arts and cultural education at school in...

Arts and Cultural Education at School in Europe

Romania

2007/08

European Commission

1


Romania

(Reference year 2007/08)

1. Responsibility and purpose The Ministry of Education, Research and Youth (1) is responsible for setting the aims for cultural and creative dimensions of formal education provided by the national education system. However, the Ministry of Culture and Cults promotes programmes and projects in the domain of adult education and collaborates with educational authorities and institutions:

for development of artistic education programmes and diversification of specialisations, which train specialists for the culture sector;

for the promotion of artistic education and development of creative skills, in order to enhance, among youngsters, the reception level of artistic act.

The involvement of the Ministry of Culture and Cults is related also to the facilitation of access and increase the participation in cultural activities, promotion of cultural diversity, preservation of cultural identity and revitalisation of traditional culture, promotion of multiculturalism and protection of minority cultures, protection and valorisation of material and spiritual cultural patrimony, stimulation of cultural life within local communities, facilitating their access to cultural values.

Ministry of Education, Research and Youth, following the consultation of various stakeholders interested in the organisation of the education and training for arts domain, has the main responsibility for the creation of the arts curriculum, included in the area 'Arts'. The production of official documents related to arts curriculum is co-ordinated by the National Centre for Curriculum and Evaluation in Pre-university Education, which is a specialised body of the central public administration, subordinated to the Ministry of Education, Research and Youth.

Curricula for ISCED 1 and ISCED 2 used in 2006/07 have been revised several times during the recent years and various parts, corresponding to diverse cycles or grades, have been implemented during the period 2001-2004 (for more details see section 7).

Decisions related to the implementation of arts curriculum are made at school level. At this level, the framework and reference objectives of each subject are operationalised by teachers. They must establish a planning of various topics to be taught, as well as related specific objectives and learning activities, in order to achieve the framework and reference objectives.

Teachers may choose the teaching methods considered most adequate to various subjects and groups of pupils, taking into account their age and individual characteristics.

(1) Please note: Since January 2009 the new official name, Ministry of Education, Research and Innovation

replaced the old name, Ministry of Education, Research and Youth.


2

Teachers must also observe the methodological guidelines specified by the syllabi. In order to help teachers plan their activities in classrooms, guides for implementation of the curriculum are available, offering examples of learning activities or suggestions for teaching methods to be used.

County school inspectorates are responsible for controlling the modalities in which the arts curriculum is implemented by schools. They monitor the observance of the current regulations related to the implementation of the curriculum (education framework-plans and syllabi).

In Romania, the Education Act defines the educational ideal as the free, comprehensive and harmonious development of human being, with an autonomous and creative personality. This educational ideal is defined on the basis of humanistic traditions, democratic values and aspirations of the Romanian society, its attainment being intended to contribute to the development and affirmation of national identity and cultivate the love and respect for history and traditions.

Development of human personality, as a finality of education, is proposed to be accomplished as a result of:

assimilation of scientific knowledge and of national and universal cultural values;

development of intellectual, affective and practical skills, due to humanistic, scientific, technical and aesthetic knowledge acquired;

assimilation of intellectual work techniques, needed for an efficient education and self-directed lifelong learning;

education for respect toward human rights and liberties, dignity and tolerance and free exchange of opinions;

cultivation of sensitiveness for human general issues, moral and civic values, respect against nature and surrounding environment;

harmonious individual development through sports, physical and health education;

professionalisation of young generation, in order to participate in useful activities and create material and spiritual goods.

Based on these general aims specified for the whole education system, the national curriculum stipulates objectives for every subject matter, grouped into framework objectives, which generally cover a full ISCED level, and reference objectives to be attained at the end of each grade (for more details see section 2.2).

As a conclusion, cultural and creative aims are specified at national level, by the Education Act, for the whole education system, and refer mainly to the achievement of a creative personality, appreciation of national and universal cultural values and cultivation of aesthetic spirit.

2. Organisation and aims of arts education

2.1 Organisation of arts curriculum

It is important to note that the ongoing education reform has affected all curriculum areas, including arts and cultural education (for more details concerning the main new aspects of the curriculum see section 7).

The arts curriculum is organised by separate subjects, included in the curriculum area 'Arts'. There are two compulsory arts subjects taught in mainstream schools, both at primary and lower secondary levels, which form the compulsory education:

Country description Romania

3

musical education (music);

fine arts education (visual arts).

Beside the schools belonging to mainstream education, which offer a general compulsory education, there are schools that offer, in addition to this general education, supplementary arts education. For this specialist education, the subjects included in arts curriculum offer an in-depth training in a specific artistic domain (for more details see section 3).

Study of the arts is compulsory for all the pupils enrolled in compulsory general education, including primary and lower secondary education (age 6-16).

Schools must allocate at least two periods per week for this curriculum area, one for fine arts and one for music, except the 8th year, for which they may allocate only one period for both subjects that may be taught alternatively (a subject, one week, the other subject, next week) or cumulatively (a subject in a semester and the other in the next semester). At upper secondary level (post compulsory), pupils enrolled in general education, humanistic profile, continue to study fine arts at least one period per week.

Schools that offer, beside the compulsory general education, a specialist education in arts, may allocate between 10 to 14 periods for this curriculum area, depending on the domain of artistic specialisation. They must allocate at least one period for subjects belonging to arts area, but not related to the specialisation domain. The rest of the periods are allocated to subjects specialising in a certain artistic domain (for more details see section 3).

Allocation of time to various subjects is made by schools, on the basis of the minimum and maximum time that can be allocated to a specific subject per week and the minimum and maximum time that can be allocated for all subjects per week. These limits are specified by the education framework plans for each grade, branch and profile. On the basis of the specified limits, each school may decide both for the number of periods allocated for a specific subject and for the total number of periods allocated for all subjects per week.

The figures in the table illustrate the minimum and the maximum number of periods that can be devoted to arts education and to all subjects per year, as well as the weight that may be given to arts education, relative to the minimum and maximum time (periods) spent at school, for each grade of compulsory education.

The number of periods per year was calculated on the basis of minimum and maximum number of periods per week and the number of schooling weeks, which is 35, in 2007/08.

Except the 8th grade, the number of periods per week devoted to arts education may vary between 2 and 3 periods, schools being allowed to allocate up to two hours either to fine arts education, or to musical education. In the 8th grade, the number of periods for arts education may vary between 1 and 2 periods per week, the corresponding subjects being taught alternatively (weekly) or cumulatively (by semester), as a result of the allocation of only one period per week, or regularly, every week, as a result of the allocation of 2 periods per week.

