Review of Artistic Education 

About: Review of Artistic Education is an academic journal published by De Gruyter Open. The journal publishes majorly in the area(s): The arts & Computer science. It has an ISSN identifier of 2069-7554. It is also open access. Over the lifetime, 298 publications have been published receiving 338 citations.

2. The Concept of “Modelarium” and its Impact on Creativity And Artistic Education

Abstract: 1. IntroductionStudents and Teachers are an epic symbiosis in process of direct learning and academic advancement. What is the essence of this interaction? Surely, it is not a question with a simple answer. Nowadays, this interaction is more bonded and interdependent with technology and equipment's, which in a whole system expands learning horizons. In the field of architecture, introduction of computer aided modelling and simulation tools has opened new opportunities for the artistic conception and production of architectural projects. Architects, known as among the preeminent computer users at all development levels, became essential also to the birth of good software, which suit to their need for artistic expression, validating thus the thought that "the discerning users [are those] who help foster software quality " (Toriya, 2008). In this context, the question on what should be exactly the role of computer in architectural design and teaching, remains open since the revealing of ideas for Computer Aided Design in architectural schools. Architectural design, interior design, urban planning and design, as well as other disciplines involved in architecture are the most interesting fields for exploring interactive conceptual varieties, which are presented in a contemporary process of learning.Hence, we argue that for the future understanding of academia's role, it is crucial to be respected and implemented a non-orthodox curricula or a common ways of transmitting knowledge, which will have direct impact on quality and teaching diversity. It is important to note that this would imply an understanding of digital architectures, which are "defined by computationally based processes of form origination and transformations, i.e. the processes of digital morphogenesis, where the plural (architectures) emphasizes multiplicities inherent in the logics of the underlying computational concepts, such as topological geometries, isomorphic polysurfaces, motion kinematics and dynamics, key shape animation (metamorphosis), parametric design, genetic algorithms (evolutionary architectures), performance" (Kolarevic, 2005).The second component, crucial to the academic stimulation of artistic creativity in students of architecture is the comprehension of 'trend' and the background of its absorption. The intangible beliefs and motifs of society over centuries have always had the great impact on values of what is a trend, and modern. A great expression of art, architecture and education has over millenniums emerged as a consequence of development of unorthodox ideas, which became a measure for society evolution, and grow of academic liberties. A new trend of life, and new ways of transmitting teachings, knowledge and praxis was underway. Contemporary progress of technology in history has always had different and strange encounters. We argue that a milestone in progress has been made when great ideas and development of technology was involved in process of progress, with favourable and mutual respect on both crucial occurrences.According to Card et.al, in The Psychology of Human-Computer Interaction, it is important to design interactive computer systems which are efficient and friendly-user in order for the people to understand the potential benefits of computer based tools. They further argue that, "although modern cognitive psychology contains a wealth of knowledge of human behaviour, it is not a simple matter to bring this knowledge to bear on the practical problems of design, to build an applied psychology that includes theory, data, and knowledge" (Card et al, 1983). Furthermore, Hewett, et.al, in Curricula for Human-Computer Interaction argued that: "Because human-computer interaction studies a human and a machine in communication, it draws from supporting knowledge on both the machine and the human side. On the machine side, techniques in computer graphics, operating systems, programming languages, and development environments are relevant. …

8. Industrial Design: The Roles and Factors of Aesthetics, Modeling, Styling, Product Brand and Branding in Design/Design Education

