, 2023) Bularga, Tatiana; Vacarciuc, Mariana
In our research we proceed from the reality that the artistic activity differs much from other human activities through its ontological specifics, which requires taking into account the opportunities and challenges that arise in individual potential manifestation of the child, act that expresses by transposing the theoretical prescriptions into practical actions indisputable by the presence of emotional-affective reactions, by developing projects and logistical maps of action, is not waiting for certain stimuli coming from outside, but by enhancing the artistic intentions and decisions of child – subjects of education. In the process of artistic perception in instructive and formative actions is identified with the educative action itself. The considerable weight rests on the participative state kid to the design, development and evaluation/self-evaluation (through prescription of individual behavioural maps, anticipating practical actions, varying operations, performing the tasks by choosing the optimal variants for solving) and the dynamics of professional competence of teachers to achieve gradually the theoretical design process and practical actuating, by identifying educational content and valuable actions, diagnosing the individual resources, planning, forming hypotheses, sequential and final evaluation.
(In)succesul şcolar artistic [Articol]
(USARB, 2014) Babii, Vladimir; Bularga, Tatiana
This paper highlights the teaching technology that is subject to a fundamental rethinking, and confirms the authors’ hypothesis that the most advantageous way to make the designated area fully efficient is the launch of a new research direction, such as the implementation in the educational process of a responsive, innovative praxeology. School success and failure in the arts field constitute the starting point of the research. The research is adjusted to current needs of arts education and highlights some theoretical benchmarks. In the center is placed the perception and interpretation of music in the specific actions, which are identified with the very educative action. Among such actions are worth mentioning: the participation of pupils in the design, organization and implementation / evaluation of musical action, the dynamics of the teacher's professional skills to achieve gradual procedure of theoretical design and practical operation (identifying the contents countries and educational and outstanding shares; diagnosis of individual resources, planning / development of assumptions, current and final assessment of the results, the changes that have occurred).
Instruirea elevilor dotaţi muzical : Note de curs
(USARB, 2010) Bularga, Tatiana
Prezenta lucrare reprezintă o secvenţă a subiectelor teoretice esenţiale ale cursului şi are menirea de a servi drept sursă de obţinere a informaţiei vazavi de aspectele pedagogice menţionate în lucrare.
Musically gifted children's dynamics [Articol]
(USARB, 2011) Bularga, Tatiana
The strategic educational problem of modern education becomes acutely transparent when we deal with children of great artistic talent. Music and art is the domain in which the manifestation of natural talent that is above the average level can become obvious if certain conditions are complied with. Gifted children need special attention with a view to evaluating adequately their creative potential.
Pasionarea preadolescenţilor cu domeniul muzical-artistic [Articol]
(USARB, 2005) Bularga, Tatiana
The interest (in particular to music) is expressed in the requirements of communication with the chosen object, in its comprehension and through cognition, in the tendency to direct participation in the corresponding activity. Thus the interest exerts through developed, educated and aesthetic influence on the personality.
Praxiologia educației artistice: abordare formativ-inovațională [Articol]
(USARB, 2016) Bularga, Tatiana
The study reorients the practitioner from a receptive praxeology (the docile transposition of the theoretical approaches into training practice, which limits catastrophically the actional freedom of teacher and pupils/students) to an innovative praxeology, which requires taking over from theory the best ideas and based on them to elaborate their own actional options. As formative and innovative qualities are fostered: initiative, responsibility, creativity, originality of thought and manifestation of teacher’s and pupils’ proactive style. The article will be of great interest among those who promote a policy of change and renovation in the artistic education field.

Browsing by Author "Bularga, Tatiana"

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