This presentation is about the artistic education in Romania.

1. THE ORGANISATION OF
THE DIDACTIC AND
EDUCATIONAL PROCESS
IN THE AREA OF ARTISTIC
EDUCATION

2. Preschool or pre-primary education (kindergarten – grǎdinițǎ in Romanian) is a
public education service that is addressing children from 3 to 6 years of age providing a
national curriculum and qualified educational staff. The present Law on Education –
Law of National Education (Law 1/2011) addresses issues related to the educational
needs of children between 3 to 6 years of age who are enrolled in preschools.
Preschool education can be organised in public and private kindergartens.
Kindergarten attendance is optional. There are no entrance requirements for preschool
education. According to the provisions of the Law of National Education, art.23, (a),
early education (0 – 5/6 years), includes:
 the ante-preschool level (0 - 3 years);
 pre-school education (2,5/3-6 years), which includes:
 junior group of preschoolers 2,5/3 – 4;
 middle-age group aged 4 – 5;
 elder-age group aged 5 - 6
Children are organised in age-level groups:
 First Level (2,5/3 - 4 years old);
 Second Level (4 - 6 years old).
PRESCHOOL EDUCATIONAL SYSTEM
IN ROMANIA

3. Pre-primary education ensures the free, integral and
harmonious development of the child’s personality, according to
his/her own rhythm and needs. Pre-primary education is equally
provided for all children, including the ones with special
educational needs or the ones that need recovering/ rehabilitation
and integration – either in special education institutions or in
mainstream institutions.
All activities organised in pre-primary education have to
respect the right of the child to play – as a form of activity, method,
procedure and mean to attain educational objectives. According to
the provisions of the Romanian Law of National Education (Law
1/2011), the national early education curriculum focuses on the
physical, cognitive, emotional and social development of children
and on the early correction of the development deficiencies.
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Romania:Teaching_and_Learning_in_Early_Childhood_Education_and_Care

4. 1. Language and Communication
- development of the oral communication, understanding and correct utilisation of
the oral structures skills;
- education of correct phonetic, lexical and syntactic oral communication;
- development of creativity and expressivities in oral communication;
- development of understanding and expressing intentions, thoughts and
significances through writing;
2. Aesthetic and Creative Domain – Curricular Areas: Plastic Education and
Musical Education
3. Man and Society Domain – Curricular Areas: Civic Education and Practical
and Home Activities
4. Psychomotor Domain
5. Sciences – Curricular Areas: Mathematics and Sciences
The national curriculum for preschool establishes the following
EXPERIENTIAL DOMAINS

5. AESTHETIC AND CREATIVE DOMAIN – Curricular Area – Plastic Education
Goals
1. Training of the working skills for drawing, painting and modelling.
2. Making connections between various elements of plastic language and shapes, objects from the
environment (nature, art, and social life).
3. Stimulating expressiveness and creativity through drawing, painting and modelling.
Benchmarks
1. To obtain plastic effects, spontaneous shapes, developed through specific techniques of painting.
3. To practice technical skills specific to modelling to restore plastic themes.
4. To recognize the elements of visual language and to differentiate shapes and colors in the
environment.
5. To know and differentiate materials and tools, to know and apply the rules of use.
6. To use an appropriate language on the various concrete plastics activities.
7. To compose the visual space in an original way, using various materials and techniques chosen
by children
8. To discuss freely, creatively the plastic works expressing aesthetic feelings.
9. To see and recognize artistic creations corresponding to the age of preschool children and his
concerns (portraits of children, children's games, family scenes, landscapes, people's daily activities).

6. AESTHETIC AND CREATIVE DOMAIN – Curricular Area – Music
Education
Goals
1. Developing the capacity to intercept the sound and music.
2. Teaching expression through music.
3. Knowing the great values ​​of national and universal musical creation.
Benchmarks
1. To differentiate hearing, fixed term sounds in the immediate environment and
musical sounds.
2. To differentiate hearing the pitch of musical sounds.
3. To sing songs for children.
4. To accompany rhythmically the songs.
5. To sing the songs in elementary harmonic - polyphonic arrangements.
6. To associate the movements suggested by the song text with its rhythm.
7. To improvise spontaneously short free syncretic songs: onomatopoeias,
song based on onomatopoeia, song based on onomatopoeia and movement.

