The specialization Pedagogy of Fine and Decorative Arts was established within the National University of Arts in Bucharest in 1992 and organized day courses for the duration of five, four and three years, respectively – the latter duration of studies being preserved – with the mission of training graduates who, besides mastering the fundamental language of visual arts, are also initiated in the specificity of fine and decorative arts. Through its curriculum and the methods employed, the program Art Pedagogy offers students a double specialization: artistic and didactic. In this sense, the curricula includes fundamental plastic subjects, complementary plastic and decorative subjects, general technical-theoretical subjects, as well as the standard psychological-pedagogical module (module I).

The specialization Art Pedagogy was the first among the specializations within the National University of Arts in Bucharest which, in 1997, initiated the continuation of Bachelor’s studies through the one-year Postgraduate program. This postgraduate program was subject of transformations under the law and, as it became a Master program, it also became a two-year program in 2002, year which also marked the graduation of the first Bachelor’s class of four years. The Master’s program operated in this formula until 2009.

The Master program in Education through Visual Arts was established and accredited within the National University of Arts in Bucharest in 2010, within the Faculty of Fine Arts, as part of the study program Pedagogy of Fine and Decorative Arts. This Master program addresses all graduates in the field of fine and decorative arts who wish to train in non-formal education.

The Master’s specialization provides on the one hand the consolidation of the artistic personality and on the other hand, it equips the graduates with psycho-pedagogical abilities meant to allow them to manifest themselves within areas of non-formal education. The Master program provides an interdisciplinary training through: the compulsory mastery courses whose content and objectives involve redefining, reinterpreting and approaching from contemporary perspectives the plastic / decorative image; the pedagogical training for addressing the non-formal areas in order to develop the Master students’ abilities to apply coherent educational strategies in conformity with all age groups as well as with the variety of areas to which the educational techniques should be adapted (museums, after-schools, a.o.); the psycho-pedagogical training necessary to a competent approach of the different age groups and various psychological states and stages.

The assets of the two specializations are common and consist of 4 studio rooms.

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Studii de licență

B.A. Studies

 

1st GRADE

 

The basics of composition and the analysis of visual language

 

 

Familiarizing with basic notions of image composition and with the fundamental terms of the visual language. The organization of forms, signs, colors and visual space in order to achieve a coherent visual image. Approaching images based on cultural, historical, stylistic and aesthetic criteria.

 

 

 

Visual Representation Techniques – Modelling basics

 

 

Study of the expressiveness of tridimensional forms with the aid of modelling techniques, materials and means. Study of classical compositional issues (axis, proportions, rhythms, contrast, dominant, accent, harmony etc.)with regard to the peculiarities of three-dimensionality. This study is done in two phases (relief and ronde-bosse), allowing a gradual approach to sculpture. At the same time, the activity can start with study after model, observing given visual relationships, and can develop into free composition, where imagination and self-regulation play the main role.

 

 

 

 

Visual Representation Techniques – Study of Color

 

 

Study of color as an expressive and visual language element, as a means to organize visual images in relationship to forms, subjects, themes etc. Adopting and using color as a means to achieve visual expressiveness; achieving visual expressiveness by constructing chromatic ratios (character, saturation, luminosity); the relationship between color and subject; the relationship between color and theme; the relationship between color and expression.

 

 

 

Visual Representation Techniques – Drawing Basics

 

 

Study of drawing expressive means as part of the visual language, progressively following the fundamental issues of forms in the sense of their expressiveness and signification, by considering and exercising topics connected to forms reading, construction and distinctiveness; their value and quality scale; relationships between forms and space, quantity, structure, texture etc.

 

 

 

 

2nd GRADE

 

 

 

Bi- and tridimensional representation techniques

 

 

Study of the principles and particularities of bi- and tridimensional forms representation with the specific means and techniques of visual arts. Distinct approaches in two and three dimensions of the same motif or of different subjects, themes, and forms, so as to distinguish among different types of representation. On an academic level, this course can and should be adapted to the specialization profile of the basic visual study: study of forms via drawing; study of forms via modelling; study of forms via color; study of forms via any technique or technology of producing aesthetic images as incipient phases, working versions, documentation units, design or finished works.

 

 

 

Visual expression through color

 

 

Study of color as an element of visual language via projects approaching color mainly as a means to explore individualized visual expression. Approaching color on different criteria, related or unrelated to art movements, schools or periods: lyrical, harmonic, light and darkness, gestural, informal.

 

 

 

Compositional principles and expression in visual arts

 

 

Methods of structuring images based on different criteria: themes, language, style etc. Expressive types and techniques specific to visual expression. Exercises and projects approaching, in visual terms, surface and space organization through networks, directions, rhythms.

 

 

 

Studio

 

 

Exercises, studies, projects and works of fine arts or decorative arts made based on fundamental and complementary courses.

 

 

 

 

3rd GRADE

 

 

 

Drawing as visual project and approach

 

 

Study of drawing from conceptual, expressive, instructive points of view.

 

 

 

Visual expression through color

 

 

Elaborating projects aimed at approaching color as a means of individualized visual expression.

 

 

 

Visual composition and stylistics in two and/or three dimensions

 

 

Approaching topics on stylistic criteria: classical, contemporary, unconventional; different types of attitudes towards art: study, version, replica – studying the compositional language of different artists and art schools, movements, periods etc.