As an example, the weight of arts education in the 3rd grade, of a school that decided to offer education during the maximum number of periods per week (22 periods) and 2 periods of arts education would be of 9.09 % in total teaching time, whereas the weight corresponding to the same grade, of a school that decided to offer the minimum number of periods per week (19 periods) and 3 periods of arts education would be 15.79 % in total teaching time.


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Minimum and the maximum number of periods that can be devoted to arts education

Minimum time devoted to

arts education

Maximum time devoted to

arts education

Gra

de

Minimum number of

periods/year

% against the

minimum total

number of periods/year

% against the

maximum total


Maximum number of

periods/year

% against the

minimum total


% against the

maximum total


Minimum total

number of

periods devoted

to all subjects per year

Maximum total

number of

periods devoted

to all subjects per year

1 70 11.11 10.00 105 16.67 15.00 630 700

2 70 11.11 10.00 105 16.67 15.00 630 700

3 70 10.53 9.09 105 15.79 13.64 665 770

4 70 9.52 8.33 105 14.29 12.50 735 840

5 70 8.33 7.69 105 12.50 11.54 840 910

6 70 7.69 7.14 105 11.54 10.71 910 980

7 70 6.90 6.67 105 10.34 10.00 1015 1050

8 35 3.45 3.33 70 6.90 6.67 1015 1050

9 70 6.25 6.25 105 9.38 9.38 1120 1120

10 70 6.25 6.25 105 9.38 9.38 1120 1120

2.2 Aims of arts curriculum

Objectives related to arts curriculum are grouped into framework objectives, defined for an ISCED level, and reference objectives, defined for a specific grade.

Framework and reference objectives for fine arts education

Primary education (grades 1-4)

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Reference objectives

1

To become familiar with colouring and moulding materials; To manipulate materials and working instruments; To use the technique of overlapping colours and collaging materials; To use materials, instruments and techniques learned in order to express freely ideas

and feelings.

2 To use different kinds of materials (moist tube, dry pan, palette, brush, etc.) and

techniques (watercolours, tempera, gouache, collage, etc.); To use different techniques of moulding (optional).

3

To select different kinds of materials in order to use them. To associate appropriate techniques with the selected materials; To associate appropriate moulding techniques with the corresponding materials

(optional).

To

know

an

d u

se m

ater

ials

, in

stru

me

nts

and

tech

niqu

es s

peci

fic to

fin

e ar

ts

4 To mindfully use various materials in order to obtain the expected result; To use the techniques appropriate to the selected materials; To diversify the range of moulding techniques for achieving new results (optional).

1 To become familiar with groups of colours and non-colours, identified within the nature or remarked as being used for didactical materials and artworks;

To discuss about hot and cold colours, in relation to his/her own reactions. 2 To recognize groups of colours in different contexts, as well as mixtures of colours;

To recognize spatial forms within the surrounding environment.

To

reco

gniz

e a

nd

anal

yse

form

s,

colo

urs

and

thei

r co

mbi

natio

ns, w

ithin

th

e en

viro

nme

nt a

nd

3 To compare colours or groups of colours, depending on their place on the 'star of colours'.

To compare tones of grey depending on their position against white or black; To associate shapes, nuances and tones from nature with fine art images (optional).


5

4 To compare results of chromatic and achromatic mixtures, from the point of view of techniques used;

To select chromatic dominants and colours, in order to use specific techniques or combinations of techniques, with the purpose to obtain a certain result;

To select colours, nuances and tones, in order to obtain chromatic dominants. To integrate natural forms in fine art images (optional).

1 To obtain spontaneous shapes using colours and non-colours.

To obtain elaborated shapes based on the further processing of spontaneous shapes, using colours and mixtures of colours.

2 To produce spots of colours using specific techniques of painting; To produce decorative and fine art compositions, using the learned concepts of fine art

language. 3 To identify lines' hypostases within the surrounding environment;

To valorise lines' hypostases in graphical representations; To suggest familiar shapes from nature using lines; To obtain pictorial spots.

To

know

an

d u

se th

e ba

sic

fine

art

lan

gua

ge

4 To identify elements of fine art language, in various hypostases (dots, lines, chromatic spots, shapes);

To produce dots, lines, chromatic and achromatic spots and expressive shapes; To valorise elements of the fine art language in intended expressive representations; To express clearly and coherently an intended message, by integrating the

characteristics of fine art language. 1 To obtain binary colours by mixing the primary ones;

To obtain tones by mixing a colour with a non-colour; To compose surfaces using the known groups of colours, non-colours and tones. To compose a fine art space, starting from spontaneous shapes.

2 To obtain mixtures of colours using the 'star of colours' and, optional, non-colours; To compose a fine art space using the concepts learned and mixtures of colours.

3 To compose a fine art space by valorising the expressive potential of a chromatic dominant, according to his/her personal intentions;

To valorise the constructive potential of the line in the composition of the fine art space; To produce compositions using chromatic dominants, lines' hypostases and pictorial

spots; To organize the linear and/or chromatic fine art space, focusing on pictorial treatment,

and, optional, using shapes from nature; To use evaluation criteria in the analysis and assessment of his/her own artistic work

and of that made by others; To mould natural and geometrical forms, suggesting the relationships among them

(optional).

To

expr

ess

ones

elf t

hrou

gh a

nd a

bou

t fin

e a

rt c

ompo

sitio

ns

4 To compose a fine art space by valorising the expressive potential of fine art elements, according to his/her personal intentions;

To valorise hypostases of fine art elements in his/her intended representations; To produce compositions using chromatic dominants and fine art elements; To organize the linear and/or chromatic fine art space, focusing on the expressive value

of a chromatic dominant; To assess the use of fine art elements in his/her artistic work, as well as in the work of

others; To mould three-dimensional forms, which should clearly express the intended message

(optional).


6

Framework and reference objectives for fine arts education (continued)

Lower secondary education – gimnaziu (grades 5-8)

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5 To use adequately materials and working instruments; To identify groups of colours on the chromatic circle.

6 To produce a pictorial surface as a result of graphical overlapping; To obtain a dominant colour in a composition, using chromatic scales.

7 To represent external aspects and internal structure of objects from nature.

To

deve

lop

the

cap

acity

of

pla

stic

exp

ress

ion

by

usin

g va

rious

mat

eria

ls,

inst

rum

ent

s an

d te

chni

ques

8 To create graphic representations by coupling straight lines with circles and by splitting circles in equal parts (optional);

To represent dots, lines and surfaces, in space and using three-dimensional projection planes.

5 To represent characteristic traits of the favourite natural structures; To use results of the transformation of natural structures into fine art structures; To observe and produce chromatic contrasts within various compositions (optional).

