Documente Academic
Documente Profesional
Documente Cultură
'
2011
EDITURA ARTES
IAI 2011
CUPRINS
Cuvnt introductiv.................5
Capitolul I: Instrumente artistice n educaie / Artistic tools in education.7
1.IDENTITATE NAIONAL I AVANGARD EUROPEAN VALORI ALE
FESTIVALULUI MUZICII ROMNETI, IAI (1973-2009 / NATIONAL IDENTITY
AND EUROPEAN AVANTGARDE VALUES OF THE ROMANIAN MUSIC
FESTIVAL, IASI (1973-2009) / Drd. Florin LuchianGeorge Enescu University of Arts,
Iai...............................................................................................................7
2.DEZVOLTAREA
CREATIVITII
COPIILOR
PRIN
INTERMEDIUL
LUCRRILOR DE ART / DEVELOPING CHILDREN CREATIVITY THROUGH
ARTISTIC WORKS / Asist. univ. Ana-Maria Aprotosoaie-Iftimi Department for
Teachers Education, George Enescu University of Arts, Iai........................................13
Capitolul II: nvmnt artistic romnesc-nvmnt artistic european 1860-2010 /
Romanian artistic education-European artistic education 1860-2010........................28
1.PROFESORUL I DIRIJORUL CONSTANTIN I. CONSTANTINESCU (1903-1985)
REPREZENTANT DE SEAM AL MUZICII IEENE / CONSTANTIN I.
CONSTANTINESCU (1903-1985) , PROFESSOR AND CONDUCTOR A MAJOR
REPREZENTATIVE OF MUSIC IN IAI / Lector univ. dr. Zamfira Dnil, George
Enescu University of Arts Iai.28
2.VALORI EDUCAIONALE N OPERA LUI ION LUCA CARAGIALE PRIN
MIJLOACELE TEATRULUI DE ANIMAIE / EDUCATIONAL VALUES IN I. L.
CARAGIALES WORK BY MEANS OF ANIMATION THEATER / Conf. univ. dr.
Aurelian Bli, George Enescu University of Arts Iai..50
3.EVUL MEDIU I AMPRENTA LUI ASUPRA PIESELOR MOLIERETI / MIDDLE
AGES AND ITS FINGERPRINT OVER THE MOLIERES PLAYS / Asist. univ. drd.
Oana Sandu,George Enescu University of Arts Iai......61
4.TEATRUL NAIONAL DIN IAI ASPECTE LEGISLATIVE (1877-1947) /
NATIONAL THEATRE IASI - LEGAL ISSUES (1877-1947) / Asist. univ. drd. Ioana
Bujoreanu,George Enescu University of Arts Iai................................69
5.DESPRE AVANGARDA TEATRAL I ALI DEMONI / ABOUT AVANTGARDE THEATER AND OTHER DEMONS / Lect. univ. dr. Octavian Jighirgiu,
George Enescu University of Arts Iai. 81
6.MATEI VINIEC I PATIMILE IOANEI DARC PE SCENA LUMII / MATEI
VINIEC AND THE PASSIONS OF JOAN OF ARC ON THE WORLDS STAGE /
86
Doctorand Nikola Vangeli, Republic of Macedonia...........................................................
7.IMAGINEA CELOR PATRU FIARE APOCALIPTICE N BISERICILE
MEDIEVALE MOLDOVENETI / THE IMAGE OF THE FOUR LIVING
CREATURES OF REVELATION IN THE MEDIEVAL CHURCHES OF MOLDAVIA
/ Lector univ.dr. Codrina-Laura Ioni George Enescu University of Arts Iai... 94
8.CONSTANTIN BRNCUI - SINTACTICA FORMELOR ESENIALE /
CONSTANTIN BRANCUSI THE SYNTACTIC OF THE ESSENTIAL FORMS /
Lector univ. drd. Cristina Stratulat,George Enescu University of Arts Iai................104
Capitolul III: Cooperare i dialog cultural, educaional i artistic n spaii
multietnice: tradiii i perspective / Cultural, educational and artistic cooperation
and dialog in multiethnic spaces:Traditions and Perspectives......................126
Cuvnt introductiv
Departamentul pentru Pregtirea Personalului Didactic din
Universitatea de Arte George Enescu Iai prin Centrul de Studii i
Cercetri Interculturale, a organizat n
anul 2010 trei manifestri
internaionale cu obiectivul declarat de a stimula producerea cunoaterii
tiinifice n domeniul educaiei artistice i a dezvoltrii comunitii de
practic i cercetare educaional n domeniul artistic. n volumul precedent
au fost incluse o parte a studiilor prezentate, continuarea aflndu-se n
volumul de fa.
Astfel, n perioada 12-14 aprilie 2010 s-a desfurat Workshop-ul i
Sesiunea de Comunicri tiinifice cu participare internaionala
Instrumente Artistice n Educaie / Artistic tools in education . n cadrul
acestui eveniment au fost prezentate studii ce au vizat urmtoarele domenii :
- Instrumente i mediere artistic n problematica educaiei interculturale
- Creativitate i dezvoltare n cariera didactic prin activiti artistice
- Abordari interdisciplinare n educaia artistic
- Implicaii psihosociale ale educaiei prin art
Apoi, n perioada 23 -24 octombrie 2010 s-a desfurat Simpozionul
naional cu participare internaional nvmnt artistic romnescnvmnt artistic european 1860-2010/Romanian artistic educationEuropean artistic education 1860-2010. Comunicrile tiinifice n cadrul
seciunilor au fost pe urmtoarele domenii:
- Muzic/ Music
- Teatru/Theatre
- Arte plastice/ Fine Arts
- Educaie/Departamentul pentru Pregtirea Personalului Didactic/
Education/Department for Teachers Education
Organizarea n 28 noiembrie 2010 a Conferinei internaionale cu tema
Cooperare i dialog cultural, educaional i artistic n spaii multietnice:
tradiii i perspective / Cultural, educational and artistic cooperation
and dialog in multiethnic spaces: Traditions and Perspectives s-a dorit a
fi o oportunitate de abordare interdisciplinar i intercultural deschis
analizelor pedagogice, psihologice, sociologice, de politic educaional n
domeniul educaiei interculturale prin aceleai domenii artisticoeducaionale, avnd n vedere :
1- dezvoltarea dimensiunii interculturale n domeniile culturii i educaiei, n
context european, precum i promovarea pe plan naional si internaional a
climatului de toleran i comunicare interetnic;
Rezumat
nelegerea muzicii necesit o ct mai bun cunoatere a
modalitilor ei de exprimare, cunoatere care se realizeaz, n primul rnd,
printr-un contact permanent cu opera muzical n sala de concert. Prezentul
articol urmrete contientizarea n rndul publicului a valorilor muzicii
romneti, exprimate prin tehnica modern european n cadrul concertelor
programate n Festivalul Muzicii Romneti, precum i evidenierea rolului
multiplu al festivalului: de promovare a artei, de cunoatere/instrucie,
respectiv de educare a publicului i a tinerelor generaii de muzicieni.
Obiectivul este atins prin cercetarea arhivei festivalului, a cronicilor i a
consemnrilor media, precum i a evoluiei reaciilor publicului.
Manifestare emblematic pentru Iaul muzical, Festivalul Muzicii
Romneti a reuit nc din primele sale ediii s se remarce pe plan naional.
Organizat pe parcursul unei sptmni nc de la prima sa ediie din 1973,
festivalul avea n program concerte simfonice, vocal-simfonice, corale,
camerale, recitaluri vocale i instrumentale, spectacole de oper i balet, dar
i dezbateri publice pe teme legate de muzica romneasc.
Privind n ansamblu evoluia acestui festival remarcm bogia
impresionant i varietatea substanei muzicale autohtone: lucrri dintre cele
mai diverse, de la oper i balet, la jazz, de la muzica secolului al XVII-lea
la cea contemporan, reprezentativ pentru toate zonele culturale i colile
componistice romneti, muzici foarte diferite ca problematic de limbaj i
ca stil, marcate printr-un pronunat inedit al soluiilor componistice. Pentru
publicul ieean, concertele i simpozioanele din Festivalul Muzicii
Romneti au constituit adevrate lecii de istorie a muzicii romneti.
10
Vasile, Vasile Metodica educaiei muzicale, Ed. Muzical, Bucureti, 2004, p.214.
11
BIBLIOGRAPHY
12
Rezumat
Copiii sunt zilnic bombardai cu imagini prin intermediul mass-media
lucru care determin foarte uor ca percepia s devin nedifereniat: mai
degrab vor scana nedifereniat imaginile dect s le perceap i s le
analizeze pentru a lua decizii dac le plac sau nu. Astfel cnd i dac vor
vizita o galerie sau expoziie vor trece n vitez de la o imagine la alta sau
nu vor reflecta asupra sensului, semnificaiei, mesajului transmis. Un mijloc
de a-i familiariza pe elevi cu limbajul artistic este utilizarea spre
exemplificare a imaginilor - reproduceri de art. Exist numeroase
controverse n jurul noiunii de a copia sau mprumuta din operele
artitilor. Cu toate c este util utilizarea lucrrilor artitilor pentru a
forma abilitile copiilor, practica de a copia trebuie folosit cu grija i
plasat ntr-un context clar.
ntre ase i unsprezece ani copiii se exprim foarte uor prin
intermediul desenului. Dup aceast vrst apare un blocaj datorit
dezvoltrii gndirii critice. Dac n etapa 6-11 ani copiii deseneaz folosind
scheme simbol, redau ceea ce au reinut i ceea ce au neles din ceea ce au
vzut, dup 10-11 ani doresc s redea ceea ce vd i astfel ntmpin
dificulti legate de mijloacele tehnice i limbajul specific artelor plastice.
Astfel, o manier util de a realiza o introducere n limbajul artistic-plastic,
procedeele, tehnicile i mijloacele specifice de lucru o reprezint folosirea ca
modalitate de exemplificare a imaginilor - reproduceri de art. De-a lungul
anilor practica demonstereaz c studierea lucrrilor artitilor dezvolt
imaginaia i creativitatea elevilor. Majoritatea artitilor au studiat lucrrile
naintailor absorbind experiena acestora n propriul stil.
Cea mai mare provocare a unui cadru didactic la orele de educaie
plastic este probabil gsirea unei modaliti de a-i ncuraja pe elevi s ofere
timp, atenie i nelegere lucrrilor de art. Multitudinea de imagini pe care
le vd copiii la televizor, n reviste sau pe strad prin intermediul panourilor
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concept of copying must be used very carefully and must have a clear
context.
Children between six and eleven easily express themselves through
drawings. After this age there is a deadlock due to the development of
critical thinking. If in this stage, between 6-11 years old, children drawn
using symbol schemes, they illustrate what they remember and what they
understand of what they saw, after the age of 10-11, they want to illustrate
what they see and thus they face difficulties in technical means and language
specific to arts. Thus, a useful way to achieve an input connected to artistic
language software, processes, techniques and specific ways of working is to
use images as examples - art reproductions. Over the years practice
demostrates that studying artists works develops the imagination and the
creativity of students. Most artists have studied the works of their
forerunners absorbing their experience in their own style.
The biggest challenge a teacher in arts education faces during classes
is probably to find a way to encourage students to give time and attention to
understanding the works of art. The multitude of pictures that children see
on television, in magazines or on the street through billboards develop an
indiscriminate perception which can lead to the inability to analyze images
and to reflect on their meaning. So when they will visit an art gallery or a
museum they will not be able to identify their meanings assigned to the
works of art or they will not be capable of a deeper analysis and they will
pass fast from one image to another. From this perspective the practice of
using pictures, reproductions of fine arts during arts education classes as a
starting point for analysing and interpreting artists works is welcomed.
Observing the work of artists children can learn about how things,
phenomena, feelings, life situations are or may be perceived, imagined or
interpreted and implemented on visual-aristic surfaces. For example, outside
the workshop, in nature, many phenomena we want children to see are
complex and transient: the eternal change of the light and of the atmosphere
makes it difficult to observe and depict the clouds and the water. Seeing the
paintings of John Constable (1776-1837) students can learn how to paint the
clouds or how to understand the way water can be captured by studying the
paintings of David Hockney (1937 -).
Copying the work of an artist can have a certain value if through this
practice the capacity of understanding and practical skills are developed. The
simple copying of a work has no educational value because it only facilitates
an easy way to produce a beautiful work. Working after image-reproductions
of art has a specific and positive purpose when children's attention is
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The theme: Is there a general theme linking the analysed work to other
works?
The type / the gendre: A contemporary approach or a traditional type
in art history: nude, landscape, life scenes?
THE BACKGROUND - relationating with the entire world - a work
of art can not exist alone. Examining information like who made it, when,
how has it been done can generate new meanings. Equally the present and
the past may change the light in which the work is perceived. For example
fields and areas such as time policy, society, science, visual culture can
influence the way we see an artwork.
Key questions:
When / Where: When and where was the work done? Can we make
connections between the work and the place and time when it was made?
Who: Who made it and for whom?
History: Can it be related to the political and historical time period in
which it was made? Are the main historical ideas illustrated or not? Whose
history does it describe?
The present: How is the work seen today and how is it different from
the way it was seen when it was made? How did views change and why?
Other areas of creativity / extending the field of knowledge: How does
the work relate to other arts or other fields, for example music, drama,
science, psychology, geography, mathematics, ecology?
Location: How much space is it around the work and how does the
work relate to the other works around it? Room size, lighting, wall color
create a certain meaning? How would the work look in another area, both
outside and inside the gallery?
Asking questions about artworks and interpreting them, reflecting on
them emproves life experience. Students who think that they dont master
very well the work technique have the opportunity to develop themselves by
generating personal views about the artworks. At the same time connections
can be made between the knowledge of art theory, art history and artistic
practice. Self-esteem may increase, the students gain confidence in their own
views, the motivation to share their ideas and the capacity to use a specific
vocabulary in a concrete context are developed, creative thinking develops
through generating new ideas, communication skills improve, problem
solving skills by making connections and comparisons between data are
developed.
