Review of Artistic Education. Number: 31 Year: 2026

Content Specifications Document
Journal Code:  Review of Artistic Education - 10.35218     
Issue Information
Number: 31
Cover Date (month and year): 09.2026

Individual Article Information

Filename: Review of Artistic Education - 10.35218 / 31 / 2026 / 01_paper.pdf     

DOI: 10.35218/rae-2026-0001 / https://doi.org/10.35218/rae-2026-0001

Title: SUPPORT OF SENSORY INTEGRATION AND PROPRIOCEPTIVE PERCEPTION IN A CHILD WITH AUTISM SPECTRUM DISORDER USING MUSIC IN PHYSIOTHERAPY

Author(s): Eva Králová, Patrícia Shtin Baňárová and Terézia Kovaľová

Affiliation(s): Assistant Professor, Ph.D., “Alexander Dubček University” of Trenčín, Faculty of Healthcare, the Slovak Republic; Assistant professor, PhD., “Alexander Dubček University” of Trenčín, Faculty of Healthcare, the Slovak Republic; Mgr., “Alexander Dubček University” of Trenčín, Faculty of Healthcare, the Slovak Republic;

Abstract: Autism spectrum disorder (ASD) is characterized by core difficulties in social interaction, communication, and the presence of repetitive behaviours, among other symptoms. Music-based interventions integrated into physiotherapy may support emotional regulation in individuals with ASD. In this study, we incorporated music into the physiotherapeutic treatment of an 8-year-old boy diagnosed with ASD.

Objective: The objective of applying music in physiotherapy of the patient with ASD was stimulation of sensory integration and proprioceptive perception and supporting communication and movement activity.

Sample and methodology: The intervention consisted of three physiotherapy sessions, each lasting 40 minutes, in which music was incorporated. Pre- and post-session assessments focused on emotional regulation and movement activities relevant to autism. From a physiotherapeutic perspective, the patient with ASD exhibited predominant challenges in sensomotor integration and proprioceptive perception. At school, he experiences increased stress that negatively affects his attention and performance. Each session included 15 – 20 minutes of music therapy, with musical selections and activities tailored to the therapeutic objectives and planned in cooperation with the patient’s mother.

Results: Improvements were observed in the patient’s physical and emotional responses. During the first session, muscle relaxation in the shortened lower limb and visible signs of reassurance were noted. In the second session, increased engagement and spontaneous emotional expression were evident, particularly during decision-making and problem-solving tasks. In the third session, enhanced proprioceptive perception was observed during exercises performed on the BOSU.

Conclusion: The objective of integrating music into physiotherapy – to enhance sensory integration in a child with ASD – was successfully achieved. Across the sessions, the participant exhibited decreased muscular tension, greater engagement, and more active participation. Moreover, he demonstrated notable improvements in courage, patience, and sustained concentration during the therapeutic activities. These findings suggest that incorporating elements of music therapy into ongoing physiotherapy may be beneficial, as this combined approach appears to promote attentional control and relaxation over the long term

Keywords: autistic spectrum disorder; muscle tension release; music in therapy; proprioceptive perception; stress reduction; sensory integration;

Filename: Review of Artistic Education - 10.35218 / 31 / 2026 / 02_paper.pdf     
DOI: 10.35218/rae-2026-0002 / https://doi.org/10.35218/rae-2026-0002

Title: THEORETICAL, PRACTICAL AND PEDAGOGICAL IMPLICATIONS FOR INCLUSIVE HIGHER MUSIC EDUCATION

Author(s): Diana Elena Sârb, Yiannis Miralis

Affiliation(s): PhD in Musicology, Head of Teacher Training Department, Associate professor, The National Academy of Music ”Gheorghe Dima” in Cluj-Napoca, Romania; PhD in Music Education, Coordinator of the graduate program in Music Education, Associate Professor, European University Cyprus, Nicosia, Cyprus;

Abstract: Educators worldwide increasingly realize that a change is needed in institutions, communities, educational systems and individual initiatives regarding the inclusivity and equity that all members of society should experience. In this theoretical paper, we will examine the experiences of students with special education needs (SEN) who are enrolled or have graduated from an undergraduate degree program in music at two institutions in Cyprus and Romania. Data were collected through semi-structured interviews with students as well as teachers, and focused on the specialized support provided to these students by the two institutions. Findings from this study can shed light on current practices and guide administrators and decision-makers toward the necessary changes that need to be made in order to improve policies and practices for a more equitable educational context for all.
Key words: Inclusion; music; SEN (special education needs); higher education; frameworks for support;