6 To identify the plastic rhythm expressed by the elements of artistic language; To use the rhythm in plastic and decorative compositions; To valorise, in closed or open compositions, elements of fine art language, as well as

their meanings and relations established among them; To create centres of interest using elements of the artistic language and their

expressivity; To use art principles in decorative compositions (optional).

7 To use techniques for designing and redesigning of products; To identify major characteristics of the design. T

o de

velo

p p

upi

l's s

ensi

bilit

y,

imag

inat

ion

an

d ar

tistic

cre

ativ

ity

8 To organize decorative spaces with kinetic effects, based on the guidelines received.

5 To make decorative treatments of surfaces; To make pictorial treatments of surfaces; To use dots and lines as decorative ornaments and valorise their expressivity.

6 To distinguish the characteristics of dots and lines, as decorative elements and meaning; To represent graphically shapes from nature; To create plastic structures as a result of the extraction of specific elements from natural

structures (optional); To use complementary colours in order to obtain coloured greys.

7 To organize elements of plastic language in a given space; To underline the centres of interest of a composition, using the fine art language; To create static and dynamic compositions, using a unitary chromatic vision (optional); To express through suitable colours proximity and distance, as well as sensations such

as heavy-light and hot-cold.

To

know

an

d u

se e

lem

ents

of t

he fi

ne a

rt

lan

gua

ge

8 To create a composition using elements from nature, by valorising various aspects related to colours (optional);

To integrate the representation of human body movement in a variety of fine art compositions.

5 To identify specific traits of fine arts from antiquity; To differentiate branches and types of fine arts, to distinguish authentic artwork from

kitsch, and originals from fakes.

6 To compare traits specific to Gothic art with those of Romanic art and Byzantine art; To recognize defining traits of the Renaissance art based on the work of representative

artists. 7 To recognize the dominant traits of the artworks created by notable representatives of

painting and sculpture; To make comments and value judgments about artworks. T

o de

velo

p th

e c

apac

ity

for

rece

ivin

g ar

tistic

m

assa

ges

8 To use his/her own value criteria in judging an artwork.


7

Framework and reference objectives for fine arts education (continued)

Lower secondary education – Liceu – lower cycle (grades 9-10)

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9 To highlight the plastic language elements and their inter-connections, with the purpose of interpreting bi- and tri-dimensional artistic images – drawings, paintings, photographs, sculptures and architectural structures;

To analyse various representation ways of time and space in bi- and tri-dimensional images;

To identify materials and techniques, as well as the relations between bi and tri-dimensional images and the environment;

To analyse, using a personal plastic interpretation, bi- and tri-dimensional artworks belonging to local artistic patrimony.

To

rece

ive

in a

per

son

al m

anne

r th

e ar

tistic

mes

sag

e fr

om th

e vi

sual

un

iver

se

10 To interpret artistic images, specific to decorative and kinetic arts, underlining their functions;

To analyse various representations of time and space within kinetic arts; To analyse the expressive function of various materials and techniques used in

decorative and dramatic art; To present, with arguments, his/her opinions concerning the subjective significance

associated to the artistic message received. 9 To create croquis, which underline the artistic qualities of certain bi and tri-dimensional

artworks; To create sketches of bi and tri-dimensional virtual artworks.

To

use

artis

tic w

ays

for

expr

essi

ng a

esth

etic

se

nsib

ility

10 To create sketches of real industrial design objects and of unique design objects; To carry out personal projects based on a design theme: clothing, domestic objects,

furniture, interior design etc; To create sketches as suggestions for dramatic scenery; To suggest decoration projects for common places or spectacles, using unconventional

materials and techniques; To explain, with arguments, his/her own way of artistic expression.

Framework and reference objectives for musical education

Primary education

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1 To distinguish different sounds coming from the nature or the surrounding environment; To differentiate between sung sounds and spoken sounds; To reproduce songs from hearing, respecting the right intonation; To emphasize through movements of the body the content of the text; To distinguish the characteristics of musical sounds heard (pitch, intensity, duration, timbre); To recognize the songs learned, based on their rhythmic structure.

To

valo

rise,

in v

ocal

and

inst

rum

enta

l m

usic

al p

ract

ice,

the

elem

ent

s of

m

usic

al la

ngu

age

2 To differentiate between various sources of sounds and to recognise their direction of propagation;

To distinguish between vocal and instrumental sounds; To reproduce songs from hearing, respecting the rules of collective singing; To emphasize through movements the elements of the musical language included in the song; To mark through movements the transition from stanza to refrain (optional); To distinguish the characteristics of his/her own musical sounds (pitch, intensity, duration,

timbre); To recognize the songs learned, based on their rhythmic and melodic structure.


8

3 To reproduce songs from hearing, respecting the requirements related to volume, intonation and diction;

To diversify accompanying movements, in order to emphasise the elements of musical language existing within a melody (optional);

To distinguish the characteristics of musical sounds heard or performed (pitch, intensity, duration, timbre);

To play sounds of various pitches and simple songs, using an instrument (optional); To identify, from hearing, elements of musical language (timbre, rhythm, melody); To recognize and intuitively differentiate between popular music and elaborated music.

4 To reproduce, individually or collectively, songs from hearing or deciphered with the help of a musical instrument;

To mark by appropriate movements various elements of the musical language; To distinguish, from hearing, between the elements of the musical language, correlating them

with those used in musical practice; To reproduce, using an instrument or his/her voice, sounds of various pitches and simple

melodies; To distinguish, from hearing popular music, the songs related to popular winter traditions

(winter customs) from other popular songs; To perform popular easy songs; To distinguish, from hearing, various kinds of elaborated music.

1 To perform songs from the known repertory, in mezzo nuance; To perform songs in simple harmonic/polyphonic arrangements; To perform songs collectively or individually, with the instrumental accompaniment performed

by the teacher (optional); To freely and spontaneously accompany a songs; To express his/her impression concerning a song heard and to propose related collective

games; To improvise spontaneously rhythmic combinations, similar to those belonging to the folklore

of children. 2 To use the adequate nuance in collective singing, according to the content and the character

of the song; To perform songs in simple harmonic/polyphonic arrangements (and optional, to combine the

voice and the instrument within these types of arrangements); To perform songs collectively or individually, with instrumental accompaniment performed by

the teacher (optional); To accompany the songs, marking its rhythm; To classify the songs learned; To express his/her impression on a music heard, using expression modalities specific to other

subjects; To improvise spontaneously musical combinations, accompanied by movements (optional).

3 To use the appropriate nuance and tempo in performing songs, linking them with the text content;

To perform songs in unison and in harmonic/polyphonic arrangements; To identify the relation between the ideas expressed by the text and the character of the

melody; To perform songs with instrumental accompaniment, performed by the teacher; To complement the song performance with metric and rhythmic accompaniment; To explain his/her preferences for certain kinds of music; To present literary characters or naturals phenomenons, using onomatopoeia and/or musical

sounds; To improvise short melodies (optional).