The above proposed pattern can easily be adopted and adapted to the
design of a normal class of arts education.
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the artist's world. This involves extending learning beyond the formal
language of visual art (line, shape, color) and training technical skills.
Working skills must be formed in parallel with the development of a
specialized vocabulary and of the capacity to analyse, to interpret, to
explore and to express ideas.
BIBLIOGRAPHY
Amabile, Teresa M., "Effects of External Evaluation on Artistic Creativity",
n Journal of Personality Social Psychology, vol.37, nr.2, p.221-231, 1979.
Amabile, Teresa M., "Creativitatea ca mod de via", Editura tiinific i
Tehnic, Bucureti, (traducerea din limba englez american Growing up
Creative, 1989) , 1997.
Barron-Tieger, Barbara, Tieger, P.D., "Descoperirea propriei creativiti",
Editura Teora, Iai (traducere din limba englez Do What You Are,1992),
1998.
Bejat, M., "Talent, inteligen i creativitate", Editura tiinific, Bucureti,
1971.
Berar, I., "Dotarea superioar n domeniul artelor plastice: implicaii
psihopedagogice", n Studii i cercetri din domeniul tiinelor socio-umane,
vol.11, 2003.
Runco, M.A., Pritzker, S.R., Encyclopedia of Creativity", Academic Press,
1999.
Dickhut, Johanna E., "A Brief Review of Creativity" n
http://www.personalityresearch.org/papers/dickhut.html , 2003.
Dinc, Margareta, "Caracteristici ale personalitii creative la adolesceni"
n Revista de psihologie, vol.9., nr.1., p.19-31, 1993.
Feist, G.J., "Analysis of Personality in Scientific and Artistic Creativity" n
Personality and Social Psychology Review, vol.2, nr.4, p.309, 1998.
Feldhusen, J.F., BanEng Goh, " Assessing and Accessing Creativity: An
Integrative Review of Theory, Research and Development", n Creativity
Research Journal, vol.8., nr.9, p.247, 1995.
Isaksen, S. G., Firestien, R.L., "The Assessment of Creativity. An occasional
paper from the Creativity Based Information Resources Project", The Center
for Studies in Creativity, 1994.
Landau, Erika, "Psihologia creativitii", Editura Didactic i Pedagogic,
Bucureti, 1974.
Lindauer, M.S., "Interdisciplinarity, the Psychology of Art and Creativity:
an Introduction" n Creativity Research Journal, vol.11, nr.1, p.10, 1998.
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Rezumat
Rememorarea i cinstirea personalitilor care au ilustrat o coal de
prestigiu este o datorie a fiecrei generaii de intelectuali. Este i cazul
Universitii de Arte ,,George Enescu care anul acesta (2010) srbtorete
150 de ani de la ntemeierea primei coli moderne de Muzic i
Declamaiune de pe teritoriul Moldovei. Constantin I. Constantinescu a fost
una dintre cele mai proeminente personaliti ale fostei Academii de Muzic
,,G. Enescu, astzi Universitate de Arte, care s-a afirmat n perioada
dinainte i de dup cel de-al doilea rzboi mondial.
Eminent profesor de Teorie i solfegii la Conservatorul ieean, Const.
Constantinescu a ilustrat aceast disciplin pn n 1967, contribuind la
formarea unor strlucite promoii de absolveni: compozitori, profesori,
dirijori, muzicologi, etnomuzicologi .a. Dintre acetia, unii i-au urmat la
catedr: Iulia Bucescu i Adrian Diaconu, Nicolae Gsc (dirijor), Viorel
Munteanu (compoziie), Melania Boocan i Paula Blan (pian), Maria Jana
Stoia (canto), Victor Gheorghe Dumnescu (dirijat orchestr), Florin
Bucescu (etnomuzicologie, bizantinologie) .a.
n ceea ce privete creaia sa didactic, o mare parte din aceasta s-a
pierdut, meninndu-se doar unele caiete cu solfegii i dicteuri n manuscris
la Arhivele Statului din Iai unde soia sa i-a depus arhiva n 1991,
materiale care nu au fost nc valorificate. n schimb, creaia sa coral a
avut ansa de a fi publicat nc din timpul vieii sale, n diverse colecii
aprute la Iai. Dintre corurile sale, menionm: madrigalele Dect mam
m fceai (1929), Peste vrfuri trece luna (1930), Concert religios motet i
fug pentru cor mixt (1931), 15 colinde i cntece de stea pentru cor mixt
28
(1944), Pelinul (1932), i-am zis verde cimbrior (1953), Foaie verde de
trifoi (1973), imnul Ce-i doresc eu ie dulce Romnie pentru cor mixt i
pian (1931) .a. n domeniul simfonic a scris Divertisment caracteristic
pentru orchestr simfonic mare, iar n cel vocal simfonic, Pene curcanul
cantat pentru bariton, cor mixt i orchestr de sufltori (1977).
Abordnd genuri diverse, opera sa muzical este valoroas n
contextul creaiei din Moldova, nereuind ns s se nscrie n marea creaie
cult romneasc. Ca elev al marelui dirijor Antonin Ciolan, a avut
realizri de prestigiu ca dirijor de orchestr simfonic, de formaii corale i
de ansambluri ale muzicii militare.
Rememorarea i cinstirea personalitilor care au ilustrat o coal de
prestigiu este o datorie a fiecrei generaii de intelectuali. Este i cazul
Universitii de Arte ,,George Enescu care anul acesta (2010) srbtorete
150 de ani de la ntemeierea primei coli moderne de Muzic i
Declamaiune de pe teritoriul Moldovei. n galeria personalitilor fostului
Conservator ieean sunt nscrise nume de mari muzicieni, actori i plasticieni
care au avut un rol deosebit n dezvoltarea artei romneti. ntre reprezentaii
nvmntului muzical strlucesc numele unor renumii maetri din diferite
epoci: Gheorghe Burada i Teodor T. Burada, Gavriil Musicescu, Eduard
Caudella, Titus Cerne, Enrico Mezzeti, Al. Zirra, Sofia Teodoreanu, Nicolae
Teodorescu, Constantin Georgescu .a. pentru perioada mai veche, iar pentru
cea urmtoare, Radu Constantinescu, Antonin Ciolan, Eliza Ciolan, Florica
Niulescu, Alexandru Garabet, George Pascu, Lucia Burada, Achim Stoia,
Ioan Goia, Constantin I. Constantinescu, Mihail Cozmei, Elena Cozmei. n
ultimele decenii s-au remarcat alte personaliti ca Ion Baciu, Vasile
Sptrelu, Anton Zeman, Tiberiu Popovici, Gheorghe Srbu, Leonid
Popovici, Iulia Bucescu, Adrian Diaconu, Nicolae Gsc, Sabin Pautza,
Viorel Munteanu. Prin strdania acestor muzicieni i dascli s-au lefuit i
format generaii de ucenici talentai care s-au afirmat n contextul culturii
naionale, continund la un nivel superior activitatea mentorilor lor i
purtnd renumele colii muzicale ieene nu numai n ar, ci i peste hotare.
Se ntmpl uneori ca ucenicii marilor dascli s le urmeze la catedr,
contribuind la desvrirea operei profesorilor lor. Ilustrnd ideea de mai sus
pot fi observate asemenea filiaii i la fostul Conservatorul din Iai:
Alexandru Zirra i Antonin Ciolan au fost elevii lui Gavriil Musicescu, iar
George Pascu i Constantin Constantinescu, ucenicii acestora din urm, iar
exemplele ar putea continua.
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30
Viorel Cosma, Muzicieni romni. Lexicon, Bucureti, Ed. Muzical a Uniunii Compozitorilor, 1970, p.
129; Viorel Cosma, Muzicieni din Romnia. Lexicon, vol. II (C-E), Bucureti, Ed. Muzical, 1999, pp. 4344; Melania Boocan, George Pascu, Hronicul muzicii ieene, Iai, Ed. Nol, 1997, p. 319-320; Mihail
Cozmei, Existene i mpliniri Dicionar bio-bibliografic, domeniul: Muzic, Iai, Ed. Artes, 2010, pp.
119-122; M. Cozmei, nvmnt artistic muzical la 150 de ani, Iai, Ed. Artes, 2010, pp. 205-206.
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combate vehement ceea ce credea c era incorect i nedrept, ceea ce i-a adus
destule necazuri i icane din partea celor vizai. Prietenul su, dirijorul Ion
Romnu a reuit s-i fac o caracterizare veridic i cuprinztoare, n cuvinte
puine: Caustic, dar drept, sever, dar sensibil, el i pleac urechea spre
tinerele generaii. Fermitatea caracterului i patriotismul ce se desprinde din
tot ce a scris i fcut, m ndeamn s-l asemnn n mintea mea cu un otean
din arcimea lui tefan Voievod.
La catedr, s-a manifestat ca un mare pedagog, avnd o conduit dur
cu cei lenei i ignorani i generoas cu cei care munceau i se strduiau s
nvee ct mai bine. Chiar sub aparena unei duriti, elevii i studenii si
simeau buntatea inimii sale. Astfel, era sociabil cu tinerii i n general cu
oamenii cu care lucra, se interesa de problemele acestora, ajutndu-i pe cei
ce solicitau cri sau bani cu mprumut i lua aprarea celor pe care i
considera persecutai sau nedreptii. Se apropia de oameni i pe alt cale,
cea a sfaturilor bune, a ndrumrii. Mi-a fost cel mai apropiat i drept
sfetnic spunea un fost elev dup mai bine de dou decenii de la terminarea
facultii, iar o fost elev declara fostului su coleg Cristian Arginteanu:
Profesorul Constantin Constantinescu este un model de conduit moral,
prin caracterul su i nobleea sufleteasc ascunse sub o aparent duritate.
Putem afirma fr teama de a grei c profesorul Constantinescu s-a
distins n mod remarcabil mai ales n activitatea sa didactic. nc din
vremea cnd urma cursurile colii Normale V. Lupu din Iai vestit prin
exigena profesorilor i calitatea excepional a majoritii absolvenilor Constantin I. Constantinescu a dobndit nu numai deprinderi de pedagogie
colar i cunotine temeinice, ci i o mare pasiune pentru activitatea
practic la catedr. nvmntul a fost vocaia sa i pentru acest domeniu
a fcut sacrificii, ca abandonarea activitii din armat, unde ar fi avut anse
mai mari de afirmare.
n cei aproape 40 de ani de munc educativ la diferite tipuri de coli a
reuit s in ore de nalt inut, bogate n coninut, clare i eficiente.
Neadmind improvizaia i considernd-o un defect, i pregtea leciile cu
o meticulozitate rmas proverbial. Munca sa la clas avea caracterul unei
oficieri rituale, de la care nu admitea nici o abatere. tiind aceasta, la liceu
sau la Conservator, dup intrarea n clas a profesorului, nimeni nu
ndrznea s treac pragul clasei, indiferent dac era rector, administrator,
elev sau student. Fin cunosctor al caracteristicilor psiho-fizice ale tinerilor,
profesorul avea calitatea de a-i adapta lecia n raport cu vrsta, nivelul de
pregtire i talentul celor care stteau n bnci i ateptau s primeasc
nvtura. Leciile sale aveau ntotdeauna un caracter practic-aplicativ, fr
teoretizri sofisticate cum se prefera ntr-o vreme chiar de unii maetri
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34
35
Piese instrumentale i vocal-instrumentale: Preludiu i fug pentru pian (1931, lucrare de coal);
Divertisment caracteristic episod tragic (pentru orchestr simfonic) dirijat n 1934 de Theodor Rogalski;
nchinare celor czui pentru patrie pierdut n bombardamentul din 4 aprilie 1944; Luminile nopii
cantat pentru cor mixt i orchestr (n 1961, pentru vizita lui Gh. Gheorghiu-Dej la Iai), Pene Curcanul
cantat pentru bariton, cor mixt i orchestr; orchestrrile unor coruri: Foaie verde iun dudu; Btut;
Ce-i doresc eu ie, dulce Romnie i nsoirea cntecului popular oltenesc Maria neichii, Marie - voce solo
nsoit de acompaniament de orchestr simfonic; ilustraii muzicale la piesele de teatru jucate de artiti
pentru copiii din Iai: Cele dou orfeline (Demnery i Corman), Iepurele i motanul (Landau), Ursuleii
veseli (Polivanova), Pungua cu doi bani (dup I. Creang), Porumbelul alb (M Popescu i G. Teodorescu);
orchestrrile sale realizate la unele pagini muzicale din opere semnate de compozitori consacrai: 1)
Giusepe Verdi, din opera Nabucodonosor Uvertura; din opera Rigoletto scenele 2 i 3 din actul III; din
opera Traviata scena a 5-a i duetul din Actul III; 2) Gaetano Donizetti din opera Lucia di
Lammermoor, scena a 5-a i aria; 3) Georges Bizet din opera Carmen, Aria lui Escamillo, actul II; 4)
Max Bruch din Kol Nidrei, poemul ebraic; 5) Edward Grieg din Suita Peer Gynt, La chanson du
Solveyg; 6) Franz Schubert Moment muzical; 7) Johannes Brahms Dans unguresc nr.1; 8) Filaret Barbu
din opereta Ana Lugojana, Marul muncitorilor pentru fanfar.