7. MAN AND SOCIETY DOMAIN - Curricular Area – Practical Activities
Goals
1. Developing and strengthening practical skills of motric development.
2. Enriching knowledge about materials and their characteristics, as well as
working processing techniques in order to make simple products.
Benchmarks
1. To know and use simple work tools to achieve practical activities.
2. To know different work materials, natural or synthetic.
3. To perform simple work operations with natural and synthetic materials.
4. To identify, build and find many solutions to achieve proposed theme under the
practical activities.
5. To report to the immediate environment and contribute to its enrichment
through personal work.
6. To form practical skills.

8. The distinction between Arts and Artistic Education is
relative. It is primarily determined by the particular aesthetic
values that they convey and promote.
AESTHETIC
EDUCATION
PAINTING,
DRAWING,
MODELLING
PRACTICAL
ACTIVITIES
CRAFTS
MUSICAL
EDUCATION
MUSIC
PHYSICAL
EDUCATION
DANCE
VARIOUS ARTISTIC CURRICULAR AREAS AND ACTIVITIES

9. A solid foundation
in reading, writing and communication
is crucial to a future student’s success

10. USEFULNESS,
ADVANTAGES
AND
DRAWBACKS
OF TEACHING
READING
AND
WRITING
IN EARLY YEARS

11. EARLY READING
1. Helps to develop a child's brain
2. Develops communication skills
3. Promotes and expands creativity and imagination
4. Stimulates the reading desire/ fosters the love of reading
5. Drives up basic literacy standards
6. Stimulates language and vocabulary development
7. Improves linguistic skills in the form of a richer vocabulary and
correct grammar
8. Develops a better spelling and a more articulate oral
communication
9. Increases the rate of growth for the early reading skills of
phonemic awareness, alphabet knowledge, and word reading
10. Increases comprehension
USEFULNESS, ADVANTAGES AND DRAWBACKS OF TEACHING READING AND WRITING IN EARLY YEARS

13. EARLY READING
11. Improves writing
12. Increases preschooler's social status among peers
13. Grows in/ improves preschooler’s self-image, self-confidence
and independence
14. Flourish intelligence
15. Diagnoses dysfunctional or dyslexic reading and early
intervention provides educational advantages
16. Enables children to reach a high standard of literacy
17. Enables children to reach their full potential
18. Entitles children to reach age-related standards
19. More chances to gain early academic success in school
USEFULNESS, ADVANTAGES AND DRAWBACKS OF TEACHING READING AND WRITING IN EARLY YEARS

16. Writing during the preschool years is,
well, messy!

17. EARLY WRITING
1. Grows up thinking skills
2. Improves sight word recognition
3. Improves phonemic awareness skills
4. Acquiring substantial knowledge of
the alphabetic system
ensures fluency in reading and writing
5. Develops word awareness, spelling,
and the conventions of written language
6. Develops preschooler’s skills of
concentration, attention, patience,
memory and language
7. Develops fine motor control
USEFULNESS, ADVANTAGES AND DRAWBACKS OF TEACHING READING AND WRITING IN EARLY YEARS

18. EARLY WRITING
8. Develop hand-eye coordination - Through repetition and
practice of specific movements, the brain and muscles learn to
work together as a team. (Conroy, 2004)
9. Improves writing speed earlier in school
10. Diagnoses dysfunctional or dyslexic writing and eases early
intervention
11. Better understanding of how writing works
Early understanding of how writing and drawing help people
communicate and function in everyday life
12. Increases chances for a successful start in school
USEFULNESS, ADVANTAGES AND DRAWBACKS OF TEACHING READING AND WRITING IN EARLY YEARS

21. COMMUNICATION
1. Enhancing preschooler's vocabulary development
2. Improves attention to content, elaboration of details, and
organisation of ideas
3. Helps learning basic rules of grammar for speech production
4. Develops memory of distant events
5. Helps accessing new information
6. Feeds the preschooler's natural curiosity
7. Helps developing right-brain creativity
USEFULNESS, ADVANTAGES AND DRAWBACKS OF TEACHING READING AND WRITING IN EARLY YEARS