T

o ex

pres

s hi

m/h

erse

lf th

rou

gh m

usic

4 To adjust the performance of songs according to their contents and characteristics, keeping the spontaneity and naturalness specific to children;

To perform songs in simple harmonic/polyphonic arrangements; To explain, with arguments, his/her preferences for certain songs, a certain way of singing, or

a certain kind of music; To sing with live or recorded instrumental accompaniment; To accompany songs, marking the rhythm and measure; To perform vocal-instrumental songs; To associate ideas and impressions, suggested by literature and visual art, with the music

heard; To improvise spontaneously, either vocally or instrumentally, little musical pieces (optional).


9

Framework and reference objectives for musical education (continued)

Lower secondary education – gimnaziu (grades 5-8)

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5 To perform songs, individually or collectively, in unison or in simple harmonic/polyphonic arrangements, observing the indications of the conductor;

To accompany rhythmically a song performed; To use correctly the instrumental technique, specific to each instrument (optional).

6 To perform vocally, expressively and fluently, in unison or in harmonic/polyphonic arrangements, songs belonging to various kinds of music;

To improve the vocal performance with instrumental interventions; To perform instrumentally the melodies studied vocally (optional).

7 To perform vocal songs of different kinds, paying attention to changes related to dynamic, timbre and tempo;

To use different ways to perform harmonic/polyphonic songs, in canon, with 2 or 3 voices (optional);

To perform accessible themes, included in famous music works; To perform instrumental songs, using specific techniques (optional).

To

deve

lop

the

cap

acity

to p

erfo

rm s

ongs

, vo

cally

and

inst

rum

enta

lly

8 To perform a large repertory of songs and musical themes; To perform an instrumental repertory of songs and musical themes, respecting the

recommendations related to diction, nuances and tempo (optional); To perform simple instrumental accompaniments related to the songs learned.

5 To listen carefully to various musical pieces and recognize the elements of musical language studied;

To compare musical fragments and find the corresponding similarities or differences; To express his/her own impression about the music heard.

6 To listen with interest to musical works, noticing the expressivity of musical language elements;

To perceive the occurrence of characteristic themes included within a musical discourse and try to perform them;

To recognize music works, identifying the type of music and the author (optional); To express his/her musical preferences, offering arguments.

7 To listen to various music works, identifying their type and style; To appreciate the richness and the variety of the Romanian musical folklore, and (optional)

recognise the regional specificity of the song heard; To identify the specificity of various kinds of music (popular, light music, opera); To link the information on the activities of great composers with the social and cultural context,

in which they created (optional).

To

deve

lop

the

cap

acity

to c

orre

ctly

rec

eive

the

mus

ical

mes

sage

an

d to

fost

er th

e m

usic

al

cultu

re

8 To listen to a variety of music works and identify specific elements of musical language; To recognize famous music works of the universal patrimony; To make aesthetic personal judgments in relation to the music works listen.

5 To decipher songs written in C major and A minor, using the elements of the musical language

studied (optional); To identify the elements of musical language studied, in relation to the songs performed or

heard. 6 To decipher songs written in major and minor tonalities, with key alteration (optional);

To identify (and optionally reproduce) the rhythmical structures learned; To discern, from hearing, between major and minor tonalities; To identify musical themes of the works listen and analyse their structures.

7 To decipher songs and musical themes, written in tonalities and popular styles learned (optional);

To distinguish between fixed and free forms of popular musical styles (optional); To understand and differentiate the components of various scenic musical styles.

To

deve

lop

an

d us

e th

e kn

owle

dge

re

late

d to

mus

ical

lang

uag

e

8 To decipher songs written in tonalities studied (optional); To analyse elements of musical language included in musical works, studied or listen; To identify the characteristics of various kinds of music works.


10

5 To perform songs affectively; To improvise on a given theme rhythmically; To suggest an accompaniment to a given melody; To represent through movements, texts or colours, the content suggested by the music

(optional). 6 To sing with nuances and correlate the performance with the message to be transmitted

(optional); To diversify and improve his/her musical performance; To observe the moments of instrumental intervention within a vocal-instrumental performance; To valorise his/her own musical aptitudes as interpreter (optional).

7 To perform with expressivity the music works studied (optional); To notice the contribution of various language elements to musical expressivity; To perform musical variations on a given rhythmic or melodic theme (optional); To propose alternatives for rhythmic and instrumental accompaniment (optional); To associate a musical message with a visual image.

To

deve

lop

sens

ibili

ty, i

mag

inat

ion

and

mus

ical

cr

eativ

ity

8 To perform expressively the musical pieces studied (optional); To contribute with personal ideas to the discussions related to music works studied; To create short improvisations and musical compositions; To identify links between different kinds of art. To elaborate an artistic project (optional).


11

Framework and reference objectives for musical education (continued)

Lower secondary education – Liceu – lower cycle (grades 9-10)

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9 To perform from hearing and/or decipher songs from the repertory studied, recognising the language elements;

To decipher accessible themes from musical pieces heard, correlating vocally and instrumentally signs and sounds;

To recognise from hearing certain themes listened to or deciphered; To distinguish various kinds and styles of music, based on recurrent hearings, identifying

their characteristic elements; To distinguish between monophonic and polyphonic constructions, based on singing or

hearing suggestive pieces.

To

corr

elat

e in

mus

ical

pra

ctic

e th

e el

emen

ts o

f m

usic

al la

ngu

age

stu

died

10 To compare the elements of musical language, recognised in songs performed or heard; To perform, instrumentally and/or vocally, accessible songs and themes, based on the

music listened to or deciphered; To perform songs instrumentally, based on a pentatonic or Debussy scale, making

correlations between their sonority and the sonority of other songs heard; To identify themes specific to musical pieces created between the end of the 19th and the

beginning of the 20th century; To identify hypostases of the human voice in music; To compare specific aspects of modern and contemporary music.

9 To perform, vocally or instrumentally, a repertory, on the basis of recommendations made by the composer or valorising his/her own argued options;

To correlate the content of the text with the character of the melody, when performing or commenting songs;

To accompany instrumentally his/her performance, valorising the elements of musical language and instrumental technique studied;

To perform individually or collectively (vocally or instrumentally), observing the recommendations related to a presentation of an artistic repertory;

To evaluate a musical performance or his/her own performance, presenting arguments for his/her opinions;

To formulate judgements related to the expressivity of musical language elements, recognised in songs performed or listened to;

To express opinions on certain musical pieces, using concepts specific to musical language;

To make comments and participate in group debates, presenting his/her own preferences related to original or further processed musical pieces;

To compare the expression ways specific to music with those specific to other arts, presenting accessible artistic creations.