Abstract: 1.IntroductionThe industrial design enterprise and profession has come a long way since the second half of the 19th century. The pioneers of the profession never envisaged that the discipline will single handedly help change the face of our world, the nature, context and characterization of the material culture and consequently the man-made environment, for good. According to Lucie-Smith (2001) who says that "the phenomenology of change of civilization from its early subsistence agrarian economy to a new world order was brought about by the advent of New Technologies / Inventions for industrialization in the Age of the industrial Revolution. That was brought about by an adaptation to the serial nature of the factory Assembly lines and means of production of goods, mass produced solely for commercial purposes. This new reality of mass production techniques totally helped to eradicate the time honoured Traditional, of the unitary systems of custom-made (customized, hand-crafted),/Artisan methods of production of local goods which were made to order, either for patrons or wealthy upper class clients in society. This Aspect of production of handcrafted masterpieces by master craftsmen, seemed to have been lost forever to the Age and Advent of the Machine (Assembly line) and New means of Mass production/manufacture.Loewy (1980) in his submission, observed that, "the New Factors of production together with the New expertise and competencies in modern techniques and Technology that emerged therefrom" was responsible for the changes so stated above. Thereby giving rise to new entrepreneural breakthroughs in skills and service delivery. The Dawn of Advertising and New means of communication suddenly changed the whole dynamics of the economic growth of the developed Nations of the world. This being the case, the numerous goods and services made available by these factories, needed to be sold and distributed. Competition became stiff amongst manufacturers. The demand for consumer goods in the late 1800's and early 1920's were at its peak. This demand was also dictated by new consumer benchmarks of not just only functional goods but that they should also be Aesthetically appealing, to warrant purchase. So saw the concept of quality, Beauty and Aesthetics (of the Product Brand / Branding) suddenly became the yardstick that dramatically changed the whole scenario and Dynamics of the methods of production. With the resultative increase in volume of goods produced, so also saw an increase in demand for consumer goods and an increase in consumer preferences for quality, aesthetics and performance (function) of such goods. This became the primary concern of most of the products manufacturers. So strong was the debate, urgency and need for experts whose job it was to change and provide these missing components of Aesthetics, Beauty and Style in the new products. This search for quality, beauty and Aesthetics also brought about the dawn of the Age of the Industrial Designers (who could also be called Aestheticians in their own right).2.New Roles and Dialogue of the factors of Quality and Aestethetics in Product BrandingAlong that same Dialogue, the concept of quality before now tends to allude to and align with the principles and belief of the 3Fs, that "FORM" "FOLLOWS" "FUNCTION" or that "FORM BEGAT FORM". In the era of the Industrial Revolution it was believed that if a product was functional therefore it must be a good product. This template later proved to be so faulty, that if a product functions doesn't necessarily mean it must be good. According to Papanek (2009) who believes that consumers are first and foremost, human beings, with a body, soul and spirit and therefore would always be drawn to or attracted by products/services that bears or carries the attributes that is in tune with their cultural, socio-economic preferences. Even sometimes seeking products that qualifies or satisfies their Ego or Status symbol in society. …

Variables and Constants in the Curriculum for the Music Specialisations of the Romanian University Education