36
n total, 38 de piese corale, din care 34 sunt coruri capella, iar patru coruri cu acompaniament de pian:
Ce suflet trist, Btuta, Ce-i doresc eu ie, dulce Romnie, Straj Romniei socialiste. Corul Bate murgul
din picior face parte i din grupul celor capella, dar cu alt titlu, i-am zis verde cimbrior. Iat titlurile
corurilor capella: Rugciune (cor mixt, 1929); Dect mam m fceai (cor mixt, 1929); Urare(Muli ani)
(cor mixt, 1929); Frunz verde foi de nuc (cor mixt i solo alto, 1930); Peste vrfuri trece luna (cor mixt i
solo tenor, 1930); Concert religios (cor mixt, 1930-1931); Foaie verde i-un dudu sau Dorul mndrei (cor
mixt, 1932); Pelinul sau Frunz verde mgheran (cor mixt, 1932); Dealu-i deal i valea-i vale (cor mixt,
1933); 15 colinde i cntece de stea (1934-1944, 13 coruri mixte, 2 coruri brbteti); Popor, izvor
rensctor (cor mixt, 1951); Cntecul Bistriei (cor mixt, 1951); Cntec pentru al XIX.lea congres al P.C.
al U.R.S.S. (cor mixt, 1952); i-am zis verde cimbrior (cor mixt i solo tenor, 1953); Sunt fiu al acestui
37
pmnt (cor mixt i solo tenor, 1953); Luminile nopii (cor mixt, 1956); Hora unirii (cor mixt, 1959);
nchinare partidului (cor mixt, 1961); Darul meu i Cntec pentru mama (cor capella, 1961); Azi
muncesc cu satu-ntreg; Te preamrim iubit ar (cor mixt capella, 1964); Fii slvit (cor mixt capella,
1968); Un imn de slav harnicilor mini (cor pe trei voci egale, 1971); Noapte ieean (cor mixt i soliti,
1972-73); Foaie verde de trifoi (cor pe trei voci egale, 1973); Ct i de frumoas (cor pe trei voci egale,
1973); Noi aici avem slaul (cor mixt capella, 1951); Venii la marea srbtoare (cor mixt, 1978); Nu
uitai eroii (cor mixt, 1973); Toat lumea aa m-ntreab sau Frunz verde poam alb (cor pe trei voci
egale i solist o sopran, 1973); Psric cenuie (cor pe trei voci egale i solist, 1973); Pe oamenii
muncii votai-i (cor mixt i solo bariton, 1973); Imnul Liceului Pedagogic V. Lupu din Iai (cor mixt,
1975); Cea din urm noapte a lui Mihai Viteazul (cor pe dou voci egale, 1978).
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39
40
41
n alte versiuni ale piesei Ce-i doresc eu ie, dulce Romnie, Coda are 5 msuri.
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44
45
46
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wife in 1991; these manuscripts have not yet been used. His choral creation,
however, was fortunately published in his lifetime in various collections
released in Iai. Here are some titles of his choral works: the madrigals
Dect mam m fceai (1929), Peste vrfuri trece luna (1930), Religious
concerto, motet and fugue for a mixed choir (1931), 15 Christmas carrolls
and songs (1944), Pelinul (1932), i-am zis verde cimbrior (1953), Foaie
verde de trifoi (1973), the hymn Ce-i doresc eu ie dulce Romnie for a
mixed choir and piano (1931) etc. He also composed the Characteristic
divertimento for a large symphonic orchestra, as well Pene Curcanul a
cantata for a bass-baritone, mixed choir and wind orchestra (1977).
He tackled various musical genres; his musical creation is valuable,
when judged against the background of the music in Moldavia, however, he
didnt succeed in making himself a name in the great Romanian musical
creation. As a student of the great conductor Antonin Ciolan, Const. I.
Constantinescu had prestigious contributions as a symphony orchestra
conductor, as a choir conductor and a conductor of military musical
ensembles.
BIBLIOGRAPHY
49
Rezumat
Caragiale a fost un reformator n domeniul n care talentul su avea
rbufniri de geniu: teatrul, n toate compartimentele lui (dramaturgie,
instituia teatral, artele interpretrii i punerii n scen, estetica teatral,
critica, relaia cu publicul, etc). Studiul operelor caragialiene prilejuiete
descifrri asupra fiinei umane. Propunem abordarea ppureasc a
comediilor pornind de la aezarea personajelor ntr-o configuraie prin
prisma tipurilor temperamentale recunoscute de psihologie. Modalitile i
procedeele comice ale dramaturgului i gsesc, astfel, rezolvrile scenice
prin limbaj ppuresc relevnd, prin jocul mtilor, situaii cu reverberaii
actuale care, mbrcate de imaginaia creatorilor conduc spre descifrri cu
valoroase efecte educative.
O oper de art este peren n msura n care reuete s sondeze
profunzimi ale fiinei umane, promoveze adevruri i s cristalizeze valori.
Caragiale este, la noi, dramaturgul cel mai jucat al tuturor timpurilor. Istoria
literaturii i istoria teatrului recunosc un moment Caragiale, de maxim
importan pentru cultura romneasc, evideniind c marele creator a lsat
modele unice, dominatoare ale textului de teatru, precum i o viziune
reformatoare. De mai bine de o sut de ani este studiat, adaptat, parodiat,
actualizat, proiectat n diferite forme de reprezentare, ntr-un circuit al unei
continue cutri, mai mult sau mai putin efervescente. Orice contact cu
lucrrile caragialiene nseamn pirea n sfera marilor valori ale culturii
universale.
Pentru noi, opera comic i satiric a lui Caragiale este n mod clar
abordabil n limbajul teatrului de animaie. Singura problem este, ntradevr, aceea a realizrii unor reprezentaii a cror valoare s justifice
demersul acestui tip de montare scenic. Cu alte cuvinte, coerena
scenariului, concepia regizoral i scenografic, realizarea plasticii
spectacolului, a spaiului sonor, interpretarea actoricesc-ppureasc, s
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60
Rezumat
Motto:Publicul uit uor ce l-a distrat i nu iart cnd se plictisete.
(Carlo Goldoni, Memorii)
Marii autori de comedie rmn n afara timpului, iar rsul devine
rspunsul lor subtil la spectacolul ridicol i adeseori absurd al lumii.
Comediile lui Molire sunt pline de imagini n care s-a recunoscut audiena
secolului al XVII-lea i prin intermediul crora continu s se identifice
contemporanii ce valorizeaz estetic spiritul ridicol al viciilor. n ciuda
numeroaselor studii nchinate marelui clasic de critica universal, regsim
n spaiul autohton puine scrieri care s urmreasc complexitatea
fenomenului Molire, accesibiliznd nelegerea operei sale, urmrindu-i
aspectele biografice tematice, ct i sursele de inspiraie.
Urmrind naterea farsei n Evul mediu, descoperim elemente
tematice importante ce se regsesc n opera lui Molire, adugnd nc o
verig la nelegerea evoluiei teatrului i la conturarea statutului actorului
a crui prezen a fost ntotdeauna una controversat. Teatrul popular se
adreseaz unui public format din oameni simpli, un public aadar incapabil
de ipocrizie, care gust interpretrile vii, apreciaz dinamismul i arta
interpretativ, fiind deseori participani activi la reprezentaiile teatrale.
Amprenta clerului, simit deseori ca o autoritate represiv, gsete n teatru
un teren pentru defulare. Aluziile operei molireti sunt ct se poate de
transparente i satirizeaz ipocrizia prelailor, dar i dogmatismul
scolasticii medievale.
n ncercarea de a descifra natura complex a teatrului molieresc,
de a-i cuta sursele filtrate i de a nelege modalitatea de valorificare a
tradiiei populare franceze, ne oprim asupra perioadei medievale care
reitereaz la o alt scar acelai fenomen evolutiv ntlnit i n Antichitate i
care presupune degradarea sacrului n profan sau altfel spus metamorfoza
fenomenului religios n spectacol laic. Constatm n acelai timp c n ciuda
aparentei bree istorice, lumea medieval continu s fie influenat de
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62
63
ajutor cnd acesta ajunge srac, oferindu-i toat bogia rvnit, n schimbul
semnrii unui contract prin care i va vinde acestuia soia peste apte ani. La
mplirea sorocului, apariia miraculoas a Fecioarei invocat de rugciunile
nevinovatei femei rezolv conflictul, rupnd pactul diabolic i iertnd
greeala cavalerului care are revelaia pcatelor sale.
Rezolvarea supranatural a conflictului n momentul de maxim
tensiune dramatic oglindete o mentalitate popular ce valorizeaz
nelegerea i iertarea defectelor umane i nu pedepsirea acestora. Putem
recunoate n gndirea acestui personaj mentalitatea hedonist a personajului
moliresc Don Juan, preocupat de satisfacerea imediat a poftelor. O
tipologie mai apropiat de acest personaj o regsim n Miracolul lui Robert
Diavolul, unde eroul este un tnr nobil depravat i afemeiat predestinat
infernului datorit unui pact cu diavolul ncheiat naintea venirii sale pe
lume.
ntre mister, moralitate i sotie
Pe msur ce gustul spectatorilor se rafineaz, miracolele, ce i gseau
subiectul n legendele medievale, nu mai mulumesc publicul care dorete s
vad producii dramatice profunde capabile s-l emoioneze puternic. Noile
spectacole, cunoscute sub numele de mistere, se desprind tot din dramele
semiliturgice, implicnd un sens filosofic sau moralizator extras din istorii
biblice cu caracter hagiografic sau apocrif.
Un loc aparte l ocup misterele mimate care dau natere unei
dezvoltri importante a jocului actoricesc bazat pe gesticulaia vie care,
treptat, tinde s reprezinte i subiecte n afara celor religioase i constituie o
ameninare potenial pentru autoritatea eclezial. Alturi de acestea,
dramatizrile vorbite redau simirea spectatorilor medievali care i gsesc
adesea n aceste piese un spaiu de refugiu. Piesele inspirate din evenimente
biblice par s urmeze o paradigm apropiat, ce prezint un personaj care i
duce viaa la nceput n ignoran, urmnd o filosofie hedonist profan, apoi
triete un moment de revelaie ce-i aduce convertirea i n final apoteoza
prin martiraj. Sursele de inspiraie sunt iniial limitate la Noul i Vechiul
Testament sau Vieile Sfinilor, pentru ca ulterior ele s depeasc sfera
restrns a imaginarului cretin, ctignd un sens existenial. O depire a
convenionalismului acestor producii dramatice o regsim la Eustache
Marcad de la care s-a pstrat manuscrisul Viaa, patimile i rzbunarea
Domnului. n ciuda caracterului mediocru al piesei, regsim teme care vor fi
valorificate i de comedia molireasc ce condamn preiozitatea feminin.
Cochetria Magdalenei, preocupat de farmecul artificial al nfirii sale,
constituie evident o tendin ndrznea ce depete canonul speciei, dar l
respect n spirit, prin sensul moralizator pe care l inculc.
64
Molire, Opere, Vol . III E.S.P.L.A., Bucureti, 1955, Tartuffe, traducere de A. Toma, p. 262
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The great comedy actors stay outside the time, and laughter becomes
their subtle answer to the ridiculous show and many times absurd, of the
world. Molieres comedies are full of images where the audience of 17th
century was well mirrored and by which the contemporaries continue to
identify themselves, those who value estetically the ridiculous spirit of the
vicies.
Despite many studies dedicated to the great classic of the universal
critic, we find in our country few writings that follow the complexity of
Moliere phenomenon, that should give easy access to his creation, following
the aspects of the thematical biographical aspects and also the inspiring
sources.
Retracing the borning of the farse in Middle Ages, we discover important
thematical elements that are found in Molieres writings, adding a new piece
in the process of understanding of the theatre evolution and to giving shape
of the status of the actor, whose presence has always been a controversial
one. The folk theatre is addressing to a public of simple people, a public
incapable of hypocrisy, that tastes lively interpretations, that appreciates the
dinamism and the interpretative art, many times being direct participants to
the theatrical representations. The fingerprint of the clerge, many times felt
like a repellant authority, finds in acting a territory for defullation. The
allusions of Molieres writings are as much as transparent and they satirise
the hypocrisy of the clerge, but also the dogmatism of
the medieval
scholastics.
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Rezumat
Cercetarea va ncerca s nu se limiteze doar la consumarea faptelor
ci s dea o interpretare a factologiei (de exemplul: repertoriul) urmrind s
surprind felul n care politicile culturale concretizri ale politicii
generale se rsfrng asupra organizrii i desfurrii activitii teatrelor
naionale, asupra calitii spectacolelor, a repertoriilor, a trupei - n
special cazul Teatrului Naional din Iai.
Pentru o nelegere ct mai mai nunaat i mai aproape de adevr, a
climatului politic i cultural pe fondul creia evolueaz viaa teatral se
impune trecerea n revist a elementelor cheie i a efectelor legislaiei ce
reglementeaz activitatea nteatrele din Romnia. O prim observaie ar fi
aceea c indiferent de unghiul de abordare, de problemele concrete abordate
printr-o lege, printr-un decret sau prin orice alt act normativ, nu s-a obinut o
schimbare radical a sistemului de administrare a teatrelor ci s-au obinut
numai unele atenuri, mici rectificri. Putem spune, fr s greim prea mult,
c sunt schimbri de form i nu de fond.
Scriitorul Ion Ghica este primul care se cuvine a fi amintit aici. n
calitatea sa de ministru i parlamentar, ocupnd funcia de Director general
al Teatrelor este un prim aprtor al drepturilor artitilor, al funcionrii
activitilor dup un regulament bine stabilit. El era animat de dorina de a
da teatrelor un mai bun repertoriu, care s permit montarea pieselor dup
normele europene, s cultive talentele actoriceti i, n felul acesta, s
stimuleze gustul publicului. Msurile pe care le-a preconizat aveau drept
scop consolidarea teatrului romnesc ca instituie de cultur. Acestea
reglementeaz i impune disciplin n toate palierele de desfurare a
activitii teatrelor.
n prelungirea celor cteva ncercri de organizare privind
administrarea teatrelor (trei decrete ntre anii 1867-1870 i dou regulemnte
1870, 1874) Ion Ghica intervine pentru ca n Monitorul Oficial s fie
publicat la 6 aprilie 1877 Legea pentru organizarea i administrarea
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teatrelor din Romnia, Legea nr.76 din 1877, prima de acest fel. n
respectiva lege se specific faptul c Direcia general a Teatrelor va avea
misiunea de a administra interesele Societii Dramatice. Prin respectivul
act normativ, revoluionar fa de mersul ordinii teatrale de pn atunci, se
retrgea antrepenorilor controlul Direciei teatrelor naionale i, pentru o mai
bun funcionare a instituiilor de interes naional, se stipula formarea unor
Societi Dramatice conduse de comitete teatrale compuse la rndul lor,
din persoane ce aveau competen, cultur n arta dramatic i literatur
dramatic. Legea prevedea subvenionarea activitii teatrului de ctre
guvern, ca i un control necondiionat asupra repertoriului i personalului
teatrelor.