To

expr

ess

him

/her

self

thro

ugh

an

d ab

out m

usic

, val

oris

ing

the

affe

ctiv

e,

crea

tive

and

aest

hetic

dim

ens

ions

of h

is/h

er p

erso

nalit

y

10 To compare elements of the musical language used in practice, based on the specific knowledge acquired;

To perform an argued interpretation, from the musical point of view, of the songs, valorising the elements of musical language and instrumental technique studied;

To correlate the expressivity of the musical language elements with his/her own affective feelings, when performing songs;

To make comments related to individual or collective musical performance, based on the experience acquired in musical practice;

To use musical sounds and valorise them in his/her own rhythmic and melodic combinations;

To express in various ways his/her own opinions about musical pieces listened to; To present arguments that sustain his/her own preferences related to original or further

processed musical pieces; To comment the interdependencies between musical art and other arts; To use the literary and/or plastic language in expressing the feelings related to the music

heard.


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2.3 Cross-curricular links between arts and other subjects

Generally, decisions related to cross-curricular approaches, in which the arts domain plays an important role, are taken by schools. The aim of cross-curricular themes is to strengthen the link between the educational process and day-to-day life, since they are situated beyond the usual borders of traditional subjects and propose the acquirement of new competencies and fundamental values, closer to real life.

Among various cross-curricular themes proposed by schools, the followings are mentioned as examples:

cultural diversity, referring to mutual understanding, emphasis of cultural interdependencies within local community and valorisation of cultural differences as a resource and proposing activities such as: organisation of festivals on traditional craftworks or traditions and customs of various ethnic groups;

links between curriculum subjects, such as: o Romanian language and literature and Musical education, related to the integration of literary

texts in musical pieces; o Practical abilities, Romanian language and literature / Language and literature of an ethnic

minority and Fine arts education, related to clothing; o Romanian language and literature / Language and literature of an ethnic minority, Fine arts

education, Musical education, Practical abilities, Civic education and History, related to approaches of folklore;

o Civic education, Romanian language and literature / Language and literature of an ethnic minority, Fine arts education, Musical education, Practical abilities, related to the theme 'persons and personages (characters) of fairy tales';

o Practical abilities and Fine arts education, related to the participation of children enrolled in primary education at the decoration of their school;

other themes proposed at high school level (Liceu) such as: o Human being in the literature and art of the world; o Art monuments and historical places of a specific city; o Hispano-American literature and music; o Photography between science and art.

2.4 Use of ICT

The use of ICT as a teaching tool within the arts curriculum represent an option left at school's decision, since the ICT infrastructure differs from one school to another.

On the other hand, at upper secondary level, schools providing supplementary education related to visual arts offer, in grade 11, a subject named 'Computerised processing of image', aiming at the development and use of visual arts' language, the use of computer in image processing and the use of ICT techniques in designing original products.

Various national or regional (county level) programmes for the endowment of schools with ICT equipment include also components for the development of educational software that can be used in all curriculum areas, including 'Arts'.

3. Special provision with a focus on art education Specialist provision of arts is organised for pupils with special aptitudes for artistic domains. Educational institutions that have a special focus on arts education are approved by the Ministry of Education, Research and Youth, based on the proposals formulated by County School Inspectorates.

Generally, the enrolment in schools that offer specialist provision of arts starts with primary education.


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Education framework-plans are adapted to artistic profiles and ensure specialist education in a certain artistic domain, beside the general education offered by mainstream schools. The study of specialist subjects is organised either individually or in groups, based on the criteria specified by the Ministry of Education, Research and Youth.

There are two categories of schools that offer specialist artistic education:

schools with integrated programmes of arts, where pupils study all the subjects related to compulsory general education and specialist arts programmes in the same institution;

schools with supplementary programmes of arts, where pupils who study the subjects belonging to compulsory general education in other institutions come in the respective schools, generally once a week, and attend the specialist arts programmes.

The main difference between the two types of schools is related to the creation of classes involved in specialist arts programmes: in schools with integrated programmes of arts, pupils belong to the respective schools, while in schools with supplementary programmes, classes offering specialist arts education are composed of pupils who attend the compulsory general education provided by other schools and come to those schools only for the arts programmes.

Admission in schools that offer specialist arts education is based on the successful passing of the entrance examination, based on the evaluation of pupils' aptitudes, which are specific to a certain artistic domain.

Pupils may participate in arts courses offered by schools with integrated programmes of arts, in the following domains:

music, starting with the first grade of primary education and containing subjects as: instrument, theory – solfège – dictation, vocal/instrumental ensemble, rhythm, history of music, harmony etc;

choreography, starting with the 4th grade of primary education and including subjects as: initiation in choreography, rhythm, classical dance, repertory ensemble, historical dance, Romanian dance, dance of character, history of ballet, etc;

fine arts (visual arts), starting with the 5th grade (beginning of lower secondary education) and including subjects as: drawing, painting, moulding, history of arts, study of shapes and drawings, study of shapes and colours, study of forms and volumes, study of compositions, croquis, elements of perspective, history of arts and architecture, functional interdependencies human-form-environment, projective drawing, etc;

drama, starting with the 9th grade (beginning of lower cycle of high school – lower secondary education) and including subjects as: the art of actor, eurhythmics, aesthetics and theory of theatrical spectacle, history of Romanian and universal theatre, etc.

Schools with supplementary programmes of arts may start their offer for artistic education from the first year of primary education, in all artistic domains mentioned above. The subjects offered by these schools are similar to those offered by school with integrated programmes.


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Statistics on specialist provision of arts, in 2007-2008

Type of school Grades Independent units

Arts sections within education institutions

Pupils enrolled Teaching staff

1 – 8 2 43 8527 1230 Schools with integrated programmes of music

9 – 12 24 24 4254 1435

Schools with supplementary programmes of music

1 – 8 - - - 320

1 – 8 - 42 4669 180 Schools with integrated programmes of fine arts

9 – 12 19 48 7915 914

Schools with supplementary programmes of music

1 – 8 - - - 12

1 – 8 1 7 500 55 Schools with integrated programmes of choreography

9 – 12 2 6 428 58

Schools with programmes of visual arts

9 – 12 - 3 192 -

Schools with programmes of theatre

9 – 12 - 9 733 -

Palaces and clubs of children

- - - - 2094

Sources: Primary and gymnasial education at the beginning of the school year 2007-2008, National Institute of Statistics, 2008; High school education at the beginning of the school year 2007-2008, National Institute of Statistics, 2008.