 

 

General fine arts and decorative arts techniques

 

 

Familiarizing with the specificity of fine arts and decorative arts focusing on the relationship between form, function and expression.

 

 

 

Interventions in social and cultural spaces

 

 

Ambient interventions observing the function and the destination of the space; ambient interventions altering the function and/or the expression of the space; study of the suitability of means and techniques to the type, the destination and the distinctiveness of the space that is subject to interventions.

 

 

 

Studio – Graduation Project

 

 

The elaboration of the graduation project according to the individual projects approved by the Pre-Graduation Committee.

 

 

Studii masterale

M.A. Studies

 

1st GRADE

 

Form, Color, Concept in the Visual Arts

Studio course aimed at defining the route for deepening the knowledges, abilities and skills characteristic to creation and to theoretical-artistic problems. The course pursues deepening fundamental issues in the representation of form in the sense of expression, of different concepts of form in two and three dimensions, of color in relationship with developing form while accentuating visuality, and the mutations, transfers and interferences generated in contemporary art.

 

Elaboration of MA project

This course supposes individual work on the project proposed for the two years of the MA studies. The students together with their tutors configure a work plan according to the proposed subject, including documentation, individual exercise, and the improvement of work techniques and concept.

 

Art education basics

This theoretical course addresses 1st year students of the MA program Education through Visual Arts. The course aims at cultivating in students the abilities of knowledge and understanding of key concepts in art psychology: human creativity, essential themes in psychoanalysis and how they are to be found in the arts (parallels between themes and symbols in psychoanalysis and art movements – Dadaism, Surrealism). Another major objective of this course is understanding concepts connected to spatiality, composition, compositional relationships, and psychological relationships with the viewer. Through scholarly debates and role playing, students express their opinions and experiences regarding the concepts mentioned above, while observing and analyzing their own themes prevalent in their own works. This way, the they develop the abilities to bring arguments in support of their own point of view regarding their creations.

 

Education in visual creativity – contemporary theoretical issues

The course Education in visual creativity – contemporary theoretical issues focuses on analyzing the paths of creative personality formation in children and young people under the guidance of the arts teacher. The themes call for debates starting from an introduction in creative space: Whatis creativity? and Am I a creative arts educator? Thus, ideas and proposals for designing creativity tests are formulated; methods, techniques and artistic processes of stimulating visual creativity in children and young people are analyzed; and creativity programs to be applied in informal education and evaluation of activities in this context are proposed. The course also covers issues of establishing the profile of the creative child, analyzing the factors that might block creativity. Several contemporary museum educational programs that focus on creativity are identified and analyzed, and issues concerning education of visual creativity through digital techniques are taken into consideration.

 

 

2nd GRADE

 

Genres and types of conventional and unconventional visual images

This practical course proposes an approach of visual image in relation to experimental art, accentuating conventional and unconventional visual techniques and the construction of images in relationship with contemporary artistic practices in an interdisciplinary perspective. It also dwells on the role of visual images in communication, on questions of art appreciation and on educating and developing creativity through art in various categories of public.

 

MA dissertation project

MA students are individually tutored so as to be able to produce a set of complex works on their project. Tutorship supposes constant collaboration, having in view consistent relationship between proposed subject and visual expression, as well as the development of individual stylistic identity, and the identification of potential future research and creativity enhancement possibilities.

 

State of the art concepts in art pedagogy

The content of this course focuses on a set of major themes crucial for artistic education now> landmarks and specificities of artistic education; the evolution of art pedagogy – contemporary trends and practices; inter- and transdisciplinary elements in art pedagogy; formal and informal education; the impact of social evolution on artistic education; rethinking the relarionship between teacher and student (or master and disciple); characteristics of education in informal space; rethinking the dilemma: teacher or artist?

 

Informal education – theories, concepts, applications

The informal space of artistic education is very inviting for visual arts teachers: it involves none of the bureaucratic enclosures of schools, and participants to the act of education (teachers and students) share the same passion for art. The range of manifestations in informal education is large, as informal educators can organize their activities in collaboration with museums, clubs, hospitals, retirement homes, orphanages, companies, ONGs and even in schools, as extra-curricular activities. Teachers can also organize individual courses in their studios or the client’s premises. In order to approach such a large range of educational possibilities, students learn how to adapt and be flexible, how to elaborate an education program, how to seize market opportunities, how to address all ages and how to work with various groups of people.

 

Education through art. Theories, methods, techniques in psychopedagogy

Education through art allows the manifestation of creativity, openness towards self-knowledge and towards realization of full potential, and encourages rethinking of education in general. The course focuses on: crucial educators in artistic education; social implications of artistic manifestations; the influence of art on education; the characteristics of artistic education; art education techniques; artistic synthesis and interdisciplinarity in education; art and arts; art and culture; art and kitsch; art interpretation and criticism.

 

Elaboration of MA project

This course supposes individual work on the project proposed for the two years of the MA studies. The students together with their tutors configure a work plan according to the proposed subject, including documentation, individual exercise, and the improvement of work techniques and concept.

Art Education

Calea Griviței 28,
București 010702

Telefon: +(40) 21.315.69.07
E-mail:  fap@unarte.org

   

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