La Iai, din cauza unor mprejurri nefavorabile, mult dorita Societate
Dramatic s-a constituit mai trziu, peste doi ani la 19 august 1879.
Din primul comitet teatral, din Bucureti, au fcut parte: Ion Ghica,
Gheorghe Sion, Constantin I. Stncescu, Petru Grditeanu, Eduard
Wachmann, Alexandru Bicoianu - nlocuit de C.A Rosetti. Acest comitet
va atrage atenia Ministrului Instruciunii asupra unor probleme grave, dar
ct se poate de reale: numrul insuficient de spectatori, ceea ce nsemna
ncasri puine, un public care prefera spectacolele strine n detrimentul
celor romneti. Se cerea o revitalizare a talentelor literare i artistice, pentru
ca teatrul romnesc s devin o coal de moravuri; explicnd nevoia
actorilor de a avea o pensie, pentru a putea preda la Conservator (susinnd
nvmntul de calitate societatea romn va beneficia de o de o elita,
asigurnd totodat o frumoas evoluie a culturii romneti).
La Iai, Comitetul teatral, constituit n august 1879, era alctuit din
primarul C Cerchez, Dimitrie Gusty, fos t ministru..... Societatea
Dramatic (n conformitate cu legea teatrelor) era compus din artitii
societari. Comitetul teatral a mai angajat un umr de artiit gagiti,
absolveni de conservator. Artitii societari erau clasificai n societari de
clasa I (Luchian, V. Blnescu, M. Galino, doamnele Luchian i Evolschi),
societari de clasa a II-a i societari de clasa a III-a. Tot acum se nfiineaz
i o Comisia de lectur (compus din scriitori ca Vasile Pogor, Nicolae
Gane, I.Negruzzi, P. Bengenscu). Societatea dramatic ieean s-a
constituit din 12 societari, ase gagiti, 10 elevi i 6 eleve pentru stagiunea
1879-1880.
Pentru a ncheia succinta prezentare a noutilor pe care aceast legea
o aduce n viaa teatrului ieean, menionez c prima reprezentaie ce va
deschide stagiunea Societii Dramatice a avut loc la 29 noiembrie 1879, n
onoarea poetului i dramaturgului Vasile Alecsandri.
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BIBLIOGRAPHY
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Rezumat
Depind n rstimpuri ritmul evoluiei societii umane, teatrul a
trecut de cteva ori linia impus convenional ca limit de siguran,
aruncndu-se ntr-un hazardat proces de redistilare. Ciudai demoni dornici
s incite par a se juca n aceste momente, testndu-le artitilor imaginaia i
alimentndu-le pofta de nou. Uneori, de nou cu orice risc. Au aprut astfel,
mijloace noi de exprimare, formule inedite de compoziie scenic, grefri
originale ale diferitelor tiine pe trupul spectacolului, determinri benefice
i de substan pentru o art ce i caut, i experimenteaz i i
perfecioneaz instrumentarul n vederea revigorrii sale. Futurismul,
dadaismul i suprarealismul au avut o influen decisiv asupra artei
teatrale aflat, la finele secolului XIX nceputul secolului XX, n cutarea
propriei identiti.
Arta scenic, trm al nestatorniciei i al imprevizibilului, s-a lsat
lesne supus schimbrilor de fond sau celor mai superficiale, ntr-un soi de
beie a permanentelor cutri. Nevoia de a descoperi, de a fora n structura
profund intim a psihologiei umane, relevat scenic, a mers direct
proporional cu dezvoltarea tiinelor exacte, a celor umaniste sau a tehnicii.
Teatrul s-a dovedit a fi, mai mult dect celelalte arte, dat fiind natura
sa sincretic, un climat prielnic dezvoltrii experimentului. Incitndu-i
actanii, provocnd zguduitoare ntlniri ntre om i proiecia sa dezgolit de
masc, el i-a reclamat nencetat primenirea, nevoia de nnoire, de adaptare a
propriului limbaj i instrumentar la spiritul vremurilor. Aidoma unui copil n
faa unei jucrii cu form cunoscut, dar cu un potenial interior greu de
anticipat, dat fiind complexitatea mecanismului, actorul, iar mai apoi
regizorul, au contemplat nesecatul izvor de surprize din imperiul acestei arte,
cultivndu-l i determinndu-l nencetat. ansa justei raportri a unor artiti
la nevoile, mentalitatea i transformrile timpului lor a dus la formularea
unor ample micri de actualizare, de reinventare a actului scenic. n unele
cazuri, nevoia de experiment a determinat transformri profunde n interiorul
acestei arte, transformri care s-au ncadrat perfect sub generoasa i,
totodat, neltoarea plrie a micrii de avangard. Depind n rstimpuri
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ritmul evoluiei societii umane, teatrul a trecut de cteva ori linia impus
convenional ca limit de siguran, aruncndu-se ntr-un hazardat proces de
redistilare. Ciudai demoni dornici s incite par a se juca n aceste momente,
testndu-le artitilor imaginaia i alimentndu-le pofta de nou. Uneori, de
nou cu orice risc. Au aprut astfel, mijloace noi de exprimare, formule
inedite de compoziie scenic, grefri originale ale diferitelor tiine pe
trupul spectacolului, determinri benefice i de substan pentru o art ce i
caut, i experimenteaz i i perfecioneaz instrumentarul n vederea
revigorrii sale. Futurismul, dadaismul i suprarealismul au avut o influen
decisiv asupra artei teatrale aflat, la finele secolului XIX nceputul
secolului XX, n cutarea propriei identiti.
n acest conglomerat sincretic, o serie de oameni inventivi i vizionari,
ce i-au dedicat vieile studiului n laboratorul teatral, au deschis calea
evoluiei. Rdcinile efervescenei scenice novatoare se pot detecta nc din
antichitate, dac e s ne referim aici numai la Aristofan i a sa convenie
declarat. Pentru a puncta esenialul, vom face un salt n timp pn spre
finele secolului XIX, unde se fac simite cele mai ample transformri ale
artei teatrale odat cu decretarea regizorului ca element coagulant n teatru.
Noile formulri estetice sunt enunaate i apoi impuse de Stanislavski,
Vahtangov, Tairov i Meyerhold pe linia practicii actoriceti i regizorale.
Le rspund n plan dramaturgic Luigi Pirandello, Alfred Jarry, Guilaume
Apollinaire, Frank Wedekind sau August Strindberg. Acetia influeneaz
prin scrierile lor mplinirea realismului psihologic, deschiznd calea spre
exploziile expresioniste ce aveau s urmeze.
Pe fundamentele create de Erwin Piscator cu al su teatru politic,
Antonin Artaud vorbindu-ne despre teatrul cruzimii, Gordon Craig
relevndu-ne actorul ca pe o supramarionet, Bertolt Brecht instaurnd
principiile teatrului epic sau Bauhaus-ul german nesupus formalismului
i dogmelor oficiale, se contureaz viitoarele forme alternative de expresie
teatral. Ideea de experiment a prins teren cu uurin, s-a mpmntenit
repede, date fiind coordonatele flexibilitii sale: libertatea descoperirii
noului i neimpunerea pstrrii vechiului.
De resorturile relaiei care se nate ntre creator i receptor depinde
ntr-o msur fundamental succesul unui concept artistic. n ncercrile din
perimetrul strii teatrale, n timpul elaborrii i reprezentrii spectacolelor,
artitii au neles c aceast relaie cu spectatorul, aceast legtur special
de natur unic, finit, mrginit la durata unui spectacol, este combustibil i
reper pentru experiment.
Oscilnd ntre inovaie (happening-urile lui Jean-Jacques Lebel) i
rentoarcerea la postulatele fundamentale ale artei scenice (Teatrul
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BIBLIOGRAPHY
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Rezumat
Pentru Matei Viniec, mitica Fecioar din Orlans este o figur
tragic, prins n capcana unei istorii cinic manipulate, dup dispoziiile
succesive date de diferite personaj politice. Trdat de toi, singur i
nspimntat, fragila Ioana i apr totui pn la capt propriul adevr.
Puterea ei de a ndura este susinut nu att de eroism, ct de puritatea
esenial a unei fiine incapabile s accepte profanarea trupului i a
sufletului. Simbolic i la vedere recreate de o trup de comediani, patimile
Ioanei dArc propun un model uman pe scena teatrului lumii, unde
actorii nu neleg ntotdeauna pe deplin rolul care li s-a dat, nici lecia
focului dinuntru sau dinafar care amenin s i distrug.
Datat Paris, 25 ianuarie 2007, piesa Ioana i focul14 de Matei
Viniec proiecteaz n perspectiv general-uman un mit (al Ioanei dArc) i
o dram personal, punnd, totodat, raportul dintre fapt i istorie sub
semnul relativului, al ntmplrii, al capriciului, al amnuntului
incontrolabil. ntr-o not nsoitoare, autorul declar c a consultat o
bibliografie vast..., n special documentele legate de proces[ul Ioanei].
Numeroase replici, cu precdere din scena procesului, reiau cuvnt cu
cuvnt ntrebrile puse de ctre Judectori sau rspunsurile date de Ioana
(137). Fr a nega onestitatea exprimrii acestor scrupule privitoare la
fidelitatea redrii evenimentelor, a situaiilor i a relaiilor dintre actani, am
spune c miza piesei nu este att reconstrucia exact a unui episod petrecut
n realitate ntr-un trecut mai mult sau mai puin ndeprtat i, n consecin,
nvluit n mister, ct reconstituirea plauzibil a unui adevr sufletesc i
identificarea unui eantion de trire interioar capabil s exprime esena
ntregii umaniti i semnificaia ultim a destinului oricrui om.
Opiunea lui Viniec pentru formula teatrului epic, de aceast dat, nu
14
Matei Viniec, Ioana i focul, n Viaa romneasc, nr. 6-7 / 2007, pp. 60-137. Dup aceast surs
citm n lucrare, indicnd de fiecare dat, ntre paranteze, numrul paginii. n 2009 a fost publicat
versiunea original n limba francez: Jeanne et le feu, Editions de lOeil du prince, Paris.
86
87
88
89
90
91
92
being unable to put up with the defiling of her body and soul. Symbolically
re-enacted by a company of ambulant comedians, the passions of Joan of
Arc bring forth an exemplary conduct on the worlds stage, where the
actors dont always understand the roles they were given, nor the lesson
of the fire threatening (not only from the outside, but also from the inside) to
consume them.
BIBLIOGRAPHY
Viniec, Matei, Ioana i focul, n Viaa romneasc, nr. 6-7 / 2007, pp.
60-137.
Viniec, Matei, Jeanne et le feu, Editions de lOeil du prince, Paris, 2009.
93
Rezumat
Reprezentrile medievale ale apocalipsei au ca surs textele
escatologice veterotestamentare (Isaia, Ezechiel) i Apocalipsa Sfntului
Ioan: Christos n slav este nconjurat de cele patru animale evanghelice,
leul, omul, taurul i vulturul, fiine intermediare identificate cu serafimii i
cu cei patru evangheliti. Reprezentrile orientale ale temei mbin
Parousia cu Judecata de Apoi ca in frescele de la bisericile pictate ale
Moldovei.
Sensul dezastrelor eschatologice ale diferitelor mituri i credine
arhaice este unul purificator: o nou existen se nate dup dispariia unei
lumi deczute[1]. Scenario-ul escatologic ale textelor veterotestamentare
conine motive omniprezente[2] : distrugerea naiunilor, eliberarea lui Israel,
rentoarcerea la Ierusalim, transformarea paradisiac a rii i instaurarea
suveranitii lui Mesia (Isaia 9, 1-6 ; 11, 1 ; Zacharia 9, 9-10), nceperea
unei epoci de abunden i pace (Isaia 24-27 ; Ioil, 4, 2-3; 12; 4, 18-21).
Aceast venire a lui Mesia este asociat distrugerii lumii vechi (IV Ezdra ; I
Enoch 51, 1-3 ; 61, 5 ; 62, 14) i Judecii de Apoi (Daniel 7, 9-14 ; IV
Ezdra). Apocalipsa Sfntului Ioan respect aceeai structur a textelor
anterioare.
n funcie de textele la care se refer, chipul lui Hristos n slav din
reprezentrile cretine ale Apocalipsei este fie imagine a revelaiei puterilor
cereti, caz n care Mntuitorul apare nconjurat de cele patru fiare
apocaliptice, fie imagine a Judecii din urm, cnd Judectorul Suprem
desparte pe drepi de pctoi. Cele patru fiine celeste, patru fiare naripate
ce susin mandorla divin, un leu, un vultur, un om i un taur, sunt
mrturisitori att ai teofaniei vechi testamentare ct i ai ntruprii directe a
divinitii n persoana chistic. Textul considerat a fi surs de inspiraie
94
95
face legtura ntre cele patru fiare apocaliptice i cei patru evangheliti. n
Contre les hrsies el consider c cele patru Evanghelii formeaz o unitate
exprimat sub patru forme. Cele patru animale apocaliptice sunt alturate
att celor patru evangheliti, ct i activitii Fiului lui Dumnezeu asupra
noastr[6]: suveran (leu), sacrificial (taur), uman (om) i spiritual
(vultur). Hermeneutica medieval distinge trei niveluri de lectur spiritual a
fiarelor apocaliptice: alegoric fiinele trimit la cei patru evangheliti;
anagogic fiinele trimit la nsui Hristos; i tropologic fiinele trimit la
cretini i la virtuile acestora pe calea mntuirii[7].
n art, cele patru animale apocaliptice mplinesc rolul de veghetori,
de ghizi. Devin catalizatori de energie care orienteaz fiinele aflate n
cutarea unei profunde treziri interioare[8]. Imaginea lor o gsim n locurile
unde Dumnezeu se arat, sau pe cile care l ndreapt pe om spre
Dumnezeu: pe coperile Sfintelor Scripturi, pe Evangheliare, pe obiectele de
cult (fig. 1), pe portalurile catedralelor romanice.