Abstract: 1. IntroductionWe intend to make an analysis on the options of university institutions providing and ensuring Bachelor's degree programs in Romania, for the specialisations Musical pedagogy (6, named from U1 to U6) and Musical performance / Instruments and Canto (4, named from U1 to U4). We will monitor if they are compliant with the Romanian and European occupational standards, according to the competences proposed to be acquired by covering them. These educational programs are periodically reviewed, every 5 years, in order to comply with the dynamics of university and professional qualifications, according to the university autonomy, to the demands of Lisbon and Bologna Convention and to the demands of the labour market. Within the faculties' departments, periodical analyses of the academic programs are taking place, being attended by professors, students, graduates and employers' representatives, who identify the reviewing needs of the curricula/ syllabi, after which they are reviewed and regulated by the educational policies in force and provided in the regulations concerning the initiation, the approval, the monitoring and the periodical assessment of academic programs, existing in every higher education institution of Romania. At the same time, as a complementary procedure, the professors taking part in the mobilities must make reports regarding the academic programs of the European universities visited, proposing different improvements of the curriculum, by comparison, in order to perform the compatibility of these programs with the European ones.2. MethodThe comparative analysis of the academic programs proposed to be analysed in this study, valid for the academic year 2015-2016, will offer us an overview on the preparation of future specialists in performing or pedagogy-musical arts, as graduates of the Bachelor's degree programs whose professional and transversal competences must correspond to the qualifications obtained. By means of periodical assessment procedures, reports and regulations are made, which permanently determine the change of curricula and syllabi according to the standards of the Romanian Agency for Quality Assurance in Higher Education - ARACIS / ARTS (1), as well as the opportunity of initiating, in the future, new programs, in line with the labour market dynamics. The first stage is represented by the internal assessment, and the second one is represented by the external one of the academic programs and considers several indicators which mainly reflect the correspondence between them and the qualifications which are to be obtained by graduates, such as the correspondence between the latter ones and the occupational field according to the Romanian National Qualifications Register for Higher Education - RNCIS (2, 3). The hypothesis consists in the fact that there should be a flexible constant of the disciplines' categories, as a name and division between fundamental, speciality or compulsory complementary disciplines, according to the amount of hours and credits allocated. The variables should exist between the difference between optional and facultative complementary disciplines, naturally determined by the didactic human resource available and the students' options.3. DiscussionsWe will further analyse the Musical pedagogy program, with the pedagogic disciplines included in the curriculum, since the academic year 2015-2016 (4) in line with the professional qualifications (according to ISCO 08:2332 - Secondary education teachers - 31) established by the Specific standards for the academic study programs of the Arts-Music Bachelor's Degree fields (1, pp. 4-9) and the Specific standards for the academic study programs of the Administrative Sciences, Education Sciences, Psychology Bachelor's Degree fields and Programs whose name and mission intend explicitly the professors' preparation for secondary education (6, p. 40). The relationship between disciplines and professional competences is direct and we notice that the first one is identical for all the programs proposed for analysis - C1. …

Using comic strips in teaching and learning french as foreign language: changes in motivational beliefs

Abstract: 1. Background: teaching and learning French as foreign language with authentic documents, especially comic stripsIn the last years, the motivation for learning French as foreign language has decreased systematically among Romanian children and youth, while the study of English as the "global language" gained popularity. In response, researchers and teachers attempt to infuse innovative didactic strategies aiming to raise Romanian students' motivation in learning French language and literature.One of the alternative methodological frameworks that can be used in teaching foreign languages in general, and French, in particular, is based on authentic documents, which may include literary texts, postcards, photos, comic strips and cartoons, songs, tourist brochures, recipes, advertisements, newspapers, magazines, films, television and radio programs, webpages and blogs, bus or subway tickets or any other available material deriving from concrete life activities and experiences.Authentic documents are perceived by language educators around the world as real or natural materials that can be employed in the classrooms, as opposed to textbooks and other pedagogical aids. According to theorists and practitioners (e.g., Berwald, 1987; Duda & Tyne, 2010), the use of authentic documents may support enrichment of specialized vocabulary, reinforcement of grammatical structures, but also learners' autonomy and familiarization with foreign cultures and diverse ways of expressing thoughts and emotions.In recent year, comic strips captured the attention of foreign language educators, as one of the authentic documents which has the advantage to involve learners in reading, visually analysing and actively reflecting. Comic strips as educational materials reflect authentic language and culture, but also may alleviate the youth's negative views of reading, by offering a positive experience of successful reading and understanding experiences (McVicker, 2007). Therefore, they may be considered a helpful pedagogical tool in determining and sustaining engagement in language learning, which may be further transferred to other types of texts.A number studies emphasize some of the positive effects of using comic strips in language education (e.g., Liu, 2004; Chiera-Macchia & Rossetto, 2011; David-West, 2012; Megawati & Anugerahwati, 2012; Ravelo, 2013). Thus, Liu (2004) hypothesized and reported a significant role of comic strips on reading comprehension of learners of English as foreign language. The author reported a quasi-experimental study, in which both high level texts without image and high level texts supported with comic strips have been used. The findings indicated a higher level of recalling among students exposed to comic strips, and are interpreted in the larger context of dual coding cognitive theories.Chiera-Macchia & Rossetto (2011) discuss the outcomes of an educational intervention which consisted in using comics in a guided writing experience in Italian as foreign language, designed for ninth graders. Their study revealed that comics - as a combination of image and text - may better support foreign language learning, especially for nowadays children and youth who are heavily exposed to visual communication in everyday life.David-West (2012) advocated for the role of comics in teaching English as a foreign language to university students, with a strong cultural emphasis, while Megawati & Anugerahwati (2012) promote comic strips as a valuable teaching material for improving students' writing skills.Based on a study with adolescents, Ravelo (2013) suggested that comic strips may be regarded as a valuable pedagogical resource to teach history in English as foreign language classrooms, while - at a different side - Askildson (2005) favours comics as a vehicle of natural pedagogical humour, which may facilitate classroom interaction, but also more efficient language learning. …