22. COMMUNICATION
8. Builds general knowledge
9. Develops powers of reflection
10. Accelerates growth in reading competence
11. Develops word awareness in meaningful contexts
12. Instills positive attitudes about books and reading
13. Improves cognitive development
14. Develops independence, confidence, pride, and self expression
15. Builds long term academic benefits
USEFULNESS, ADVANTAGES AND DRAWBACKS OF TEACHING READING AND WRITING IN EARLY YEARS

24. There are three language skills that should be
combined in any activity:
1. COMMUNICATION focuses on fluency.
2. READING, using meaningful material.
3. WRITING is a series of lexical activities through
which grammar is recycled.
Create a wide variety of opportunities and challenges to
develop these language skills. Teachers can support reading and
writing by providing a language-rich environment with lots of
opportunities for children to learn and practice these two skills.
Basically put: reading affects writing and writing affects reading.

25. According to Sandra Ruppert (2006) learning
experiences in the arts contribute to the development of
academic skills, including the areas of reading and
language development. In Ruppert’s study on the
benefits of art on student achievement, she found that,
certain forms of arts instruction enhance and
complement basic reading skills, language
development and writing skills.
http://www.aep-arts.org/2011/11/feature-2/
Arts education can help close
the achievement gap

26. ARTISTIC EDUCATION
AESTHETIC EDUCATION
(Drawing, Painting, Modelling)

27. As a dimension
of education,
Aesthetical Education
is an indispensable
component of
personality formation

28. Experiential
Domain
Artistic
education
Type of
activity
Place in the written weekly
planification and frequency
Aesthetic and
Creative
Domain ARTS
DRAWING • Learning Centres - Arts Centre
(1 – 5 times/a week)
• Activities on Experiential Domain
(1 time/a week)
• Interdisciplinary Activities
(1 – 5 times/a week)
• Integrated Activities
(1 time/a week)
• Extracurricular Activities
• Out-door activities
• School-based Curriculum
(Optional Programme developted by
teacher); (1 time/ a week)
PAINTING
MODELLING

29. AESTHETIC EDUCATION
DRAWING
Methods, techniques and procedures Resources
• Draw with pencil, coloured pencils, charcoal, ink pens
• Hatching pencil technique (marking out small lines
bunched together)
• Cross-hatching pencil technique
• Back and forth stroke pencil technique
• Stipping pencil technique
• Scumbling pencil drawing technique (moving the pencil in
small, circular motions keeping them all very compact)
• Draw with texture - lines to indicate texture (trees, tree
trunks, leaves, furry animals)
• Draw shadows by shading and crosshatching
• Draw & colour/ paint outline
Crayons
Wax crayons
Watercolour
pens
Ban pencils
Colour pens
Markers
Chalk
Erasers
Paper
Colouring books
Sketching sets
Easel

30. AESTHETIC EDUCATION
DRAWING
Methods, techniques and procedures Resources
• Draw from observation - sketching from nature, people,
buildings, cars, action
• Contour Drawings- concentrate on one object, repeat the
shape, overlap objects
• Draw using geometric shapes (overlapping shapes)
• Work with light source (use different coloured pencils to show
light on one side of an object and shadow on the other
• Use perspective to draw landscapes, roads, train tracks, cars
• Draw subjects from different viewpoints
• Art aprons & smocks
Calligraphy ink
Washable school
glue
Patterns
Workable fixative
Pencil sharpener
Drawing board

31. PLASTIC LANGUAGE ELEMENTS DEFINITION
POINT
size: small, medium, large
quality: empty , full
shape: circle, triangle, square
techniques, tools, non-color, color
decorative: plastic rhythm
Tools for work
(pencil, crayon, brush,
finger) with the given
space.
LINE
shape, size , position
quality: thin, thick
ornament, structure
incision mark
movement , rhythm
Trace left by a moving
point
STAIN
spontaneous , developed
Decorative (pay )
Painting ( vibrated )
chromatic, achromatic
transparent , opaque
justapuse overlapping
A density of lines
(points) very close
together may
accidentally overlap
SHAPE
Spontaneously created
flat space
Finishing geometric bodies
symmetry , distortion
Modular ( flat space )
Space delimited by a
continuous closed line

32. DRAWINGS
3-4 year old preschoolers
Theme: Thick and thin lines
Topic: Drawing with
crayons
Objectives:
 to draw different lines;
awakening interest in
playing with forms by
exercising;
 develop and coordinate the
small muscles of the hand.