Beside the schools focused on arts education, there are also other public institutions that offer a non-formal education, such as palaces and clubs of children. These institutions are subordinated to County School Inspectorates, except the National Palace of Children, which is directly subordinated to the Ministry of Education, Research and Youth. Activities offered by these institutions are free of charge and organised during the whole year, including school holidays, starting with 1 September and ending with 31 August. It means that children belonging to the age group 4 to 19 years may participate in non-formal education, without any restriction that could lead to discrimination or segregation.

Palaces and clubs of children provide non-formal education in the following domains:

cultural and artistic;

technical applications;

sciences;

sports and tourism.

Children are organised by groups of 10 to 30 persons, or even 4 persons, in the case of activities carried on individual basis. Coordination of the activities is ensured by teaching staff and auxiliary teaching staff, recruited following a contest. Children participate in a session of activities per week, which is of 100 minutes. In exceptional cases, when outstanding results are obtained, children may participate in 'performance groups' organised twice a week, with duration of 100 minutes each one.

Usually, activities are organised by circles according to the following portfolio:


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timetable of activities;

educational offer of the circle;

curricular documents;

monitoring and evaluation of activities;

measures for improving the activities of the circle;

measures for developing the infrastructure.

Palaces and clubs of children are financed from the State budget, through County School Inspectorates, except the National Palace of Children, which is financed directly by the Ministry of Education, Research and Youth. These institutions may organise paid activities or receive funds from donations and sponsorships.

Cultural and artistic domain includes activities related to music, dance and fine arts.

There is no entrance examination. However, pupils depending on their aptitudes may be directed to a specific domain, corresponding to their aptitudes. Participation in these institutions is conditioned only by the registration in the education level corresponding to the age level. Children may leave or change the circle when they wish.

The main aim of cultural and artistic activities, organised by palaces and clubs of children, is to attract children to this domain and to prepare them for the future.

Once a year, children may participate in national and international competitions organised with the support of the Ministry of Education, Research and Youth. Children are entirely free to participate or not in these competitions, which may be organised either in their palace/club or in an institution abroad (international festivals).

4. Assessment of pupils’ progress and monitoring of standards in the arts

4.1 Pupils' assessment

With regard to the mainstream general education for ISCED 1 and 2, the arts disciplines are assessed by teachers on a formative/ongoing basis (to evaluate progress).

Students’ continuous assessment has to be performed on a regular basis for all subjects within the National Curriculum (compulsory and optional).

Teacher planning for each semester includes periods dedicated to the consolidation and evaluation of the competences acquired by the students (formative and summative evaluations). The teachers have the freedom to plan, decide on assessment methods and instruments, deliver and report on students’ results for each class of students. The summative assessments are planned towards the end of the semester, with the following general purposes: feedback for improving the teaching-learning process results; support consolidation of students’ learning outcomes; stimulate both low and high achievers performances.

School/based assessment may include a combination of oral questioning, pen-and-paper short tests, practical tests, portfolio assessments, project/based assessments, short written reports a.s.o. Some of the assessment instruments are elaborated at the level of school subject department, approved by the head of the school, and administered to all the students in the same grade, according to each school assessment policy. The whole responsibility of combining the assessment scheme for each class goes to the teacher responsible for the teaching / learning process of the respective subject / subjects.


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Pupils’ assessment for arts disciplines at ISCED 1 is done by the primary school teachers on the basis of the Performance Descriptors – evaluation criteria elaborated at national level by the National Assessment and Examination Service (since 2007, the new name of this institution is the National Centre for Curriculum and Assessment in the Pre- University Education) – for all the subjects in the common core curriculum for the primary education.

In 2003 the National Assessment and Examination Service elaborated the Assessment Standards at the end of the IVth grade for all the subjects in the common core curriculum for the primary education – including the arts subjects (Music and Visual Arts) – at two levels: minimal and maximal. At ISCED 1, pupils’ performances are reported using a qualitative descriptor on a 4-level scale: very good, good, sufficient and insufficient, a judgement in relation to the curricular content. The final semester and school year qualitative descriptor for each subject is also reported on the 4-level scale. Student assessment has as a main reference the curricular performance standards, which are part of the National Curriculum. In reporting tasks, teachers are using also the performance level descriptors for each level, grade and subject, in order to make visible the progress of students’ performances.

At ISCED 2, in 2004, the National Assessment and Examination Service elaborated (for all the subjects in the common core curriculum for the lower secondary education – VIIIth grade) Assessment Criteria correlated with the curriculum, with what teachers must teach and pupils have to learn.The Assessment Criteria were elaborated for each objective of the curricula (2), on a 4-level scale corresponding to the grade marks 5, 7, 9 and 10 and they can be applied in all the forms of assessment: written, oral or practice.

During lower secondary education students’ learning outcomes are reported on a scale from 10 to 1 mark, where 10 is the highest and 5 is the passing mark. Marks from 1 to 3 are in general used in relation to behavioural problems (cheating, discipline breaks a.s.o.), while mark 4 reflects the non-achievement of the minimum passing level.

Pupils’ assessment in Arts disciplines consists mainly in Practical tests and Portfolios.

For example:

At Music, assessment through practical test in the first grade consists of reproducing in singing (after hearing) individual or in group of some simple songs; in the IVth grade, the pupil sings (after hearing) at unison or in simple harmonica-polyphonic arrangements, demonstrating intonation, diction, phrasing and nuancing control. Pupils can be assessed oral, too, as for example in the IVth grade: they have to represent graphically, on stave, certain sounds they learnt and their lengths or to solmizate (to sing sol-fa) simple songs, demonstrating they know the basic elements of the musical reading-writing. In the second grade, through oral questioning pupils can enunciate data about the songs they learnt, about authors and titles etc.

For visual arts, there are mainly practical tests that can be grouped in portfolios according to themes/compositions. The oral questioning assesses the knowledge and use of arts language elements, the way the paint/mixture is obtained, the knowledge of tools and materials.

(2) For example: Extras of 'Assessment Criteria for VIII level' – Musical Education (http://www.edu.ro/index.php/articles/c545/) Reference objective 3.3. To know and to differentiate the components of the stage musical genres

Mark 5 Mark 7 Mark 9 Mark 10 To recognize elements of language in the learned songs

To recognize the elements of musical language in the works played or heard in class

To recognize and to analyze the elements of musical language in the works played or heard

To recognize and to analyze the elements of the musical language in the works played or heard specifying which music genre the work belongs


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Assessment results are reported using qualificatives/grade marks (depending on ISCED 1 or 2) in the class register/mark books, an overall semester mark is decided (a qualificative/grade mark) and then an overall annual mark. These marks are registered, at the end of the school year, in the student directory and in the registration certificate (a certificate for study delivered on request when graduating or in the case of transfer). The number of qualificatives/grade marks must be one unit more than the number of classes per week from the common core curriculum. In the primary education, if there are different qualificatives, the teacher will decide the final qualificative depending on the progress/regress of pupil’s performances.