2. Empathy and Communication through Art

Abstract: 1. Emotional feelings and empathyEmpathy, being a component of emotional intelligence domain, is the cornerstone of any attempt to optimize psychological self-awareness and relationships with others. Without empathy world would be a dull world, a place of autism and emotional schizophrenia. "We are spiritually rich, writes S. Marcus (1997, p. 80), only to the extent that we can enrich ourselves with empathic experiences, and we gain the depth of spiritual understanding only when we come to truly understand those around us." Interactions with others put often in discussion the empathic abilities that we have, revealing how well we know and understand those around us, without resorting necessarily the a verbal communication. The way we infer someone else's feelings also implies the ability to interpret nonverbal channels: tone of voice, gestures, facial expression, body posture, arms etc. In general, women are more careful about this kind of perception.In C. Rogers's words, "being empathical means to perceive the internal reference of another, with all its emotional components and meanings, as being the other person but without losing the consciousness of . " (Rogers, 1966, p. 54). In the simplest terms is the ability to put oneself in another's place, to see and feel the world as he feels. Daniel Goleman (2004) repeats the assertion made by Martin Hoffman, that the roots of morality should be sought in empathy because, participating in someone's pain, we feel the urge to help. Empathy not only makes us more understanding, loving and caring in our family relationships, emotional or job relationships etc. but helps us become compassionate beings for those who we do not know and learning about their sufferings, we will try to help somehow. Empathy submit to our attention the social problems and injustices that lead us to take a stand and thus, those social problems become our problems.The work of art has the ability to capture important aspects of the ontogenetic development of human history also as a group, multiculturally diversified. It can be said that art is an essential element without which consciousness would not have evolved, bringing the human being what it is today. As well-known psychologist Ursula Schiopu observes, "art brings us the existential essence significance. The work of art creates a bridge (moments of emotions and feelings of exception) between one who possesses the ability to create and which has incorporated it in creation, and the man who contemplates the work of art and loads of its anguish and its surface or depth messages. This meeting has the characteristics of a particular empathy process, full of associations that makes a subjective contemplation and context of intentions, emotions, fervor, restlessness, exposed, explicit or latent in the artwork, which can be a painting, a sculpture, a palace, a concert, an opera or theater etc. " (Schiopu, 1999, p. 3). Any artistic creation carries a coded message which gives to society complexity, depth and the possibility of developing new informationtional universes. This will outline individual preferences influenced both by the degree of culture, sensitivity and personal ideals. Art is constituted as a moment of greatness of man, a relative and ephemeral moment.Art studies are relatively recent and deals with areas such as art history, philosophy, psychology, sociology and pedagogy of arts and, of course, aesthetics. We can analyze art from different perspectives, precisely because it is an expression of our culture and civilization. For example, psychology, addressing psychological processes, personality and human behavior added to its studies the psychodiagnosis of creativity and developed arts psychotherapy. "Problems of creativity, writes U. §chiopu, of development and stimulation of creativity, are particularly important, as they are the support of the human condition and progress as they engage in the task of detecting, stimulating and protecting highly creative people, to help the human of future centuries ridding of sclerosis and erosion of non-values and devaluation of man, whose constructive chances grow through creativity. …