Primele reprezentri ale celor patru fiine apocaliptice apar n secolul al
V-lea pe mozaicurile romane i n arta copt. Imaginea lui Hristos n slav
este mprumutat din arta roman. n primele secole cretine, n bazilicile
din Roma i Ravena, cele patru fiare sunt reprezentate n jurul lui Hristos sau
nconjurnd simboluri divine. n general apar doar busturile lor, ieind din
nori sau din mandorl (circular sau oval, nconjurnd imaginea lui Hristos
sau simbolurile Sale, sugereaz lumina gloriei divine), cu pene n loc de
aripi, fr aureol i uneori fr Evanghelii, semn c nc nu au fost
identificai cu evanghelitii. Hristos n mandorl nconjurat de cei patru
evangheliti ofer imaginea cercului nscris n ptrat. Cercul, simbol al
Fig. 1. Accesoriu liturgic, Mihail eternitii divine, al increatului, fr nceput i
zugrav i diacon. Rstignirea lui
direcie, se altur ptratului, semn al lumii, al
Iisus, 1773
stabilitii, al creaiei. Imaginea lui Hristos n
mandorl nconjurat de cele patru fiare apocaliptice,
aa cum apare pe portalurile celor mai multe biserici
romanice, devine simbol al ntreptrunderii infinitului
i finitudinii, al divinului cu umanul. Cele patru fiare
devin mediatori ntre lume i Hristos, ntre om si
divinitate. Iconografia monumental a Apocalipsei n
Italia romanic este triumfal i senin, este viziune
96
97
Fig.2. Heruvimii
estic
98
99
100
101
BIBLIOGRAPHY
[1] M. Eliade, (1986), Istoria credinelor i ideilor religioase / Histoire des
croyances et des ides religieuses, vol. II. Trad. roum. par Cezar Baltag,
Editions tiinific i Enciclopedic, Bucureti, p. 265.
[2] M. Eliade, Istoria credinelor / Histoire des croyances, vol. II. p.
245.
[3] Philippe Pneaud, (2007), Les Quatre Vivants, Paris, LHarmattan, p. 18.
102
103
Rezumat
Studiind creaia lui Constantin Brncui, s-a observat c, pornind de la
figurativ, prin operele sale ciclice, a cutat s obin esenializarea formei
pentru a o face ct mai transparent sensului pe care l mbrac.
Analiza sculpturilor sale evideniaz n structura lor de profunzime
existena formelor arhetipale: ovoidul, clepsidra, coloana, ciorchinele,
cercul .a. Fiecare ciclu de opere are la baz o strategie specific de
semnificare, o form predominant.
Aceast lucrare propune o analiz sintactic a formelor eseniale din
plastica brncuian, urmrind att evoluia lor de la naturalist-figurativ
spre esenial-geometric, ct i modul n care limbajul plastic brncuian se
integreaz n limbajul esenializrii universale.
1.Privire evolutiv-cronologic
Marile teme brncuiene i au geneza, dup cum remarca Ion
Pogorilovschi, n perioada 1905-1910. Dintre acestea, tema trecerii poate fi
considerat supratema ntregii sale creaii, n care trebuie ncadrat i
ansamblul de la Tg-Jiu.
Dac nceputul carierei sale, st sub semnul reprezentrilor clasice ale
formei umane, dup o perioad de aproximativ 10 ani 1897-1907
caracterizat printr-o acumulare sensibil de cunotine i ndemnare, dar i
de cutarea a diferite soluii de modelare a materialelor, viziunea artistului a
devenit mai clar i mai puternic. Structura operelor sale a suferit
transformare i o evoluie rapid spre stilizarea i simplificarea formei cu
scopul de a fi ct mai transparent sensului pe care n mbrac.
Temele lui Brnui sunt realizri reluate ciclic opera sa n ntregime
este ciclic, rodul unor permanente reveniri. n ultima sa lucrare publicat15,
brncuiologul romn Ion Pogorilovchi, ne prezint felul cum temele alese
15
104
Trecerea
Mrii Roii
1907-1908
Pasrea
Miastr
1908
Copilul n
lume
1917
Fiin
supranatural
cluzitoare
/protectoare,
element
cluzitor
Personaje
rtcitoare
(I.Pogorilovschi)
Dumnezeu,
Iahve
pasrea
miastr
cucul
poporul
evreu apatrid
Amanii
dezorientai
copilul firav
/ fiina
uman
Situaia de
transgresat
robia
egiptean
(figurat,
robia
patimilor)
pdurea
rului
16
Ansamblul
de la Tg. Jiu
1937-1938
sufletele
eroilor sau
vizitatorii parcurgtori
ai Cii sacre
Viaa uman, moartea
lumea
marea
trecere /
viaa,
condiia
Templul
Eliberarii
Proiect
nerealizat
Fiina
uman
lumea
material
Idem, p. 25.
105
Elementul
ascensional
Element
eliberator
din spaiul
ostil
uman
este presupus axa E-V a
sub tlpile
oraului,
copilului
numit calea
sacr
parcursul
spre i din
interiorul
templului
mplinirea
prin iubire /
nunt
lumirea, n
termeni
populari
norul i
pasrea
stlpul de foc (zborul)
/ tablele
Legii
ntregul
parcurs al
lumirii, de la
natere pn
la moarte
simbolismul
coloanei
nlarea
spiritual,
iluminare
a
coloana
coloana
marea,
pustiul
cupa plin
consumarea
ei fiind
condiie a
trecerii
dincolo
apa cele 6
fntni ce
urmau s
nconjoare
coloana
scara n
spiral,
coloana
srutului,
lumina
apa
lacului
(presupun
em)
ntunericul i
ncercrile
cu care se
confrunt pe
drum
Pasrea Miastr,
1910
Copilul n lume,
1917
106
Idem, p. 37.
Geneza, 3, 21.
107
1907
1912
1937
108
19
20
109
21
Idem, p. 68.
110
22
111
Traian D. Stnciulescu, Introducere n filosofia creaiei umane, Ed. Junimea, Iai, 2005, p. 8.
112
Idem, p. 7.
erban Fotea, Arhetipuri ale creaiei romneti o recuperare semiotic, tez de doctorat, Facultatea de Filosofie
i tiine Social - Politice, Universitatea Alexandru Ioan Cuza, Iai, 2006, p. 153.
26
Ibidem.
27
Academia Romn, Secia de tiine istorice i arheologice, Istoria romnilor, vol. I, p. 173.
25
113
28
114
1. Evolutive-chronological perspective
The Great Brncuis themes were created in the period 1905-1910, as Ion
Pogorilovschi remarked. Amongst these, the passing theme can be
considered the supertheme of his entire creation, the ensemble of Tg-Jiu
belonging to it.
The beginning of his career is placed under the sign of classical
representations of human forms, but after a period of about 10 years (18971907), characterized by a sensitive accumulation of knowledge and skill, but
also by an intense quest of varied solutions in the material modelation, the
artists vision has become clearer and stronger. The structure of his works
has suffered a significant transformation and has experienced a rapid
evolution towards the forms stylization and simplification, with the purpose
of getting more transparent in the meaning expression it wears.
Brncuis themes are resumed cycling achievements - his work is
entirely cyclical, the fruit of a continuous returning. In his last published
work29, the Romanian Brncui specialist Ion Pogorilovschi, shows how the
themes chosen by Brncui, are flowing into each other, the artist aiming
during his entire life to play some key ideas.
The testimonies of Brncuis contemporaries regarding the artists
personality, show that he worked assiduously, he destroyed the works he
was not satisfied with, which no longer meant anything30 to him, he
resumed a certain theme over and over again, until he managed to play
exactly his thought and that of the material. Thus, we can believe that his
truly major theme is that of The Passing. Herein we can include most of his
works, beginning with the monumental Crossing of the Red Sea, destroyed
in 1907-1908, together with the photos in which it was represented; carrying
on with The Gorgeous Bird - 1908 (Pasrea miastr), the wondrous bird
that guides the lost lovers, from the Evil Forrest; The Prayer and The Kiss,
both of them funeral monuments, by excellence in the service of a passing
rite; Child in the world and others, until the 1937 moment dedicated to the
Tg-Jiu heroes, ending then with his last subject - The Flying Turtle.
All these masterpieces (along with so many others which we havent
mentioned) can be circumscribed by the large theme of the passing from a
physical or spiritual condition into another, generally, qualitatively superior.
The table below presents a short classification of the most
representative works of this category, depending on some reference
29
30
Pogorilovschi Ion, Brncui, The Genesis 1905-1910, Publishing Universalia, Bucharest, 2007.
Idem, p. 25.
115
parameters, classification that traces the evolution in time of Idea and its
way of symbolisation:
The work name
Crossing of
the Red Sea
The Year
1907-1908
Guiding
supernatural
being /protective,
guiding element
Errant
characters
(Pogorilovschi
Ion)
The transgressed
condition
The horizontal
path
The ascending
path, the
meaning
The ascensional
element
Delivery element
116
The
Gorgeous
Bird
1908
Child in the
world
The Tg-Jiu
Ensemble
1917
1937-1938
God, Iahve
the gorgeous
bird
cucul
(intrad.)
the Jew
stateless
people
the confused
lovers
weak child /
the human
being
the Egyptian
slavery
(metaphorica
lly, the
passions
slavery)
from Egypt
to the
Promised
Land, for 40
years
the
achievement
of freedom
and of the
free man
mentality
the evil
forest
human life,
world
from the
hostile space
fulfilment
through love
/ wedding
lumirea
(intrad.), in
popular
terms
the cloud and the bird
the pillar of
(the flight)
fire/ the
tables of the
Law
the sea, the
the dark and
desert
the attempts
faced on the
road
The Temple
of
Deliverance
Leftover
project
the heroes
souls or the
visitors pilgrims of
the Sacred
Way
death great
passing / life,
human
condition
the human
being
it is assumed
to be under
the
baby feet
the route
towards and
of inside
the temple
the whole
route of this
concept
lumirea,
from birth to
death
the column
symbolism
the spiritual
ascension,
the
illumination
the column
the column
the spiral
staircase, the
kiss column,
the light
the water
the six
fountains
that were to
surround the
column
the lake
water
(as an
assumption)
material
world
Thus it can be seen that this theme, followed during a 50 years period
(we could say even throughout his entire artistic career), has an ideativeexpressive evolution from specifically particular to general human, reaching
the sculptural of a supernatural becoming of the human to the vertical of the
Universe architecture31
As a crowning for a lifetime effort it was to be the absolute work The Deliverance Temple, but, as often, external causes prevented him from
fulfilling the project. It was the pain of the unfulfillment that Brncui had
passed from this life. But perhaps this unfulfillment was not so random, as
well as all his works.
In the end, this is not the destiny of the every genius, to find that life is
too short, that the human being, no matter how sublime it would be the
evolution, is however so bordered in this leather vestment 32 to be able to
complete all the mind and soul would like to materialize?
Every work can be analyzed through the membership terms, with regard to
the one of its formal cycles and of its geometrical symbolic structure.
The chronological approach of Brncuis work helps us to get to
know more clearly the organical unity in his creation, the interdependent
works, the way these influence each other, how they are flowing into each
other, as form and significance. The artists work shows a lack of autonomy
of the plastic themes (Geist 1968), as well as an ensemble unity formally
31
32
Idem, p. 37.
Genesis, 3, 21.
117
1907
118
1912
1937
unity: the couple, the ovoid / the egg and the turtle.
The column, in double stance: cosmogonic principle and cosmological
function.
119
3. Significant unit
The analysis of the three parts of the sculptural assembly from Targu-Jiu
cant be made independently, the elements reveal their complex significance
only if analysed together.
The assembly from Targu-Jiu is not the only case of a relationship
between independent sculptures that we find in the artists life work. The
photographs made by Brancusi are testimonial of this constant preoccupation
of proposing to the public the reception of his works as couples: Eva and the
Newborn, The Rooster and the Sleeping Muse, Socrates and The Newborn,
The First Ones and Bailer (Pogorilovschi 2007: 67), constructing from
entities, significant structures of superior level 33. This way of correlation
of his works can be seen from a double perspective of form and contents.
From the perspective of form, Brancusi is trying to obtain a certain balance
by joining a piece that unfolds on a vertical level to another that unfolds on
a horizontal level 34.
From the perspective of contents, the semantic ambiguity of each
integrated entity is necessarily diminished; the newly obtained meaning is
not summarized but formed of the interfering of the semantic fields of his
works put together the author makes us concentrate upon the interference
zone, censoring the availability upon polysemy of each work 35; from this
joining, the assembly gains a super sense, that in the same time diminishes
the meaning of each entity in part.
Therefore, , in order to understand it as it was meant by its creator,
the analysis of this sculptural assembly must necessarily contain, alongside
the deciphering of each entity in part, also their joining.
All the pieces are arranged in a straight line on the East West axis of
the city (from left to right in the picture). Alongside the three monuments,
we included another two, The Alley of Chairs and the Holy Apostles
Church, which, with or without the artists intention, are interposing right
this axis, although we are not going to insist upon their analysis.
33
34
35
120
The geometrical motives carved on The solar motives carved on the sky
the sky column derived from:
column:
A. Line,
A. The circle with its derivatives
B. Triangle,
B.The solar wheel with its
C. Square,
derivatives
D. Rhombus,
C.The sun with its derivatives
E. Circle.
(Vulcnescu 1972: 202)
(Vulcnescu 1972: 204)
121
36
Sergiu Al. Sergiu, Archaic and universal, Herald Publishing, Bucharest, p. 66.
122
37
Traian D. Stnciulescu, Introduction in the humanbeing creation phylosophy, Junimea Publishing, Iai, 2005,
p. 8.
