artistic education, romania

THE ORGANISATION OF

THE DIDACTIC AND

EDUCATIONAL PROCESS

IN THE AREA OF ARTISTIC

EDUCATION

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

Pre-primary education ensures the free, integral and

harmonious development of the child’s personality, according tohis/her own rhythm and needs. Pre-primary education is equallyprovided for all children, including the ones with specialeducational needs or the ones that need recovering/ rehabilitationand integration – either in special education institutions or inmainstream institutions.

All activities organised in pre-primary education have torespect the right of the child to play – as a form of activity, method,procedure and mean to attain educational objectives. According tothe provisions of the Romanian Law of National Education (Law1/2011), the national early education curriculum focuses on thephysical, cognitive, emotional and social development of childrenand 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

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

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 chosenby children8. 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).

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.

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.

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

A solid foundation

in reading, writing and communication

is crucial to a future student’s success

USEFULNESS,

ADVANTAGES

AND

DRAWBACKS

OF TEACHING

READING

AND

WRITING

IN EARLY YEARS

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

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


Writing during the preschool years is,

well, messy!

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 controlUSEFULNESS, ADVANTAGES AND DRAWBACKS OF TEACHING READING AND WRITING IN EARLY YEARS

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


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


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


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.

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

ARTISTIC EDUCATION

AESTHETIC EDUCATION

(Drawing, Painting, Modelling)

As a dimension of education,

Aesthetical Educationis an indispensable

component of personality formation

ExperientialDomain

Artistic education

Type of activity

Place in the written weeklyplanification 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

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

CrayonsWax crayonsWatercolour pensBan pencilsColour pensMarkersChalkErasersPaperColouring booksSketching setsEasel

AESTHETIC EDUCATION

DRAWING


• 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 inkWashable school gluePatternsWorkable fixativePencil sharpenerDrawing board

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

DRAWINGS3-4 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.

Theme: Line

Definition: Exercise mapping and horizontal lines

Topic: Cup, Toothbrush and Toothpaste

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

Theme: Point

Definition: stakeout exercises by circular movement to represent point

Topic: Mum’s Beads

Theme: Line

Definition: Using

open and closed

curved line

Topic: Fish

DRAWINGS

4-5 year old preschoolers

Theme: Plastic expressiveness of line in space

Definition: Free tracing and rendering in finding form

Topic: Autumn Fruit

Theme: Obtaining images with the line and the point

Definition: Use of closed curved line

Topic: Globes

Theme:

Decorating

using

graphics

Topic:

Mat

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


Theme: Tones and shading

Definition: Starting with hatching technique by highlighting

the values emphasized

Topic: Gardening Tools

Theme: Shapes and proportions

Definition: Free drawing for obtaining clothing forms

Topic: How Do I Get Dressed?

Theme: Linear color

accented rythm

Definition: Ordering

linear forms in

tracing free

chromatic

Topic: Autumn Tree

Theme : Getting plastic images using points , lines and

color

Definition : Free setting of figurative elements

subordinated to a given topic

Topic : My Family

Theme: Line and stain plastic chromatics - language elements

Definition: Drawing the short line and long chromatic accents

Topic: Pine Branches With Globes and Candles

Theme: Plastic

expressiveness of the

line language plastic

element

Definition: Using lines

for types of forms in

nature

Topic: Birds and

Snails

Theme: Line - the element of visual language

Definition: Using as many types of lines in playing with a topic

Topic: Boat on the Sea

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

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

Theme: The focus in the organization of a composition

Definition: Illustration of a tale scene using the visual language

Topic: My Favorite Story

Drawing

My Favorite Story

Creative Drawings

What can you draw using these shapes?

Linear construction in getting images

Topic: Jungle Animals

Graphic evolution in play

Topic: Favorite Season

AESTHETIC EDUCATION

PAINTING


• 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

EaselPaints Acrylic paintWatercolour paintOil colourOil-based paint markersPaintbrushesFoam brushStampsFabricToothbrushesPaint rollersWax paperSpongesInk


• 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, bubblewrap, 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 paintCrayonsPlastic strawsChalkFoam brushPaperGlue pasteGlue sticksGlitterPainting paletteStencilsChalk markersColour wheelPainter’s tapeMatte gelStorage cups