33. Theme: Line
Definition: Exercise mapping and horizontal lines
Topic: Cup, Toothbrush and Toothpaste

34. Theme: Combination of lines
Topic: Snowflakes
Type of activity: skill
training
Objectives:
 building technical skills to
draw straight and
combined lines, vertically,
horizontally, diagonally,
passing through a point of
convergence
 aesthetic space
development
 aesthettic awareness
for the beauty of nature

35. Theme: Point
Definition: stakeout exercises by circular movement to represent point
Topic: Mum’s Beads

36. Theme: Line
Definition: Using
open and closed
curved line
Topic: Fish
DRAWINGS
4-5 year old preschoolers

37. Theme: Plastic expressiveness of line in space
Definition: Free tracing and rendering in finding form
Topic: Autumn Fruit

38. Theme: Obtaining images with the line and the point
Definition: Use of closed curved line
Topic: Globes

39. Theme:
Decorating
using
graphics
Topic:
Mat

40. Theme: Constructive
role of point and line.
Obtaining images with
the line and the point
Definition: Using
different types of
monochrome lines
with accents value
Topic:
Man, house, tree
DRAWINGS
5-6 year old preschoolers

41. Theme: Tones and shading
Definition: Starting with hatching technique by highlighting
the values ​​emphasized
Topic: Gardening Tools

42. Theme: Shapes and proportions
Definition: Free drawing for obtaining clothing forms
Topic: How Do I Get Dressed?

43. Theme: Linear color
accented rythm
Definition: Ordering
linear forms in
tracing free
chromatic
Topic: Autumn Tree

44. Theme : Getting plastic images using points , lines and
color
Definition : Free setting of figurative elements
subordinated to a given topic
Topic : My Family

45. Theme: Line and stain plastic chromatics - language elements
Definition: Drawing the short line and long chromatic accents
Topic: Pine Branches With Globes and Candles

46. Theme: Plastic
expressiveness of the
line language plastic
element
Definition: Using lines
for types of forms in
nature
Topic: Birds and
Snails

47. Theme: Line - the element of visual language
Definition: Using as many types of lines in playing with a topic
Topic: Boat on the Sea

48. Theme: Lines
Topic: Gloves
Type of activity:
Strengthening skills and
abilities
Objectives:
 Strengthening the skills to
decorate an area bordered
with graphics.
 Strengthening the skills to
properly taught drawn
graphic elements.eye-
movement coordination
development

49. Theme: The line as a constructive element in getting a picture
Definition: Reviewing of figurative elements according to the
given theme
Topic: The Union Dance

50. Theme: The focus in the organization of a composition
Definition: Illustration of a tale scene using the visual language
Topic: My Favorite Story

51. Drawing
My Favorite Story

52. Drawing
My Favorite Story

53. Creative Drawings
What can you draw using these shapes?

54. Linear construction in getting images
Topic: Jungle Animals

55. Graphic evolution in play
Topic: Favorite Season

56. AESTHETIC EDUCATION
PAINTING
Methods, techniques and procedures Resources
• Painting with utensils
• Easel painting with a variety of paints and paintbrushes (with no
directions)
• Painting with unusual tools like toothbrushes, paint rollers, corks
• Painting with styrofoam packing
• Painting with cocoa
• Painting with glue and salt
• Painting with glue/ food/ sticks/ eye droppers
• Painting on wax paper
• Painting with toy balls
• Painting over tape
• Painting with food coloring/ shaving cream
• Painting in a bottle
• Painting with Watercolour/ ink
• Painting with tissue Paper/ cotton-pads
• Painting with melting crayons
Easel
Paints
Acrylic paint
Watercolour
paint
Oil colour
Oil-based paint
markers
Paintbrushes
Foam brush
Stamps
Fabric
Toothbrushes
Paint rollers
Wax paper
Sponges