Filename: Review of Artistic Education - 10.35218 / 31 / 2026 / 03_paper.pdf     
DOI: 10.35218/rae-2026-0003 / https://doi.org/10.35218/rae-2026-0003

Title: ENHANCING SCHOOL MUSIC EDUCATION THROUGH TECHNOLOGY: THE CASE OF SOLFY

Author(s): Morel Koren

Affiliation(s): Music Department, Bar Ilan University, Israel;

Abstract: This article examines the educational potential of Solfy, an interactive digital platform designed to support singing development and the early acquisition of music literacy in school settings. The discussion is grounded in the view that digital tools should not replace the music teacher or traditional pedagogical practice, but should instead extend and reinforce them. Drawing on scholarship on blended learning, feedback, digital tools in elementary music education, and technology-supported music pedagogy, the article argues that Solfy may provide a meaningful bridge between teacher-guided classroom instruction and structured home practice. Particular attention is given to the pedagogical value of repetition, self-recording, formative feedback, differentiated learning, and continuity between classroom and home. The article also proposes a mixed-methods pilot framework for investigating the effects of Solfy on singing accuracy, music literacy, motivation, confidence, and readiness for collective singing. It is suggested that, when integrated thoughtfully into teacher-led instruction, Solfy may support students’ independent practice while also helping teachers monitor progress and address learner diversity more effectively.

Key words:  music education; singing pedagogy; music literacy; blended learning; digital learning; formative feedback; Solfy;  

Filename: Review of Artistic Education - 10.35218 / 31 / 2026 / 04_paper.pdf     
DOI: 10.35218/rae-2026-0004 / https://doi.org/10.35218/rae-2026-0004

Title: METHODS FOR DEVELOPING SKILLS IN LEARNING CHORAL SCORES IN FUTURE MUSIC TEACHERS

Author(s): Zoia Sofronii

Affiliation(s): Candidate of Pedagogical Sciences, Associate Professor, Head of the Department of Music at Yuri Fedkovych Chernivtsi National University (Chernivtsi, Ukraine)

Abstract: Professional training of future music teachers at university involves mastering conducting and choral performance. Success in studying choral works depends on students' ability to learn choral scores. The ability to analyse and understand musical notation affects the artistic value of the performed work. The aim of the study is to identify effective methods for developing the skills of future music teachers in learning choral scores, aimed at optimising the process of learning choral works. The main research methods are theoretical, empirical and statistical. After the experiment, effective methods for developing skills in learning choral scores by future music teachers were identified: the method of simultaneous recognition, the method of emotional and content analysis of the work, the algorithm of initial and detailed familiarisation with the score, the method of sketching works and concentrated reasoning. The application of these methods in the experimental group led to an increase in the number of students with average (+6.1%) and high (+4.2%) levels of proficiency in learning choral scores. The low level decreased by 8.3%. Analysis of the research results revealed a positive trend in the development of skills in learning choral scores among future music teachers, which indicates the effectiveness of the proposed methodology.

Key words: methodology; skills; choral score; professional training; music teacher;

Filename: Review of Artistic Education - 10.35218 / 31 / 2026 / 05_paper.pdf     
DOI: 10.35218/rae-2026-0005 / https://doi.org/10.35218/rae-2026-0005

Title: ENESCU'S ROMANTICISM - THE STYLISTIC HALLMARK OF THE ROMANIAN VIOLIN SONATA OF THE EARLY 20TH CENTURY: STAN GOLESTAN, SONATE EN MI BEMOL MAJEUR POUR PIANO ET VIOLON (ANALYTICAL STUDY FOR A DEEPER INTERPRETATION)

Author(s): Augustina Florea

Affiliation(s): PhD in Arts and Cultural Studies, Doctor of Music, university lecturer; Academy of Music, Theatre and Fine Arts Republic of Moldavia

Abstract: The affinities of the Romanian composition with the French musical School, initiated at the end of the XIX century through the creation of George Enescu's youth, are to be intensely manifested in the first decades of the XX century in the creative attempts of several Romanian composers. This attachment to the European tradition, rooted in the spirit of the Parisian artistic climate, is also eloquently manifested in the creation of the Romanian composer established in Paris, Stan Golestan (1875-1956), is of the Schola cantorum, disciple of outstanding musicians such as Vincent d'indy, Albert Roussel and Paul Dukas.