123
Idem, p. 7.
erban Fotea, Archetypes of the romanian creation a semiotic recuperation, doctorate thesis, Phylosophy
and Political Sciences Faculty, AL. I. Cuza University, Iai, 2006, p. 153.
40
Ibidem.
41
Romanian Academy, Historical and archeological Sciences Section, The History of the romanians, vol. I, p.
173.
39
124
42
125
Rezumat
De la realismul i propaganda imperial ntlnite n arta roman i n
arta mozaicului, desigur , o dat cu sfritul Republicii se va ajunge n
Antichitatea Trzie i mai ales n ultima ei perioad, cretinismul timpuriu, la
propaganda religioas realizat cu ajutorul limbajului nou i a mijloacelor
artsitice pe care acest domeniu l oferea. Dar aluziile la arta aulic nu vor
disprea, Biserica chiar servindu-se de acest ajutor n rspndirea dogmei.
Originar din Orientul Apropiat antic [1], foarte vechi [2] ca tehnic un
strmo ndeprtat gsim n timpuriul Stindard din Ur mozaicul (art a
juxtapunerii pe o suprafa a cubuleelor din materiale diferite, cu distan ntre
ele, ceea le confer individualitate fiecruia) a cunoscut culmi nebnuite o dat
cu adoptarea lui din lumea greac elenistic. Dar mai ales o dat cu rspndirea
lui de ctre romani, care i-au acordat o atenie deosebit, gsind n el un
instrument propice scopurilor lor: de utilizare a artei ca pe un mijloc de expresie
care s le creasc faima n lume, s le nlesneasc ptrunderea culturii lor n cele
mai ndeprtate regiuni ale unui Imperiu n plin expansiune. Durabil i
fermector, mozaicul era i un ajutor propagandistic de seam, artitii care
deserveau puterea vznd n el o excelent cale de redare a luxului imperial.
Celebri prin miestria lor de a cuta noi mijloace tehnice n fiecare domeniu al
artei, artitii romani s-au preocupat i de acest domeniu: mozaicarii romani au
adus inovaii i aici, prin introducerea de noi procedee. n general, pentru
paviment, precum i pentru perete i bolt, se foloseau dou procedee relativ
distincte, i n tehnic, dar i n stil [3]. Pentru paviment, la nceput, n sec. al
III-lea .Hr., se folosea o tehnic dezvoltat de greci [4], opus signinum, cu
pavimente din mortar, n care erau nfipte tesserae mari sau alte materiale
colorate; apoi, n sec. al II-lea .Hr., apare opus vermiculatum, unde cuburile
sunt mici, ansamblul imit efectele picturii i, chiar n cazul desenelor
geometrice, exist iluzia tridimensionalitii; dar n mod obinuit, pentru
126
suprafee mari, se folosea opus tesselatum, tesserae de 1-2cmp; spre anul 100
.Hr. apare opus sectile, cu piese din marmur sau din piatr, tiate n diverse
forme finale, geometrice sau nu, un tip de pavaj luxos foarte apreciat n timpul
lui Augustus. Conform instruciunilor lui Vitruvius, deasupra fundaiei din
zidrie erau aternute straturi de mortar [5]. Ca dimensiune a cuburilor, exista
aceeai varietate: de la 1mm n opus vermiculatum, la peste 2cm n cazul
pavimentelor comune [6]. n ceea ce privete mozaicurile de perete i de plafon,
la mijl. sec. I .Hr. se dezvolt opus musivum (tesserae doar din past de sticl),
tehnic provenit din ornamentaia nielor sau a absidelor nymphaea-elor. Este o
tehnic ce face tranziia spre mozaicul parietal adevrat (al romanilor, care
considerau mozaicul o pictur n piatr, fiecare tessera aprnd ca o pat de
culoare), fiind alctuit din piatr ponce care acoperea pereii la care se
adugau cochilii, marmur, buci de sticl colorat sau chiar se picta tencuiala
[7], totul pentru sporirea efectului coloristic. Cu timpul, opus sectile se va
extinde i la perete i bolt [8].
n primele secole d.Hr. pictura mural va face loc treptat decoraiei cu
mozaic: mai ales n vremea lui Constantinus mozaicurile mbrac i zidurile;
n Antichitatea Trzie, o adevrat simfonie vizual caracterizeaz bogatele
ansambluri compoziionale, preioase i strlucitoare cromatic, cu sute de nuane
[9], contrastant i complementar combinate, cu o luminozitate sporit prin
inserarea, n cubuleele din sticl, a strlucitoarelor foie de aur sau de argint (n
comparaie cu gama cromatic sensibil mai restrns n cazul pavimentelor,
limitat doar la posibilitile oferite de culorile opace ale materialelor rezistente,
obligatoriu de utilizat n acest caz marmur, diorit, porfir) [10].
Cretinismul timpuriu aduce necesitatea instruciei noilor adepi, dar i a
propagandei noii religii, mpletit cu propaganda imperial. Pentru aceste
scopuri, mozaicul era un mijloc eficient pentru a exprima, decornd [11] pereii
i bolile [12] noilor edificii de cult [13], pe de o parte luxul pe care voiau s-l
etaleze acestea ntr-o societate imperial (mozaicul fiind o tehnic foarte
costisitoare), pe de alt parte, viziunea artistic schimbat [14], o viziune care s
se armonizeze, material i spiritual, cu noul tip de spaiu. Naturalismul,
clarobscurul, gradaiile subtile necesare unui mozaic care imita pictura, nivelul
cel mai nalt, perfeciunea la care tinsese i ajunsese mozaicul antic, las acum
loc unei arte noi, bidimensionale, ncrcat de narativism i simbolism,
caracterizat prin simplificare, att a desenului, ct i a degradeurilor coloristice,
care s pun n valoare un alt ideal de frumusee, cea spiritual. Accentul se
mut acum pe luciri aurii i transparene de sticl care transform scenele
figurative ntr-o lume imaterial, nepmntean, iar arhitectura pe care o
decorau devine i ea lipsit de greutatea i soliditatea anterioar, parc ascuns
de acest tip de ornamentaie, supl i care capteaz dar mai ales reflect din plin
lumina.
Epoca lui Constantin nregistreaz apariia unei arte cretine evidente,
recognoscibile. Apariia lcaurilor de cult aduce i decorarea lor cu mozaicuri
127
132
[21] Sosos din Pergam, sec. al II-lea .Hr., a lsat o copie realizat din mici
cuburi multicolore ce redau realist (cu umbre aruncate) o pardoseal presrat cu
resturi care de obicei rmn dup un osp. Ibidem
[22] Virgil Vtianu, op. cit., p.79
[23] nlocuit n anul 1620 de ctre cardinalul Verali cu fresce din vieile S.
Agnese i S. Constanza decoraia bolii principale ne este cunoscut doar din
acuarelele (1538-40) lui Francesco dOlanda (Madrid, Escorial) i din desenele
lui Giovanni Giustino Ciampini n De sacris aedificiis (Roma, 1693): un spaiu
mprit n 12 seciuni radiale i dou registre cele 12 panouri din registrul de
jos erau ocupate de scene din Vechiul Testament, cele de sus, cu scene din Noul
Testament. Cf. Massimiliano David, in Jane Turner, op. cit., vol.XXVI, p.830,
s.v. Rome, V, 28: Buildings and monuments: S. Constanza; Pierre du Bourguet,
La peinture paleo-chretienne, Paris, Pont Royal, 1965, p.14
[24] David Piper, The Illustrated History of Art, London, Crescent Books, 1991,
p.53
[25] Claude Frontisi (coord.), Istoria vizual a artei, Bucureti, RAO, 2003,
p.77
[26] Melita Emmanuel, in Jane Turner, op. cit., vol.IX, p.570, s.v. Early
Christian and Bzyantine art, III, 3
[27] Lawrence Gowing (ed.), op. cit., p.363
[28] Albert Bernard Chtelet, Philippe Groslier (coord.), op. cit., p.313
[29] Arc care ncadreaz deschiderea spre altar. Cf. Virgil Vtianu, op. cit.,
p.80
[30] Lawrence Gowing (ed.), op. cit., p.363
[31] Virgil Vtianu, op. cit., p.79
[32] Pierre du Bourguet, op. cit., p.26-27
[33] Anthony F. Janson, op. cit., p.204
[34] Albert Bernard Chtelet, Philippe Groslier (coord.), op. cit., p.313; 4
registre cf. Les grands matres de la peinture, ed. cit., p.60; Melita Emmanuel,
in Jane Turner, op. cit., vol.IX, p.571, s.v. Early Christian and Bzyantine art, III,
3
[35] Virgil Vtianu, op. cit., p.79-80
[36] ngerul lui Matei, leul lui Marcu, boul (sau taurul) lui Luca i vulturul lui
Ioan. Ibidem, p.79
[37] Viktor Lazarev, Istoria picturii bizantine, vol.I, Bucureti, Meridiane, 1980,
p.113
[38] Les grands matres de la peinture, ed. cit., p.60
[39] Veminte contemporane romane, edificii clasice din Forul Roman, Templul
lui Urbs cu personificarea Romei, aadar probabil artitii erau locali. Cf. Pierre
du Bourguet, op. cit., p.26-27; Viktor Lazarev, op. cit., p.116
[40] Lawrence Gowing (ed.), op. cit., p.363
[41] Un punct de plecare, n mozaic, pentru conturarea stilului artei cretine. Cf.
Horst de la Croix, R.G. Tansey, op. cit., p.256
133
Having its origin in Ancient Near East [1], very old [2] as a technique we
found a far-away ancestor in the early Ensign of Ur mosaic (the art of
juxtaposition on a surface of small cubes made of different materials, having a
certain distance between them, this offers each of them individuality) saw
unexpected hights with ist adoption by the Helenistic Greek world. But
especially once the Romans spread it, the mosaic received special attention,
using it as a tool which is appropriate for their purpose: of using art as a means
of expression which would make them famous all over the world, facilitating
their entrance in the farthest regions of an imperium which was in its full
expansion. Durable and charming, mosaic was also a significant propaganda
means, the artists which used the purposes of the power saw in it an excellent
means of representing imperial taste. Being famous due to their ability of
searching new technical means in every domain of art, Roman artists were also
preoccupied with this field: the Roman technicians that used mosaic brought
innovations in this field, also, introducing new procedure. In general, for floor
and pavement, for walls and vaults, two relatively distinct procedures were used
for technique and style [3]. For floor and paviment, for the beginning, in the 3rd
century B.C., it was used a technique developed by the Greeks [4], opus
signinum, with pavements made of mortar, in which big tesserae were thrust or
other coloured materials; then, in the 2nd century B.C., opus vermiculatum
appeared, containing small cubes, the whole perfectly immitates painting effects
and even in the case of geometrical drawings, there is the illusion of
tridimensionality; normally, on big surfaces, opus tesselatum was used, tesserae
also, having 1-2 sqcm; around 100 B.C., opus sectile appeared, having marble or
stone pieces, cut in different final shapes, a kind of luxurious pavement which
was very appreciated during the time of Augustus. According to the instructions
of Vitruvius, above the brick laying foundation were layers of mortar [5].
Regarding the dimension of the cubes, we have the same variety: from 1mm in
opus vermiculatum, at over 2 cm in the case of common pavement [6]. As far as
wall and vault mozaic are concerned, in the middle of the 1st century B.C., opus
musivum was developed (tesserae made only of glass paste), this technique had
its origin in niche and apse decoration or of the nymphaea apses. It is a
technique which makes the transition towards true parietal mosaic (of the
Romans, who saw mosaic as a painting in stone, every tessera appeared as a
colourful spot), being composed of pumice stone which covered the walls
and also shells, marble, pieces of coloured stone ore ven painting on the plaster
[7], everything was made in order to enhance the colours effect. In time, opus
sectile will be extended on the walls and vaults [8].
In the first centuries A.D., wall painting wiil slowly make room for
mosaic ornaments: especially in the time of Constantinus, mosaics dressed
walls, too; in Late Antiquity, a real visual symphony characterized the rich
135
Christian art will become a powerful propaganda instrument for spreading the
new doctrine. But, in this mausoleums mosaics, the melange of religious scenes
could still be seen on the cupola a proof of the dead daughters faith having
its decoration tightly linked to the ancient tradition on curved surfaces from the
gallery for passing (the lower part of the walls is covered in marble) [18].
Except for the portraits that probably show the princess and her husband,
Hannibalianus [19], and the different spread and colourful motives like shells,
peacocks, pomegranates [20], which seems to create the type of freshly
broomed clean hall from the ancient Helenistic mosaic [21], in the place
especially made for walking, there are also scenes which, without having
especially a religious message, they are a part of the Christian symbolism, or at
least, they could be accepted by Christianity, though the referrence to Dyonissos
and Pompeian art is as much aceptable as scenes with drunk people, bucolic
scenes, of cropping the vyneyard by Cupids who make wine by stepping on
grapes, carriges with oxen which carry the wine to wine press. And, from a
stylistic point of view, ancient tradition is revived, the accent falls on
picturesque: on a white background [22], elements are made in a pictural way,
by using nuanced chiaroscuro. However, the arch of the edifice was covered in
mosaics (now destroyed) representing biblical scenes [23], while the absides
include Traditio legis, a rare representation of Giving Away the Keys to Saint
Peter: the young nimbed Christ, wearing a beard, walking on clouds, having the
imperial greeting and having Saint Peter and Saint Paul on his right and on his
left (the last one, usually represented bold) [24].
In early Christian mosaic, there are some monuments which reflect the
new artistic spirit. We refer especially to the artistic mutation that appeared,
once Christianity was recognised, regarding the settlement of the scenes,
insisting on the altar [25], especially in the iconographic program of the first
churches built after The Churchs Peace. During the reign of Theodosius I, 379395 A.D., figurative art redescovers Helenistic models and vivid colours that
directly represent forms, withour perspective [26].
Among these monuments, Santa Maria Maggiore is especially distinct.