57. Methods, techniques and procedures Resources
• Painting with plastic straws (blow pain with straws)
• Painting on a tin can
• Painting in a bag
• Painting on a unique surface
• Painting with salt/ simple chalk and water
• Finger painting
• Scrape painting
• String painting
• Paint the colour wheel - mix colours and experiment with effects;
• Printing and stamping (stamps purchased or made with sponges, bubble
wrap, spoons, forks, fruit, vegetables)
• Stippling (hold a dry brush vertically to create a stipple pattern using
paint)
• Creating spin art using a record player and paint, squirt bottles,
paintbrushes, or markers
• Making collages using tissue paper, various sizes of paper, glue, paste,
glue sticks, scissors, and recycled materials
Spray paint
Crayons
Plastic straws
Chalk
Foam brush
Paper
Glue paste
Glue sticks
Glitter
Painting
palette
Stencils
Chalk markers
Colour wheel
Painter’s tape
Matte gel
Storage cups
AESTHETIC EDUCATION
PAINTING

59. POINT
LINE
STAIN
SHAPE
PAINTING
ELEMENTS

60. FUSION

61. SPLASH
CRUMPLED
PAPER
TECHNIQUE

62. SOAKED ROPE OR
THREAD
CUTTING OUT
VARIOUS SHAPES

63. GOUACHE FORMS OBTAINED BY
PRESSING LEAVES

64. STAMP TECHNICAL
FADING

65. FINGERPRINTS
HANDPRINT

66. PAINTING ON
CARDBOARD TRAYS GLASS PAINTING
TECHNIQUE

67. SAND TREATMENT
TECHNIQUE
COLLAGE

68. PAPER COLLAGE
(PAPER- COLLE)
TEXTILE COLLAGE

69. Theme: Getting a plastic
image using colour spots
Activity: To cover a space by
finger spotting
Topic: Dog
PAINTINGS
3-4 year old
preschoolers

70. Theme: Lines and points
Activity: Playing with
parallel lines and points
distributed in a limited
space
Topic: Handkerchief

71. Theme: Stains and lines
Activity: Coloured spot
expressiveness with
added radial linear
technique
Topic: The Sun

72. Theme: Lines, points and spots
Activity: Exercise – playing
using plastic language elements
Topic: Autumn
PAINTINGS
4-5 year old
preschoolers

73. Theme: Getting
pace using the line
Activity: Drawing
vertical short lines,
using two
alternating colours
Topic: Mat

74. Theme: Lines, spots and
stains
Topic: Autumn
Landscape
PAINTINGS
5-6 year old preschoolers

75. Theme: Line and stain painting - watercolor processes
Topic: Chrysanthemum

76. Theme: Getting a picture by using several working techniques
Activity: Making a drawing by using plastic fading fears, watercolors,
toothpaste, fingerprinting die
Topic: Winter Landscape

77. AESTHETIC EDUCATION
MODELLING
Methods, techniques and procedures Resources
• Exploring and creating with clay, plasticine, dough or
own made dough
• Patting and rolling, making shapes
• Squeezing and kneading
• Poking and pinching
• Rolling
• Pressing
• Cutting
• Stamping
• Constructing
• Imagining
Oven-bake clay
Modelling clay
Clay tools
Stencils
Plastalina modelling
Dough
Modelling Pellets

78. MODELLING
ELEMENTS
POINT
LINE
STAIN
SHAPE

79. MODELLING TECHNIQUES USED IN
ELEMENTARY ART EDUCATION
ACTIVITIES
SETTLEMENT
FINGER
PRINTING
FLATTENING
TEAR
ADDING
ELIMINATION
INCISING

80. MODELING SKILLS
• One palms facing each
• One fingers facing each
• One palm and fingers facing each
• One palm and drawing board
• Between fingers and drawing board
• One finger and drawing board

81. CIRCULAR MOTION SKILLS
• One palms facing each • Between the fingers facing each
• One palm and fingers facing each
• One palm and
drawing board
• Between finger and
drawing board
• One finger and palm
• Between the thumb
and forefinger

82. MODELING BY PRESSING
• With the fingers • With hand
MODELING BY DEEPENING
• - Thumb • With forefinger

83. Theme: Obtaining three-
dimensional shapes
Activity: Shaping by
translatory hand motion - the
board
Topic: Carrot
MODELLING WORKS
3-4 year old preschoolers

