Browsing by Author "Morari, Marina"
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Item Actul artistic: delimitări terminologice şi conceptuale cu deschideri pentru educaţie [Articol](USARB, 2014) Morari, MarinaThe article studies the notion of artistic act and its evolution in the formula of concept in relation to other phenomena, such as artistic activity, artistic product and artistic process. We define the artistic act as inner action, which is a succession/a flow of states – the participant’s inner experiences in the artistic activity. The man’s resources are considered to be his spiritual skills. By analyzing the perspectives of understanding the artistic creation, the structuralcomponents of the musical-artistic act, we can identify openings for education.Item Aprecierea şi autoapreciere în construirea procesului de învăţare [Articol](USARB, 2018) Morari, MarinaSelf-appraisal - a form of organization and appreciation representing the expression of an inner motivation for learning. It has a formative effect and relates to the different capacities of the student, depending on the progress made and the difficulties that they have to overcome.Self-esteem stimulates intrinsic motivation towards learning and a responsible attitude towards their own activity, helps students to appreciate the results obtained and to understand the efforts needed to reach the set goals.Item Autoevaluarea ca factor de sporire a calităţii procesului educaţional universitar [Articol](USARB, 2005) Morari, MarinaAutoevaluarea stabileşte eficienţa globală a procesului la sfârşitul desfăşurării lui sau al unei etape a acestuia. În practica universitară deja sunt implementate diverse metode, tehnici şi procedee de autoevaluare a studentului, cele mai răspândite fiind testele. În acest sens, prezintă un interes deosebit viziunea lui Tousignant despre tipurile de evaluare: normativă şi criterială. Dacă evaluarea normativă compară comportamentele unui individ cu acelea ale indivizilor din acelaşi grup, apoi evaluarea criterială compară comportamentele unui individ cu cele care ar trebui să le manifeste el.Item Developing curriculum for musical education [Articol](USARB, 2018) Morari, MarinaThe development of the curriculum represents an initiative of the utmost importance to the efficient operation of the entire educational system. The curriculum developed for primary classes is the fourth generation of this type of documents. The novelty of the curriculum developed discipline to musical education are: redefining specific powers, the reorganization of the contents in accordance with the principle of the concentric modular, the revision of the competent authorities by correlation with the specific powers and units of content, the diversification of activities of recommended learning, the introduction of synthetic systems of educational end points for each class.Item Dezvoltarea holistică a personalităţii prin disciplinaritate şi interdisciplinaritate [Articol](USARB, 2021) Morari, Marina; Toma, NinaThe holistic development of the child's personality can be guided by discovering one's identity, purpose and personal mission, by connecting to the community, the natural world and universal values. Everything that has appeared essential in the thinking or art of the world is the product of holistic formulas, of knowledge, experience, trial, successes and failures. Music, painting, literature, sculpture or life, simply perceived as an experience of emotion and meaning, are not the same for the one who has a global and universalist perspective, of being and for the man who absurdizes himself in an impoverished existence. of most of the human potentiality, which has not found its way to act, to spirit and knowledge.Item 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, CorinLucrarea 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.Item Empatia ca mijloc de educaţie muzical-spirituală [Articol](USARB, 2005) Morari, MarinaEmpathy implies an intuitive-reciprocal understanding of the musical phenomenon in the teacher – pupil communication. The teacher can decipher the pupils’way of spiritul reference by empathising behaviour and all this contributes to the understanding of the pupil’s current and expected psychology.Item Impactul modernizării curriculumului la educaţia muzicală asupra design-ului instrucţional [Articol](USARB, 2011) Morari, MarinaThe modernized curriculum marks a shift from encyclopedic knowledge to the culture of contextualized actions; from the assimilation of some systems of knowledge to focusing on outcomes and mastery of skills necessary for life. The music education project design is based on the specifics of artistic knowledge.Item Implementation of arte plus inter- and transdisciplinarity projects [Articol](USARB, 2023) Morari, MarinaProject-based learning can involve building knowledge through inter- and transdisciplinarity. Learning through the arts is conditioned by the integrative functions of the arts in knowledge and enhances the experience of meaning. In this article, the points of connection between the work of art and the subjects of studies