Rome, a typical example of transforming ancient art in medieval art whose
decoration was ordered by Pope Sixtus the Third, 432-440 A.D. [27], the oldest
example of decorating [28] a ship and an arch of triumph [29]. Unfortunately,
the scenes have reduced dimensions and they are placed too high for the viewer
[30], but they are interesting, for they present a newly changed iconography and
style, that anticpate future byzantine art. The central nave presents veterotestament on two registers; on the frieze under the windows on the lateral walls
of the naos [31], it is pictured the history of the Israelits, in vivid colours, in 44
compositions (from Abraham to Josua) [32]: Abrahams Hospitality, where the
three angels refer to the Holy Trinity, or Israelits crossing Jordan, Israelits in
front of the Gate of Jershon, chosen for their dogmatic role (for example, The
Meeting of Abraham with Melchizedek contains liturgic elements). Moreover,
137
according to the oriental model, with the adornement and clothes which are
specific to Byzantine court, surrounded by angels and with a pigeon above; the
Archangel Gabriel here completes a scene which has imperial attributes, he had
the role of a Victory from ancient classical art. In this church, there is no scene
representing The Birth of Jesus [46].
The oldest [47] example of Christian mosaic of an apse is represented by
the Sanctuary S. Pudenziana, Rome, the end of the 4th century A.D. [48] or the
beginning of the 5th century A.D. [49] Here it is also represented the principle
of arranging scenes in a Christian edifice [50]. Here we have an example of
imperial propaganda: in the semi-calotte of the apse, the triumphant
representation of the celestial sovereign is copied after the image of the
emperor, the same happens as far as the hierarchy of characters is concerned.
Christ the Pantocrator [51], mature, having a beard, taking the Asyrian model
[52] (not of the kind Good Shepherd), is represented being worshipped, haloed,
richly dressed in purple, sitting on the imperial throne which has an oriental
style, made of gold, blessing his Apostles Peter and Paul. These sit on the right
and left of Christ, like two senators, with two personified individuals behind
them, two saint women which give them the laurel crown, according to ancient
tradition: Prudentienne and Praxede actually, The Church of the Pagans (The
New Testament) and the Church of the Synagogue (The Old Testament) [53].
Above and in the middle of the composition, there is the shining cross which is
made of gold and embelished with precious stones, the cross was rose by
Constantinus on Golgotha, representing the fabulous winged animals of the
Apocalypse a retrospection to Parusie they became, from that moment
onwards, the symbols of the Gospels [54], on the background of a tumultuous
sky [55]. The background, with the Pompeian expectation which is just an
illusion, shows heavenly Jerusalem, with a porch and with its sacred imposing
edifices naturalistically represented. On the one hand, the presence of the lamb
and of the pigeon sends us to The Holy Trinity [56]. Just like in Church S.
Constanza, it is Roman the predilection for picturesque of writing, for the
classicism of proportions, for shaping. It is a combination between previous
naturalism and simbolism which had already appeared without giving up on
what is mundane, without arriving at stylistic linearity and pure spiritualization
which will belong to future.
At the end of the Republic and even in the first two centuries A.D., the
mosaics superior level had been reached depending on the extent to which it
managed to represent reality just like frescoes, with the same tallent for detailing
and tinting nuances and colours, but also according to its ornamental capacity,
when it was not a figurative mozaic and it was all reduced to white and black,
the accent falling on highlighted dynamism. Late Antiquity can be considered as
starting, in the case of this art, from the 3rd century A.D., when previous styles
knew the peak of development both the decorative ones (huge carpets which
had geometrical motives harmoniously combined with figurative ones), even in
139
the case of those that immitated painting (having the same tendency towards
exaggerated dimensions, having a large subject matter, with elements that
foretold the IVth century A.D.: accent falling on adronment, representation from
the front, schematism). In the 4th century A.D., it will go even further: from a
stylistic point of view, depth and naturalism will slowly disappear, even in the
case of laic mosaics. In the Christian ones which make more room for starting
from now and continuing in the following century, symbolism and brushing-up
are useful helps for an art having a religious message, which should have
worshipped the divinity from Heaven, but also the power of the emperor on
Earth. Beside the new language, even the technique which used, fromt the
beginning of Christianity, the transparency of coloured glass having the
glittering of precious stones, and also gold blocking transformed compositions
(and the entire space that they adorned) into a spiritual univers which is material
but in the same time dematerialized. Everything was done for fascinating the
viewer which was supposed to transcend the reality he had known up to that
moment, a reality that one was not totally separated, by direct reference to
imperial attributes and known architectures, through the naivity of a style which
was not fully gone in the Paleo-Christian period and which was so close to the
popular style. But, it is also true that, step by step, the following start to put their
fingerprint on the aesthetics of this early period: temperance, the clearance of
the scene, aplatization, idealization, as little reference to reality as possible...
But, the allusions to court ceremony did not disappear, official propaganda will
not give up, even during the future Byzantin style, on the concept of Godemperor much too accessible and already enterred into the tradition of
Christian art this concept succeeded in serving the propagandistic purposes of
the Church, both by the presence of imperial attributes and by the power,
towards allusions in the other way round, towards divinity which it (earthly
rulling) represented.
References
[1] Horst de la Croix, R.G. Tansey, Art Through the Ages, Harcourt Brace
Jovanovich, Publishers, Orlando, Florida, 1996, p.211
[2] Starting with the 3th century B.C., the Sumerians used to decorate their
buildings with pieces made of different materials. Cf. Anthony F. Janson,
History of Art, New York, Harry Abrams, 1986, p.202
[3] Of course that the floor made of small cubes had to have the same
orientation for obtaining a perfectly flat plan; moreover, they were also much
more solid, while for the wall, it was no longer needed the same resistence for
cubes, these could be from materials which would allow the attainment of
expressive painting effects, intensified by their insertion in the basis of mortar,
being inclined in different angles. The surface finally remained unpolished, just
in order to capture light in different ways, light was reflected in a varied way,
140
141
[20] symbols of immortality, that evoke the voyage of souls towards the blessed
islands, the myth of Persephone, implying immortality. Cf. Lawrence Gowing
(ed.), A History of Art, Oxfordshire, Grange Books, 1995, p.205
[21] Sosos of Pergam, the 2nd century A.D., left a copy made of small coloured
cubes that realistically picture (having cast shadows) a floor having spread
leftovers that ususally remain after a feast. Ibidem
[22] Virgil Vtianu, op. cit., p.79
[23] Being replaced in 1620 by Cardinal Verali with frescoes from the lives of
Saint Agnese and Saint Constanza the adornment of the main vault is familiar
to us only from the watercolour (1538-40) of Francesco dOlanda (Madrid,
Escorial) and from the paintings of Giovanni Giustino Ciampini in De sacris
aedificiis (Roma, 1693): a space divided in 12 radiate sections and two records
the 12 panels from the bottom part of the page show scenes from the Old
Testament, those from top, scenes from The New Testament. Cf. Massimiliano
David, in Jane Turner, op. cit., vol.XXVI, p.830, s.v. Rome, V, 28: Buildings
and monuments: S. Constanza; Pierre du Bourguet, La peinture paleochretienne, Paris, Pont Royal, 1965, p.14
[24] David Piper, The Illustrated History of Art, London, Crescent Books, 1991,
p.53
[25] Claude Frontisi (coord.), Istoria vizual a artei, Bucureti, RAO, 2003,
p.77
[26] Melita Emmanuel, in Jane Turner, op. cit., vol.IX, p.570, s.v. Early
Christian and Bzyantine art, III, 3
[27] Lawrence Gowing (ed.), op. cit., p.363
[28] Albert Bernard Chtelet, Philippe Groslier (coord.), op. cit., p.313
[29] vault which borders the entrance to the altar. Cf. Virgil Vtianu, op. cit.,
p.80
[30] Lawrence Gowing (ed.), op. cit., p.363
[31] Virgil Vtianu, op. cit., p.79
[32] Pierre du Bourguet, op. cit., p.26-27
[33] Anthony F. Janson, op. cit., p.204
[34] Albert Bernard Chtelet, Philippe Groslier (coord.), op. cit., p.313; 4
registre cf. Les grands matres de la peinture, ed. cit., p.60; Melita Emmanuel,
in Jane Turner, op. cit., vol.IX, p.571, s.v. Early Christian and Bzyantine art, III,
3
[35] Virgil Vtianu, op. cit., p.79-80
[36] The Angel of Matthew, the lion of Marcus, the ox (or the bull) of Luca and
the eagle of Joan. Ibidem, p.79
[37] Viktor Lazarev, Istoria picturii bizantine, vol.I, Bucureti, Meridiane, 1980,
p.113
[38] Les grands matres de la peinture, ed. cit., p.60
[39] Roman contemporary clothes, classical edifices from the Roman Forum, the
Temple of Urbs with the personification of Rome, therefore it is more likely that
142
the artists were locals. Cf. Pierre du Bourguet, op. cit., p.26-27; Viktor Lazarev,
op. cit., p.116
[40] Lawrence Gowing (ed.), op. cit., p.363
[41] a starting point, made from mosaic, for shaping the style of Christian art.
Cf. Horst de la Croix, R.G. Tansey, op. cit., p.256
[42] Charles Delvoye, op. cit., p.147
[43] Andre Grabar, Les voies de la creation en iconographie chretienne, Paris,
Flammarion, 1994, p.143
[44] Virgil Vtianu, op. cit., p.80
[45] where the doctrine of the Patriarch Nestorius was reprehensible (according
to it, Jesus had become God only in the moment of baptism, therefore he did not
recognise Mary as the mother of God Theotokos , but only as mother of
Christ as a human being). Cf. Viktor Lazarev, op. cit., p.113-14
[46] Lawrence Gowing (ed.), op. cit., p.363
[47] though the originals of a few mosaic fragments have been left. Cf. Melita
Emmanuel, in Jane Turner, op. cit., vol.IX, p.570, s.v. Early Christian and
Bzyantine art, III, 3
[48] under the papacy of Saint Sirice. Cf. Les grands matres de la peinture, ed.
cit., p.60; Albert Bernard Chtelet, Philippe Groslier (coord.), op. cit., p.312
[49] from the time of Pope Inocentius I (401-417 A.D.). Cf. Virgil Vtianu,
op. cit., p.80
[50] in the nave and transept: scenes from The Old and The New Testament or
from the history of Church, on the transepts vault, of the apse considered the
holliest place in a basilica, symbol of Heaven and on the apses vault: Christs
divinity and Parusia. Cf. Albert Bernard Chtelet, Philippe Groslier (coord.), op.
cit., p.312
[51] a Greek name which means in charge of everything, having power over
everything used in the text of the Nicene Creed from 325 A.D. The Old
Testament in Greek, Septuaginta, has thus translated the Hebrew word Adonai
Sabaoth, which means The Almighty God that keeps the entire creation alive.
Cf. Preot Prof. Dr. Ion Bria, Dicionar de teologie ortodox, Bucureti, Ed.
Institutului biblic i de misiune al bisericii ortodoxe romne, 1994, p.104, s.v.
PANTOCRATOR
[52] Les grands matres de la peinture, ed. cit., p.60
[53] ecclesia ex gentibus (The Church from the Nations), and, on the other side,
ecclesia ex circucisione (The Hebrew Church) (an image entirely reconstructed).
Cf. Virgil Vtianu, op. cit., p.80; Les grands matres de la peinture, ed. cit.,
p.60
[54] Claude Frontisi (coord.), op. cit., p.77
[55] divine characteristic having its origin in pagan art. Ibidem
[56] Melita Emmanuel, in Jane Turner, op. cit., vol.IX, p.571, s.v. Early
Christian and Bzyantine art, III, 3
143
BIBLIOGRAPHY
Bourguet, Pierre du, La peinture paleo-chretienne, Paris, Pont Royal, 1965
Bria, Ion, Dicionar de teologie ortodox, Bucureti, Ed. Institutului biblic i de
misiune al bisericii ortodoxe romne, 1994
Brilliant, Richard, Arta roman de la republic la Constantin, Bucureti, Ed.
Meridiane, 1979
Chtelet, Albert Bernard, Groslier, Philippe (coord.), Istoria artei, Bucureti,
Ed. Univers enciclopedic, 2006
Croix, Horst de la, Tansey, R.G., Art Through the Ages, Harcourt Brace
Jovanovich, Publishers, Orlando, Florida, 1996
Delvoye, Charles, Arta bizantin, vol.I, Bucureti, Ed. Meridiane, 1976
Frontisi, Claude (coord.), Istoria vizual a artei, Bucureti, RAO, 2003
Gowing, Lawrence (ed.), A History of Art, Oxfordshire, Grange Books, 1995
Grabar, Andre, Les voies de la creation en iconographie chretienne, Paris,
Flammarion, 1994 Janson, Anthony F., History of Art, New York, Harry
Abrams, 1986
Lazarev, Viktor, Istoria picturii bizantine, vol.I, Bucureti, Meridiane, 1980
Les grands matres de la peinture, Paris, Hachette, 1989
Piper, David, The Illustrated History of Art, London, Crescent Books, 1991
Turner, Jane, The Dictionary of Art, vol.IX, XXVI, XXVII, New York,
GroveDictionaries, 1996
Vtianu, Virgil, Istoria artei europene, vol.I, Epoca medie, Bucureti, Ed.
didactic i pedagogic, 1968
144
Rezumat
Educaia intercultural presupune o nou abordare a orizontului
valorilor, deschide noi piste de manifestare a diversitii i diferenelor i
cultiv atitudini de respect i de deschidere fa de diversitate, presupune
educaie social i civic, invarea drepturilor omului, pregtirea i
participarea la viaa social, formarea formatorilor din perspectiva
interaciunii culturale, educaia i dezvoltarea cultural ntr-o societate
multicultural. De aceea coala contemporan presupune o nou manier de
concepere i implementare a curriculum-urilor colare i o nou atitudine
relaional intre profesori, elevi, prini. O dominant n pregtirea viitoarelor
cadre didactice trebuie s o reprezinte mai ales formarea din perspectiv
intercultural.