84. Theme: Getting three-dimensional shapes
Activity: Line-form modeling performed by translatory hand motion
Topic: Santa 's Ladder

85. Theme: Shaping three-
dimensional shapes
Activity: Obtaining a
specific move through
various forms of
plasticine processing
Topic: The snail
MODELLING WORKS
4-5 year old preschoolers

86. Theme: Initiation into the game by reassembling volumes
Activity: The line - shape, curved line rod is turned into closed shape
Topic: The Chain

87. Theme: Ronde-loes 's modeling
Initiation technique
Activity: Shaping using the
circular movement between palm
and drawing board
Topic: The Snowman
MODELLING
WORKS
5-6 year old
preschoolers

88. Theme: Shaping using the circular movement and interpreting
Topic: The snowman

89. Theme: Flat relief technique
Activity: Modeling using the translational circular movement
Topic: Figures and letters

90. VISUAL LANGUAGE ELEMENTS
RELATED TO GRAPHIC EXERCISE
“Man expresses ones feelings when he speaks and ones
ideas only when he writes”
J.J.Rousseau
Graphic elements are used to turn them into plastic elements so
you can get a perception of complex graphics signs. The connection
between graphic exercise and plastic education supposes an interaction
between graphic and plastic education in order to develop complex
necessary concrete perceptions both in language development, skills
training and the use of plastic elements combined with graphics.

91. ELEMENTS OF VISUAL PLASTIC LANGUAGE
WITHIN GRAPHIC SIGNS
ITEM PLASTIC
POINT
PLASTIC
LINE
SPLASH
COLOR
PLASTIC
FORM
Point
• big
• small
Straight line
• horizontal
• vertical
Oblique line
• to the right
• to the left

92. Opened curved
line
• stick
• hook
• chain link
• spiral
• Semi oval
Closed curved
line
• curve
• bow
• spiral
• oval
• circle
Combinations

93. Traditional
motives
Pottery
Bark
Seams
Linear
decoration
Wave – spiral
Circle
decoration
Astral
motives
Vegetable -
zoomorphic -
anthropomorphic
motives

94. GRAPHIC SIGNS IN
CAPITAL LETTER EXPRESION
Straight line
• vertical
• vertical
• horizontal
• oblique
vertical
or horizontal
• oblique
GRAPHIC SIGNS
EXPRESSED IN FREE SPACE
CORRESPONDING
PRINTED LETTER FORM
Graphic
exercise
Chromatic
exercise
Graphic
exercise
Chromatic
exercise

95. The curved
line
• vertical
hook
• Semi oval
• vertical semi
oval
• straight or
inclined
oval line
• Left or right
Chain link

96. Decorative
combinations
• with
straight lines
Decorative
combinations
• Curved lines

97. GRAPHIC ELEMENT CORRELATION WITH
CAPITAL ELEMENTS

98. ARTISTIC EDUCATION
PRACTICAL ACTIVITIES
CRAFTS

99. Experiential
Domain
Artistic
education
Type of
activity
Place in the written weekly
planification and frequency
Man and
Society
Domain
Practical
Activities CRAFTS
• Learning Centres - Arts Centre
(1 – 5 times/a week)
• Activities on Experiential
Domain
(1 time/a week)
• Interdisciplinary Activities
(1 – 5 times/a week)
• Integrated Activities
(1 time/a week)
• Extracurricular Activities
• Out-door activities
• School-based Curriculum
(Optional Programme developted by
teacher); (1 time/ a week)

100. PRACTICALACTIVITIES (Crafts)
Methods, techniques and procedures Resources
• Stringing beads independently and creatively
• Weaving cloth, yarn, or paper
• Sew, decorate, quilt, knit (using blunt utensils)
• Making collages using tissue paper, various sizes of paper,
glue, paste, glue sticks, scissors, and recycled materials
Heavy construction
paper
Paper bags
Paper tubes
Paper plates
Plastic bottles & boxes
Boxes & milk carton
Egg cartons
Fabrics
Glue
Scissors
Glue paste
Materials