in the subjects of other curricular areas are identified; the ways of integrating the arts into the learning process are delimited; the concepts "integration of the arts", "learning through Arte Plus projects" are defined.Item Integrarea artelor în proiecte STEAM [Articol](USARB, 2022) Morari, MarinaIn the article, arguments are made for reconfiguring learning from the perspective of integrating the arts into STEAM projects. The definition of the concept “integration of arts”, the total participation of the individual in communication with art, the integrative functions of arts in the learning process, the integrative nature of spiritual intelligence in the act of learning through arts, the values of arts as a means of learning in STEAM lessons are developed. Interdisciplinary learning with the arts enhances the experience of meaning-making and contributes to the achievement of key competencies.Item Intergrarea socială a copiilor prin valorile artei muzicale [Articol](USARB, 2017) Prividiuc, Ana; Morari, MarinaDeficient children need a lot of support from society in order to benefit from equal opportunities for development and education. Educational influences through art help children with special needs develop, understand and relate to the world around them. The benefits of social integration of children through art values are multiple, and specialized studies mainly mention the development of imagination and creative spirit, the development of communication and relational skills, the development of expression skills and the reduction of tensions and anxiety. Socialization is the fundamental process of transmitting culture and social organization to the next generations, thus ensuring the continuity, stability and perpetuation of society. The process of social integration of children with disabilities has several ends: psychic - the development of children's constant psychic features through which he acquires an identity in relation to other peers; Social - the formation of skills to properly exercise the social status and roles required in social integration; Cultural - assimilation of symbols, language and values of the living environment, in a word of a cultural model.Item Natura comună a artelor [Articol](USARB, 2013) Morari, MarinaAll the arts exist in an organic and complex unity. The fundamental principle of arts imposes a level of generalization on the inner order of the work. In our century, a new acceptance is given to the concept of the art unity by updating an old idea about the synthesis of arts in searching for certain solutions once unimaginable. The common nature of the arts can be discovered at the existential level by intuition and at the action level by the artistic experience. The receiver of the art work accumulates an experience, as a result of which a community of spirit and culture is formed, which evaluates historically, enlarging the "inner horizon”, of the art consumer. As the ego of the art work creator they unify the tendencies constituting the essence of its epoch, so the receiver synthesizes, from the multitude of communication experiences with different arts, a generalized vision about the world, life, arts.Item Organizarea și desfășurarea activităților cultural-artistice în instituțiile de educație timpurie [Articol](USARB, 2020) Morari, MarinaÎn procesul educației timpurii, activitățile cultural-artistice ocupă în mod tradițional un loc important. În articol este definit fenomenul cultural-artistic, este explicat dualismul estetic - extra-estetic în educația artistică. Abordarea holistică în organizarea și desfășurarea activității cultural-artistice este argumentată de conexiunea zonelor de dezvoltare cu zonele de activitate. Clarificările conceptuale sunt aduse cu ajutorul materialelor aplicate în seminarile științifico-metodice ale laboratorului științific „Cercetări interdisciplinare în domeniile artelor”.Item Problema evaluării rezultatelor şcolare la educaţia muzicală [Articol](USARB, 2006) Morari, MarinaMusical culture, as a major objective of musical education that consists of musical experience (the qualitative-formative aspect) and musical competence (the quantitative-informative aspect). The level of students musical culture of the students may be evaluated by comparing the level of knowledge acquisition with the students experience and musical competence. The criteria of qualitative evaluation of students’ musical culture are the basic indices for determining and getting musical experience: students’ activity, the presence/absence of emotional experience, positive attitudes towards music. The author points out that musical experience is expressed by sensibility, perception, intelligence, attitudes etc. while musical competence is expressed by musical knowledge and musical capacities.Item Repere în formularea competențelor în domeniul educației artistice [Articol](USARB, 2016) Morari, MarinaCet article est axé sur l'analyse des conditions préalables à la formulation adéquate des compétences appropriées aux disciplines du domaine des arts. Nous avons identifié les caractéristiques de base dans la