If the pupil fails to achieve minimal results (insufficient for the primary education or 5 for gymnasium (V-VIII grade)) he has to go in for a second examination or, worse, he remains for the second year in the same class if he doesn’t pass the special examination in autumn (except for the first grade where this situation was eliminated by regulations).

If the pupil achieves better results, over the assessment criteria, the teacher could recommend him to the School Board for the annual qualificative excellent (for the primary education) or for a reward at the respective object of study. Each pupil, based on his results, can be recommended or can apply for regional, national and international contests.

Until now, no national assessment was realized for Arts. The only external assessment is done at local level (by the school inspectors from the County School Inspectorate), during school inspections. Assessment focuses on the artistic performances of the pupil, using practical tests (Visual Arts, Music and Dance) and oral questioning (Music); pupils’ results are not registered in the school documents (class register, student directory/mark books) but used for the assessment of the teacher activity in class. On request, these data could be a source of information for the decision-makers (offering answers to research/ examinations/ syllabus modification).

4.2 Monitoring of standards

Since 2000 no monitoring has been carried out particularly in art subjects in Romania.

5. Teacher education in the arts

5.1 Initial teacher education

In primary education, teachers (school masters) are general teachers, meaning they are qualified to teach all (or almost all) subjects or subject areas in the curriculum. Until a few years ago, initial teacher education for primary education was fulfilled only through pedagogical high schools (that carried out initial teacher education for educators – pre-primary education, school masters – primary education). The student who wanted to attend this kind of education had to pass – a few days before the exam – some eliminatory examinations to evaluate his aptitudes for: sport, music, drawing and diction (the final result being admitted/ rejected). During their entire initial teacher education, the future general teachers benefit of a specific education also in Arts (music, visual arts), that are compulsory subjects in the common core curriculum.

The syllabi for the initial teacher education of the teachers from the primary education compulsorily contain, besides the general pedagogy or the child’s psychology, the didactics of teaching each subject from the common core curriculum for the primary education (inclusively for music and visual arts).

After graduation, in primary and pre-primary education, teachers and educators can teach both disciplines separately or, in some cases, integrated according to the syllabus. The syllabi are distinguished, in the schedule the subjects’ benefit of 1 class per week for each: 1 class per week for


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music and 1 class per week for visual arts. This kind of teachers can be assimilated with general teachers.

As part of the extracurricular activities, the general teachers train pupils for dancing and acting in the frame of different school cultural events.

During 2007/08 school year, teachers in primary education were trained in one of the following types of initial teacher education:

teachers for primary education (school masters) (pedagogical high school),

school masters (institutors) (pedagogical high school + university; pedagogical college for school masters),

teachers (faculty of psychology and educational sciences – specialization pedagogy for primary and pre-primary education+ master, according to Bologna Process).

For the teachers in primary education, the syllabi for the initial education comprise compulsorily the technique of teaching (the didactics) the respective subject. The other syllabi are implicit when teaching general pedagogy or psychology with special observation for arts.

The specialist teachers are those who graduated a faculty in the Arts domain and they become teachers; they have to pass an exam confirming their posts (exam named 'definitivat') and they must attend the psycho-pedagogic course in order to teach the respective subject. There are vocational high schools for arts (visual arts, music, dance) where qualified teachers teach even at primary education after another syllabus than at general education. These schools are the 'nursery' for the future artists and maybe for the future arts teachers.

Music/ arts or choreography are taught by a specialist teacher, who has graduated from a high level professional institution (e.g. music/arts/theatre universities, academies or faculties).

For example, referring to the subjects for the music specialization:

General Music Education in Romania is part of the general curricula in each school. It is a compulsory subject taught by a specialist, who has graduated from a professional music high level institution and from the Teacher Training Department (DPPD).

Professional Music Education in Romania is taught by the specialist who has graduated from a professional music high level institution and from the Teacher Training Department (DPPD).

The primary music education is provided by two types of schools:

General Music Schools (including ISCED 1 and 2) where pupils are trained in performing and music theory. At the same time they attend the general schools where music is taught as a subject of the general education curricula.

Music High schools (including ISCED 1 and 2) where pupils receive professional music training (main instrument, music theory, harmony, history of music, choir and orchestra training) as part of the general education curricula.

Specialist teachers in the arts must have studies in the arts as part of their professional teacher training, with Bachelor in music and Master in music. As a part of the compulsory curricula (for music pedagogy students) or as an optional module DPPD offers the following compulsory areas: Child development in the arts, Arts curriculum content, Arts pedagogy, Personal arts skill development of the prospective teacher, Pupil assessment in arts.

The same for visual arts, dance and drama.


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Professional artists are not recruited as teachers of arts subjects in schools at ISCED levels 1 and/or 2, but they can participate to the education of prospective arts teachers. Some of the famous artists are invited to give Master-classes to students, including to those who are preparing for becoming teachers.

5.2 Continuing professional development

Continuing professional development of general teachers (able to teach arts) and specialist teachers in arts is make regulated in Romania by: didactic degrees, post-university studies, master's degree and doctoral degree. Teachers must attend a training course every 5 years.

Example: For teachers’ specialist in music, three times per year the specialists attend training courses organised by the high level professional music institutions after which they receive a higher grade in their teacher status, but not an additional qualification. Continuing professional development is strongly recommended and regulated by the local educational authority. There are 270 training hours per year divided in 3 modules (e.g. Music Curricula and Pedagogy; Self-management and School as Organization; IT).

Responsible for organising continuing professional development in arts for teachers are local educational authorities in a partnership with higher education institutions through their Teacher Training Departments.

According to the national collective agreement in education, the County Inspectorates have the responsibility for training the teachers. In order to facilitate the access to the training programs, the Ministry of Education provide finances, the universities accredit training programs, and the County Inspectorates organize auctions for each specialty and ensure compulsory training every five years for each teacher. There are, also, training courses organized by the County Didactic Departments, the offers are announced in every possible way, teachers select the training course depending on their needs. The courses are free of charge but teachers have to pay for the books. In the end, they get a certificate with a number of credits, according to the number of training hours.