102. ARTISTIC EDUCATION
MUSICAL EDUCATION

103. Experiential
Domain
Artistic
education
Type of
activity
Place in the written weekly
planification and Frequency
Aesthetic
and Creative
Domain
Musical
Education
MUSIC
• Learning Centres - Arts Centre or
Role play Centre (1 – 5 times/a
week)
• Activities on Experiential Domain
(1 time/a week)
• Interdisciplinary Activities
(1 – 5 times/a week)
• Integrated Activities
(1 time/a week)
• Extracurricular Activities
• Out-door activities
• School-based Curriculum
(Optional Programme developted by
teacher); (1 time/ a week)
• Morning exercices/gym
• Transition Actitivities
• Annual/ seasonal celebrations;
• Thematic Fairs

104. MUSICAL EDUCATION
-Methods, techniques and procedures Resources•
• Hum
• Phrase-wise method
• Whole-song method
• Combination of phrase-wise and whole-song method
• Modeling
• Sing high/ low; Sing slowly/ fast; Sing softly/ loudly
• Change the words of a familiar song and improvise
• Make up verses/ original chants & songs
• Quiet singing
• Lullaby songs
• Sing along
• Play music
• Chant
• Use rhythm instruments (drums, egg skaker, plastic bottle
ratle, paper roll flute)
• Listening for specific sounds/ sounds of nature/ outdoor
sounds
CD Player
CD’s
Computer
Interactive Board
Musical intruments
Brass cymbal
Triangles
Castanets
Jingle taps
Tone block
Conductor baton
Rythm sticks
Bells
Handmade musical
instruments
Costumes

105. Music is a language and, as any language, it can
be used to communicate. The means of communication
in this process are the sounds and rhythm as tools and
the content of the communication is represented by
feelings, emotions, ideas and attitudes.
Music tells a story, not with words, not with
concepts, but with emotions painted throughout sounds.

106. ARTISTIC EDUCATION
PHYSICAL EDUCATION - DANCE

107. Experiential
Domain
Artistic
education
Type of
activity
Place in the written weekly
planification and Frequency
Psychomotor
Domain
Physical
education DANCE
• Learning Centres - Arts Centre or Role
play Centre (1 – 5 times/a week)
• Activities on Experiential Domain
(1 time/a week)
• Interdisciplinary Activities
(1 – 5 times/a week)
• Integrated Activities
(1 time/a week)
• Extracurricular Activities
• Out-door activities
• School-based Curriculum (Optional
Programme developted by teacher); (1
time/ a week)
• Morning exercices/gym
• Transition Actitivities
• Annual/ seasonal celebrations;
• Thematic Fairs

108. DANCE
-Methods, techniques and procedures Resources
• Nonlocomotor/axial movement (bending, twisting, and swinging
arms and legs; move like the wind or like the waves in the sea, bend
like flowers in a breeze)
• Locomoter movement (walking, running, hopping, jumping,
leaping)
• Move to the rhythmic accompaniment
• Creative movement and sound collage
• Ethnic & Folk movement and dance
• Classical movement and dance
• Modern movement and dance
• Thematic movement and dance
• Seasonal movement and dance
• Imagination and creative movement
• Creative movement – Machines
• Independent/Autonomous Dance
Music CD’s
CD Player
Computer
Balls
Jump rope
Bean bags
Scarves
Fluffballs
Spot markers
Rythm sticks

110. Dear teachers,
give
children the
freedom to find
ways, means and
forms to draw,
paint, model,
craft, sing, dance

111.  ***(2008) Curriculum for Preschool Education, Didactica Publishing
House, Bucharest
 Botez, Georgeta and Salavastru, Dana, ‘Atlas cu elemente de limbaj plastic,
Indrumator pentru educatoare’, Aramis Publishing House, Bucuresti, 2007
 Popa, Valerica, ‘Activitati de educatie plastica in gradinita’, V&I Integral,
Bucuresti, 2000
 http://www.housingaforest.com/20-must-try-painting-techniques-for-
kids/
 http://www.design-your-homeschool.com/Art-Techniques.html
 http://handsonaswegrow.com/50-paint-activities-tools-methods-recipes/
 http://childhood101.com/2011/02/playdough-plasticine-clay-for-kids-
making-little-hands-stronger/
 http://www.googobits.com/articles/1090-dance-skills-and-techniques-for-
young-children.html
 http://www.aep-arts.org/2011/11/feature-2/