Educaia intercultural trebuie s ofere un rspuns specific, pedagogic la
incercarea de soluionare a unor consecine socio-culturale impuse de amploarea
fenomenelor migraioniste i trebuie s reprezinte o modalitate de prevenire i
atenuare a conflictelor. n primul rnd trebuie realizat n coal, dar acest lucru
de fapt nu se ntmpl. Interesul pentru acest aspect educaional este ignorant n
continuare , dei cadrele didactice se confrunt din ce n ce mai des cu diverse
provocri ce in de zona interculturalitii/diversitii. Realitatea confirm c att
n nvmntul preuniversitar ct i n cel universitar nu sunt prevzute teme ,
discipline, cu acest coninut, doar cu caracter opional. Provocrile lumii
contemporane, ns, impun dezvoltri educaionale i pe acest segment.
Confirmarea ipotezei, aceea a existenei unei crize a sistemului de educaie din
Romnia,
a fost redat prin aplicarea unui chestionar studenilor i
masteranzilor nscrii la programul de studii pentru obinerea calificrii
didactice. Sistemul nostru de educaie nu este organizat pentru a rspunde
specific la nevoile de instruire ale copiilor, tinerilor, adulilor pe direciile lor de
interes i conform cu capacitile cognitive i cu abilitile naturale ale acestora.
Diversitatea social este complex i include categorii cu nevoi speciale de
educaie cum sunt: persoanele cu abiliti nalte i capabile de performan,
persoanele cu handicap senzorial, cu handicap locomotor, cu handicap
intelectual, cu handicap cultural, cu handicap social, cu handicap economic, cu
145
147
Rezumat
Festivalul Musica coronensis aduce, n toamna fiecrui an, cele mai
importante valori ale artei germane n conexiune direct cu spaiul cultural
braovean, fcnd cunosucte valorile ei i implementnd repertorii uitate sau
abia descoperite, prezentate n prim audiie.
Braovul a avut parte dintotdeauna de o poziie privilegiat n spaiul
cultural i educativ, deoarece s-a situat la confluena cilor comerciale dintre
Europa central i Levant, ceea ce i-a adus o dezvoltare timpurie [1]. Biserica
Sf. Nicolae din Scheii Braovului a fost centrul desfurrii eforturilor culturale
braovene, marcate prin tipriturile diaconului Coresi (Psaltirea n versuri a lui
Corbea, Evanghelia cu nvtur), avnd sprijinul domnitorilor rii
Romneti i Moldovei (prin care i Neagoe Basarab). Convieuirea cu saii a
adus importante progrese culturale, dei romnii erau lipsii de drepturi politice
nainte de 1848; efectul acestei situaii a fost i faptul c avnd puteri sporite
de decizie saii au contirbuit la asuprirea romnilor i din punct de vedere
cultural, ncercnd s-i ndeprteze de valorile naionale pe care acetia le-au
aprat cu preul vieii. i mai trziu, la mijlocul secolului al XIX-lea, cnd
Mitropolitul aguna a luptat pentru un gimnaziu romnesc la Braov, locuitorii
romni nu au acceptat compromisul propus de sai, acela de a nu intitula coala
romneasc. Actualul Colegiu Andrei aguna s-a format doar atunci cnd
braovenii au putut s-i impun dorina de a numi coala nou format cu
titulatura naional. Autoritile i obligau pe preoii lcaelor de cult romneti
s se supun slujbelor mprteti, spre deosebire de reprezentenii altor culte
privilegiate [2].
nc din acele vremuri, la Braov se traduceau, se tipreau, chiar se scriau
cri. n perioada 1836-1838 au aprut la Braov primele periodice din Ardeal
(intutulate Foaia duminicii, Foaia sptmnii (care a devenit Gazeta de
Transilvania, fiind nsoit de Foaie pt. minte, inim i literatur) condus de
Gheorghe Bariiu i mai trziu de Iacob Mureianu: aceasta a fost cea mai
important publicaie ardelean din sec. XIX. Dar i acest aspect a scos n
eviden imposibilitatea romnior de a se afirma ntr-un context n care catolicii
(familia Mureenilor) ncercau s impun propriile valori n teritoriul braovean,
situat la grania mai multor spaii culturale. Poate c tocmai dificultatea de a se
manifesta liber n profund spirit naional a condus la dragostea romnilor de a-i
148
Abstract
The Musica coronensis Festival brings, in each year's autmn,the most
important values of the German's art in direct connection with the cultural
space of Brasov, making known its values and implementing the forgotten
repertoires or the just discovered ones, presented in first audition.
BIBLIOGRAPHY
[1] Stegaru, P., (2005), Muzic i muzicieni, Braov.
[2] Streza, L., Oltean, V., (2008), Mitropolitul Andrei aguna n documentele
din Scheii Braovului, Ed. Andreiana, Sibiu
150
Abstract
Configuration standards and new socio-political context of European
origin in our country joining calls for a large human effort involving all areas of
social life overall Romanian. Science education must be aligned to these new
requirements by contributing to the overall effort to fully capitalize on the
school's educational resources to better knowledge and understanding of
intercultural issues and globalization, by bringing information closer to the
interests and requirements of students, teachers and parents. Problems of
modern life imposed expanding educational dimensions in a series of "new
education" - human rights education, democracy education, environmental
education, education for European integration, intercultural education, etc. that generates multiple requirements for the current educational system.
European integration and intercultural education is an alternative of positive
educational influence on the community, which, assuming the curricular level
would provide a strategic distribution, the education system covering both
urban and rural areas representative and schools are still an important center
communities, structures and capabilities enhanced with the release area.
The development and diversification of the curricular and extracurricular
activities contribute to changing the teachers mentality both at the active and
decision-making level, through a greater responsiveness to innovation and
worlds contemporary issues. In this respect, it is welcomed a participatory
management to encourage initiatives and use to advantage the new acquisitions
acquired for the identification of institutional and individual development
opportunities in the context of knowledge-based society.
The European integration and intercultural education of positive
educational influence on the target groups - preschoolers, students, teachers,
parents, local community - having power to improve the negative influences of
informal environments responsible for behaviors and attitudes that can lead to
unfavorable for the overall effort of the knowledge society. At the same time,
the educational system earns from the line of human resource development due
to the involvement of teachers in specific activities, where they acquire new
information and psycho-pedagogical and methodological skills for achieving
151
- The teaching staff represents a professional group within the secondary and
university educational system, enclosing various specializations (letters,
theology, history, philosophy, sciences etc) which perform curricular and
extracurricular educational activities within a large educational population,
starting with pre-school primary - secondary- university and continuing with
adult education by the teaching staff interaction with parents. Due to the
specificities of their activities, the teaching staff is focusing upon three welldefined public categories, thus creating a systematic and consistent approach in
the field of European integration and intercultural education:
- upon the pupils, students, by means of curricular and extracurricular
educational activities;
- upon their families, through counseling activities;
- upon other teachers from the teaching institutions and other educational ones,
by means of development activities (courses, seminaries, educational meetings,
methodical boards etc.)
- pupils and students are considered a direct target public, and the systematic
action on the youth in formation, is generally justified by:
- The necessity of a systematic action on the European integration and
intercultural education issues, taking in account the fact that they will become an
important representative category of active population in the European Union
- The target group of pupils and students will indirectly act upon the same
category of public indirect beneficiary, thus expanding the impact area.
- The extent of receptiveness of the youth on stimulating, attractive educational
activities which can be performed within the educational field for European
integration and intercultural education.
- In each educational institution there can be systematic activities upon groups
of parents, representative as age and socio-cultural environment, thus meeting
the requirements of educational approaches that focus on their intervention on
the professional communities they belong to. The preparation of the parents in
the educational field of European integration and intercultural education will
result in positive influence, thus expanding the role of the family in sustaining
the global effort for European integration.
The educational activities are intended to sustain the global efforts, thus
symbolizing efficient methods of obtaining the anticipated results, through their
high degree of professionalism, attractiveness, accessibility, with a strong
impact upon the youth in formation. The objectives of the instructiveeducational activities aim at stimulating the knowledge processes covering the
two educational dimensions informative and formative-educational. As a
result, the programs within the educational field for European integration and
intercultural education have to provide a variety of systematically organized
activities.
154
BIBLIOGRAPHY
1. Cucos, C., Education. Cultural and intercultural dimensions, Polirom
Publishing House, Iasi, 2000;
2. Delors, Jacques (coord), The treasure within The report to UNESCO of
the International Commission for Education in the XXI century, Iasi, 2000
3. Paunescu, M, Practical guide Comenius, Bucharest, 2000
4. Vaideanu, G, Education at the crossroads of the millenniums, Bucharest,
1988
5. *** The Strategy of Information of the European Delegation Commission for
2002-2005, www.infoeuropa.ro/fonduleuropa
6. http://europa.eu.int/comm/education/socrates.html
155
Rezumat
Volumul este o continuare a volumului precedent (VI ) i reprezint o
parte din comunicrile tiinifice prezentate la cele trei manifestri internaionale
iniiate i organizate de ctre Departamentul pentru Pregtirea Personalului
Didactic din Universitatea de Arte George Enescu Iai prin Centrul de Studii
i Cercetri Interculturale n anul 2010, cu ocazia mplinii a 150 de ani de
nvmnt artistic modern la Iai. Astfel, n perioada 12-14 aprilie 2010 s-a
desfurat Workshop-ul i Sesiunea de Comunicri tiinifice cu participare
internaionala Instrumente Artistice n Educaie / Artistic tools in education .
n cadrul acestui eveniment au fost prezentate studii ce au vizat urmtoarele
domenii : Instrumente i mediere artistic n problematica educaiei
interculturale, Creativitate i dezvoltare n cariera didactic prin activiti
artistice, Abordari interdisciplinare n educaia artistic, Implicaii psihosociale
ale educaiei prin art.
Apoi, n perioada 23 -24 octombrie 2010 s-a desfurat Simpozionul
naional cu participare internaional nvmnt artistic romnescnvmnt artistic european 1860-2010/ Romanian artistic educationEuropean artistic education 1860-2010. Comunicrile tiinifice n cadrul
seciunilor au fost pe urmtoarele domenii: Muzic/Music, Teatru/Theatre, Arte
plastice/Fine Arts, Educaie/Departamentul pentru Pregtirea Personalului
Didactic/ Education/Department for Teachers Education.
Organizarea n 28 noiembrie 2010 a Conferinei internaionale cu tema
Cooperare i dialog cultural, educaional i artistic n spaii multietnice:
tradiii i perspective / Cultural, educational and artistic cooperation and
dialog in multiethnic spaces: Traditions and Perspectives s-a dorit a fi o
oportunitate de abordare interdisciplinar i intercultural deschis analizelor
pedagogice, psihologice, sociologice, de politic educaional n domeniul
educaiei interculturale prin aceleai domenii artistico-educaionale, avnd n
vedere: Dezvoltarea dimensiunii interculturale n domeniile culturii i educaiei,
Educaia n spiritul drepturilor omului, reforma sistemului educativ, protejarea i
valorificarea patrimoniului cultural, Educaia intercultural a tinerilor, Exemple
practice de aplicare a perspectivei interculturale n domeniile vizate precum i a
colaborrii dintre autoriti i societatea civil.
Obiectivul declarat a fost acela de a stimula producerea cunoaterii
tiinifice n domeniul educaiei artistice i a dezvoltrii comunitii de practic
i cercetare educaional n domeniul artistic. Interesul manifestat de ctre
specialitii din ar i Europa (Republica Moldova, Italia, Grecia, Republica
Macedonia), fa de aceste iniiative este concludent prin comunicrile
prezentate, n acest volum fiind cuprinse studii din Romnia i Republica
Macedonia, sperm utile celor implicai n activitatea de educaie i cercetare din
domeniul artistic.
156
Abstract
The volume is a sequel of the previous volume (VI) and contains a part of
the scientific woks/studies presented at the three international events that were
initiated and organized by the Department for Teachers Education within
George Enescu University of Art from Iai through the Center of Intercultural
Studies and Researches during the year 2010, with the occasion of celebrating
150 years of modern artistic education in Iai. In this way, during12th -14th April
2010 took place the Workshop and the Scientific Communication Session with
international participation Artistic tools in education. Within this frame were
featured studies that aimed the following areas: Instruments and artistic
mediation in the problematic of intercultural education, Creativity and
development in didactical carrier through artistic activities, Interdisciplinary
approach in artistic education, psychosocial implication of the education through
art. Then, between 23rd -24th of October 2010 took place the National
symposium with international participation Romanian artistic educationEuropean artistic education 1860-2010. Within this context, the propositions
of the present symposium enrolled on the line of knowledge development of the
way how the arts can participate at the elaboration of the educational strategies
within different environments, valorizing the traditions and the perspectives.
The scientific presentations/lectures within the sections were in the following
domains: Music, Theatre, Fine Arts, Education /Department for Teachers
Education. The organizing on 28th of November 2010 of the International
Conference with the theme Cultural, educational and artistic cooperation
and dialog in multiethnic spaces: Traditions and Perspectives aimed to be an
opportunity for an interdisciplinary and intercultural approach open to the
pedagogic, psychological, sociologic and educational politics analysis within the
domain of intercultural education through the same artistic-educational domains,
taking into account: the Development of intercultural dimension within the
culture and education domains: Education in the spirit of human rights, the
reform of educational system, the protecting and valorization of the cultural
patrimony, the intercultural education of youth, practical examples of applying
the intercultural perspective within the aimed domains as well as the
cooperation between authorities and the civil society.
The declared goal is to stimulate the production of scientific knowledge in
the field of artistic education and to develop the community of educational
practice and research in artistic domain. The interest manifested by the
specialists/ professionals from our country and from Europe (Republic of
Moldavia, Italy, Greece, Republic of Macedonia) toward these initiatives is
conclusive through the communications that were presented, in this volume,
being included studies from Romania and Republic of Macedonia, we hope to
be useful to those involved in the research and education activity from the
artistic domain.
157
EDITURA ARTES
ISBN 978-973-8263-19-2
978-606-547-041-5
9 7 86065 4 7 0415
>