6. Initiatives The Romanian Government, the Ministry of Education, Research and Youth, the Ministry of Culture and Cults and other institutions and foundations, active in the fields of education and culture, organise periodically festivals, such as 'CreativFEST', intended to identify and make known the results of children and youngsters in the domain of creativity. These festivals include creativity workshops and artistic events, addressed both to organised groups of children and youngsters and to those visitors wishing to be involved. Activities organised within creativity workshops related to domains such as: architecture and design, fine arts, the arts of spectacle, free creativity, drawing and painting, face painting, photography, journalism, religious icons and popular art, games places, sports, multimedia, modelling, theatre, film, etc. Various spectacles are organised during the festival, such as: vocal concerts, instrumental recitals, dance, theatre, marionette and puppet, theatre for kids, movies, demonstrations of roller dancing and gymnastic. Spectacles are performed either by professionals or by artistic groups organised within educational institutions.

The strategy for decentralisation in cultural domain includes, among other things, the development of cooperation between schools and museums. One of the performance indicators, used in monitoring and evaluating the implementation of the respective strategy, refers to the number of visits to museums made by organised groups of pupils. This indicator is reported by local and regional authorities, aiming at emphasising the educational value of museums.


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There are also initiatives taken by schools or local authorities concerning the organisation of events in schools, with the participation of local artists, such as concerts or expositions. However, no specific statistics exists in relation to the number of these events.

Alongside, the Ministry of Education, Research and Youth defined the 'Strategy for the development of extra-curricular and school educational activities', based on the idea that a complementary educational approach (formal – non-formal) brings a supplementary value to education system. The strategy aims at a qualitative improvement of the education level needed in the actual context, dominated by complex changes in various life aspects, based on the complementarity between formal and non-formal education. It recognises the extra-curricular and school educational activities as representing a fundamental dimension of the education process, contributing to personal development. Non-formal education, including the extra-curricular activity, is considered as an applicative space for formal education. This strategy covers all curriculum areas, including arts, and proposes various measures to combine curricular with educational and extra-curricular activities, underlining the role of palaces and clubs of children in this regard. Some of the main measures included in the action plan for implementing the strategy for the development of school and out-of-school educational activities are the followings:

improvement of the legislative framework related to extra-curricular activities;

development of intra-, cross- and extra-curricular activities related to education process;

development of participative approaches, focused on pupils interests;

revision of extra-curricular and school educational activities, taking into account the priorities formulated at local, regional and national level;

development of non-formal education as a space for personal development and application of formal education;

increasing the role of non-formal education in preventing and decreasing phenomenon like drop-out, absenteeism or illiteracy;

development of human resources involved in non-formal education;

development of partnerships between schools and local communities, which promote extra-curricular activities.

An initiative related to the promotion of extra-curricular activities refers to a collaboration protocol, which will be signed in the next future, between the Ministry of Education, Research and Youth and the Ministry of Culture and Cults, concerning the development of education provided by museums. This protocol will enhance the collaboration between schools and museums, facilitating the exchange of experiences among specialists involved in both domains: culture and education. It will create a link between school curriculum and education offer of museums, encouraging the participation of pupils in programmes proposed by the specialists working in museums.

7. Ongoing reforms and proposals Education reform has affected all curriculum areas, including arts and cultural education. The main new aspects of the curriculum refer to:

a new approach of the content – theoretical contents have been replaced by a variety of problematical contexts, intended to develop skills like creativity and problem solving;

specification of framework objectives for an education level and reference objectives for each study year;


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changes in pedagogical approach, mechanical use of various algorithms has been replaced by the development and use of strategies for problem solving;

new ways of learning, focused on exploration, investigation, cooperation, collective learning, etc;

new role of teacher, transformed from a source of information into an organiser of learning activities for all pupils;

suggestion of optional themes to be chosen by teachers or schools;

suggestions of teaching activities and evaluation of pupils.

Curricula for compulsory education (ISCED 1 and ISCED 2) used in 2007/08 have been revised several times, during the recent years.

Following the requirements formulated by Romanian communities living abroad, the Ministry of Education, Research and Youth initiated a pilot project aiming at promoting the Romanian language, culture and civilisation within the European Union's space, especially in the Member States where important Romanian communities exist, like Italy and Spain.

Based on the agreements signed by the Romanian educational authorities and the Italian and Spanish educational authorities, this pilot project intends to offer optional courses of Romanian language, culture and civilisation in the pilot schools, where an important number of Romanian pupils has been identified, starting with the school year 2007/08.

Ministry of Education, Research and Youth approved the curriculum for the optional course of Romanian language, culture and civilisation, which will be taught during 2 hours/week. Its structure includes three levels of four years, similar to the Romanian structure of the pre-university education: primary education – 4 years, gimnaziu (first phase of lower secondary education) – 4 years, liceu (second phase of lower secondary education and upper secondary education) – 4 years.

The curriculum aims at facilitating the contact of Romanian pupils with the Romanian language, culture and civilisation, through the development of communication skills in the mother tongue, information about the important moments of the Romanian history, the acknowledge of national cultural values and the development of his/her own identity within the context of European values.

The corresponding syllabi intend to develop communicative skills and attitudes, which help pupils communicate and remain open to the dialog with others. They also try to guide pupils in the adaptation process to the new social and cultural context of the adoption country. The proposed themes are actual and combine the traditional values with contemporary aspects.

At primary level, the framework objectives are the followings:

to develop the capacity of receiving various oral and written messages, in Romanian language;

to develop the capacity of formulating various oral and written messages, in Romanian language;

to form representations about time and space in history;

to develop a positive attitude toward himself/herself and others.

In gimnaziu (grades 5 to 8), the framework objectives are the followings:

to know and use the available information sources related to the past and present history of Romanians;

to receive various messages in Romanian language, as well as artistic representations of the Romanian culture;

to formulate various messages related to the themes studied, in Romanian language;


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to understand time and space within the historical and literary context.

In liceu (grades 9 to 12), the framework objectives are the followings:

to assume his/her self-image in relation to others;

to use Romanian language in various communication situations;

to contextualise elements of Romanian culture and civilisation;

to relate to various types of cultural representations;

to use resources that support lifelong learning related to the Romanian space.

Themes proposed cover domains such as: local and regional history and geography, history of Romanians, Romanian language, communication, Romania today, Romanian customs and traditions, literary texts, artistic representations, memorial houses, monuments and museums in the country of origin/country of adoption, values and attitudes etc.

Unrevised English.

The content is under the responsibility of the Eurydice National Unit.

Authors: Contribution of the National Unit: Veronica – Gabriela Chirea, Alexandru Modrescu, Tincuţa Modrescu; Experts: Adrian Brăescu (Ministry of Education, Research and Innovation); Lucia Costinescu (National University of Music Bucharest – Teachers training Dep. – DPPD & International Relations and European Programs Dep.); Lăcrămioara Pauliuc and Ştefan Pacearca (County School Inspectorate of Bucharest).

For detailed information on the educational system and teacher education, please see Eurybase on www.eurydice.org

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