AESTHETIC EDUCATION

PAINTING

POINT

LINE

STAIN

SHAPE

PAINTING

ELEMENTS

FUSION

SPLASH

CRUMPLED

PAPER

TECHNIQUE

SOAKED ROPE OR

THREAD

CUTTING OUT

VARIOUS SHAPES

GOUACHE FORMS OBTAINED BY

PRESSING LEAVES

STAMP TECHNICAL

FADING

FINGERPRINTSHANDPRINT

PAINTING ON

CARDBOARD TRAYS GLASS PAINTING

TECHNIQUE

SAND TREATMENT

TECHNIQUE

COLLAGE

PAPER COLLAGE

(PAPER- COLLE)TEXTILE COLLAGE

Theme: Getting a plastic image using colour spots

Activity: To cover a space by finger spotting

Topic: Dog

PAINTINGS

3-4 year old

preschoolers

Theme: Lines and points

Activity: Playing with

parallel lines and points

distributed in a limited

space

Topic: Handkerchief

Theme: Stains and lines

Activity: Coloured spot

expressiveness with

added radial linear

technique

Topic: The Sun

Theme: Lines, points and spots

Activity: Exercise – playing

using plastic language elements

Topic: Autumn

PAINTINGS

4-5 year old

preschoolers

Theme: Getting

pace using the line

Activity: Drawing

vertical short lines,

using two

alternating colours

Topic: Mat

Theme: Lines, spots and

stains

Topic: Autumn

Landscape

PAINTINGS


Theme: Line and stain painting - watercolor processes

Topic: Chrysanthemum

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

AESTHETIC EDUCATION

MODELLING


• 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 clayModelling clayClay toolsStencilsPlastalina modellingDoughModelling Pellets

MODELLING

ELEMENTS

POINT

LINE

STAIN

SHAPE

MODELLING TECHNIQUES USED IN

ELEMENTARY ART EDUCATION

ACTIVITIES

SETTLEMENT

FINGER

PRINTING

FLATTENING

TEAR

ADDING

ELIMINATION

INCISING

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

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

MODELING BY PRESSING

• With the fingers • With hand

MODELING BY DEEPENING• - Thumb • With forefinger

Theme: Obtaining three-

dimensional shapes

Activity: Shaping by

translatory hand motion - the

board

Topic: Carrot

MODELLING WORKS


Theme: Getting three-dimensional shapes

Activity: Line-form modeling performed by translatory hand motion

Topic: Santa 's Ladder

Theme: Shaping three-

dimensional shapes

Activity: Obtaining a

specific move through

various forms of

plasticine processing

Topic: The snail

MODELLING WORKS


Theme: Initiation into the game by reassembling volumes

Activity: The line - shape, curved line rod is turned into closed shape

Topic: The Chain

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

Theme: Shaping using the circular movement and interpreting

Topic: The snowman

Theme: Flat relief technique

Activity: Modeling using the translational circular movement

Topic: Figures and letters

VISUAL LANGUAGE ELEMENTS

RELATED TO GRAPHIC EXERCISE

“Man expresses ones feelings when he speaks and onesideas only when he writes”

J.J.Rousseau

Graphic elements are used to turn them into plastic elements soyou can get a perception of complex graphics signs. The connectionbetween graphic exercise and plastic education supposes an interactionbetween graphic and plastic education in order to develop complexnecessary concrete perceptions both in language development, skillstraining and the use of plastic elements combined with graphics.

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

Opened curved

line

• stick

• hook

• chain link

• spiral

• Semi oval

Closed curved

line

• curve

• bow

• spiral

• oval

• circle

Combinations

Traditional

motives

Pottery

Bark

Seams

Linear

decoration

Wave – spiral

Circle

decoration

Astral

motives

Vegetable -

zoomorphic -

anthropomorphic

motives

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

The curved

line

• vertical

hook

• Semi oval

• vertical semi

oval

• straight or

inclined

oval line

• Left or right

Chain link

Decorative

combinations

• with

straight lines

Decorative

combinations

• Curved lines

GRAPHIC ELEMENT CORRELATION WITH

CAPITAL ELEMENTS

ARTISTIC EDUCATION

PRACTICAL ACTIVITIES

CRAFTS

ExperientialDomain

Artistic education

Type of activity

Place in the written weeklyplanification 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)

PRACTICAL ACTIVITIES (Crafts)


• 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 paperPaper bagsPaper tubesPaper platesPlastic bottles & boxesBoxes & milk cartonEgg cartonsFabricsGlue Scissors Glue pasteMaterials

ARTISTIC EDUCATION

MUSICAL EDUCATION

ExperientialDomain

Artistic education

Type of activity

Place in the written weeklyplanification and Frequency

Aesthetic and Creative

Domain

Musical Education

MUSIC

• Learning Centres - Arts Centre or Role play Centre (1 – 5 times/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

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 PlayerCD’sComputerInteractive BoardMusical intrumentsBrass cymbalTrianglesCastanetsJingle tapsTone blockConductor batonRythm sticksBellsHandmade musical instrumentsCostumes

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.

ARTISTIC EDUCATION

PHYSICAL EDUCATION - DANCE

ExperientialDomain

Artistic education

Type of activity

Place in the written weeklyplanification and Frequency

Psychomotor Domain

Physical education DANCE

• Learning Centres - Arts Centre or Role play Centre (1 – 5 times/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

DANCE-


• Nonlocomotor/axial movement (bending, twisting, and swingingarms and legs; move like the wind or like the waves in the sea, bendlike 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’sCD PlayerComputerBallsJump ropeBean bagsScarvesFluffballsSpot markersRythm sticks

Dear teachers,give

children thefreedom to findways, means andforms to draw,paint, model,craft, sing, dancein order to

***(2008) Curriculum for Preschool Education, Didactica PublishingHouse, 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/

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/