formulation des compétences, plus précisément, le caractère intégratif des ressources de l'élève dans la manifestation des compétences. Les ressources de l'élève peuvent devenir. comme critère dans la formulation d'une compétence, on propose les ressources de l'élève: les habiletés et les connaissances artistiques, les valeurs et les attitudes envers l'art.Item Respiritualizarea educației artistice [Articol](USARB, 2016) Morari, MarinaStarting from the thesis according to which the human being has an internal life, outside his external one, we are set to make known, using the theory of multiple intelligences, the value of the spiritual intelligence and the necessity of its cultivation through artistic subjects, as well as its benefits in the development of the pupil‘s personality. The biggest physicists and biologists of our times identify in the human being a spiritual meaning. The potential of arts might become a means of the spiritual cultivation of pupil‘s personality, of the nation‘s culture. Educating the spiritual intelligence means putting at stake the values, stimulating the process of discovering the meaning of life in pupils.Item Respiritualizarea educației prin arte: dezvoltări pedagogice emergente [Articol](USARB, 2021) Morari, MarinaThe world in which we live today is global and integral. Of all the areas of human life, the most spirit is required in education. At different ages of man, spirituality becomes the basis of education. Spirituality is what characterizes a human Community from the point of view of its spiritual life, the specificity of its culture. Human beings are excellent spiritual creatures because they have the need to ask questions, find significance and attribute value to the acts and experiences experienced/realized. Spiritual conception implies knowledge forces through which man sees himself as a whole, according to the body, soul and spirit. At present, the educational model is on the wrong side. The transition from a selfish, individualist, owner level to an altruistic, complete and global level, in which everyone has to be interconnected, is imperative. Like the artistic current Renaissance brought back into the arts the ideals of ancient culture – harmony, beauty and perfection of the inner and outer world, so the respiritualization‖ of education aims to transform human life from what it is now, into what it should be‖. The spiritualization of education implies a return from piecemeal thinking to systemic thinking, to changing the human condition through the system of social, moral and spiritual values. Spiritual education means another philosophy and practice of learning, which is achieved through love, based on the values of the health of all life‖ and universal harmony. Most of the attempts in contemporary education focus mainly on the use of his mind and intellectual abilities, and the child's well-being is satisfied on the basis of the psycho-physical dimension. This Article introduces an approach to full education and learning, in which all human dimensions are invited to participate creatively in the conduct of the education process and spiritual intelligence is the ability to see the whole beyond its parts. The spiritual dimension cannot be omitted in the educational process. If we do not educate spiritual intelligence, the new generations will remain in the trap of the material world. Like any other ability, educating spiritual intelligence requires effort and perseverance. Educating spiritual intelligence requires a focus on values, including the values of the arts. The arts must become an element in every child's age, which defines and expresses his spiritual nature. The article develops emerging educational perspectives on art education, such as STEAM education, capitalizing on metacognition, interdisciplinary.Item Spiritul Amadeus în Liceul Mileniului al III-lea [Articol](USARB, 2006) Morari, MarinaÎn acest articol autorul vorbeşte despre Liceul Mileniului al III-lea.Item Strategii de predare-formare a cunoştinţelor muzicale la elevi : Ghid metodologic pentru profesori şi studenţi(USARB, 2015) Tetelea, Margarita; Crişciuc, Viorica; Morari, Marina; Stanţieru, Svetlana; Pâslaru, Vlad; Evdochimov, LilianaGhidul metodologic reprezintă instrumentul didactic al profesorului, elaborat în baza curriculumului la educaţia muzicală pentru clasele primare şi manualul de clasa a II-a, care consemnează un traseu didactic în vederea tehnologiilor de realizare a procesului de predare-formare-evaluare a cunoştinţelor muzicale. Ghidul este conceput ca instrument de proiectare a acțiunii educativ-didactice și este adresat profesorilor de educaţie muzicală și studenţilor.Item Tendinţe în dezvoltarea domeniului de educaţie muzicală din perspectiva cercetătorilor Universităţii de Stat „Alecu Russo” din Bălţi [Articol](USARB, 2015) Morari, MarinaCet article examine l'évolution et le développement de la pédagogie musicale à l'Université d'Etat „Alecu Russo”. Tendances dans le développement de l'enseignement de la musique sont identifiés à travers l'analyse de la recherche scientifique menée dans les 30 dernières années.