Prodigious composer, author of symphonic, chamber, choral creations, etc., he inscribed a distinct tab in the history of the Romanian violinist sonata genre only through one work-the first work in the chronology of the genre in the twentieth century: Sonate en mi bemol majeur pour Piano et Violon composed in the years 1906-1908 in Paris, dedicated to his teacher ("À mon Maitre Vincent d’Indy"). The Sonata was performed for the first time, as identified on the reverse of the title sheet of the score, on 15 February 1908 by George Enescu and Maurice Dumensnil.

Key words: Romanticism; Enescu-style Romanticism; sonata; chamber ensemble; violin; piano; performance;

Filename: Review of Artistic Education - 10.35218 / 31 / 2026 / 06_paper.pdf  

DOI: 10.35218/rae-2026-0006 / https://doi.org/10.35218/rae-2026-0006

Title: THE ANATOMY OF MUSICAL THINKING AND THE ARCHITECTURE OF SONOROUS CONSCIOUSNESS: THE ROLE OF MUSICAL ANALYSIS IN CULTIVATING AESTHETIC AND COGNITIVE INTELLIGENCE

Author(s):  Anca Sîrbu

Affiliation(s): Lecturer, PhD, ”George Enescu‟ National University of Arts, Iasi, Romania;

Abstract: Music addresses both the soul and the spirit, yet it is equally grounded in a profoundly intellectual process, whether we refer to creation or performance. The result of this interplay between the emotional and the rational is a complex phenomenon, to which we relate through a unique psychological impact, shaped by the deeply subjective nature of musical experience and of human nature itself. Nevertheless, there exist stable cognitive dimensions that delineate a set of parameters widely acknowledged as the fundamental framework underlying the realization of the musical act. The integrative discipline Musical Analysis provides a radiographic probing of these mechanisms that shape the structure upon which music is constructed, from its incipient stages to its final form, offering the musician a clear understanding of the internal architecture of a musical work and of the relationships among its constitutive elements. Through analysis, the student develops an advanced form of musical thinking, capable of integrating or projecting auditory experience from within the intimacy of the creative act directly into the consciousness of the listener. This mechanism transcends the status of a mere method, generating a psychological process that shapes both the approach to music and the cultivation of the musician’s intellect, while also contributing to the psycho-emotional impact that gives rise to aesthetic experiences. Thus, musical analysis models the anatomy of musical thinking and supports the formation of a mature, informed, and consciously assumed artistic identity.

Key words: musical analysis; neuroscience; musical thinking; aesthetic experience; cognitive processes; sonorus consciousness.

Filename: Review of Artistic Education - 10.35218 / 31 / 2026 / 07_paper.pdf     
DOI: 10.35218/rae-2026-0007 / https://doi.org/10.35218/rae-2026-0007
Title: FROM THE CLASSROOM TO THE SPOTLIGHT. PROFESSIONAL MUSICAL PRACTICE: CONTINUATION OR CULMINATION OF THE LEARNING PROCESS?
Author(s): Ligia Fărcășel
Affiliation(s): PhD Scientific Researcher ”George Enescu” University of Arts, Iași, Romania;

Abstract: Learning is organically part of human life. Whether we like to admit it or not, reality leads us through contexts in which we are compelled to adapt and learn, to constantly acquire knowledge and skills. For an individual who embraces this truth, the learning process becomes efficient and fulfilling, in contrast to a person who refuses to accept learning as a natural course of things and consequently places obstacles in their own developmental path. The present research aims to observe the learning experience of artists who are students in the Voice Department of the “George Enescu” National University of Arts in Iași and, at the same time, vocal performers in the choir of the Romanian National Opera in Iași. The objectives are to identify how the learning process is perceived in these two contexts and to practically highlight the importance of continuous learning.

Key words: education; lifelong learning; singing; student; opera;

Filename: Review of Artistic Education - 10.35218 / 31 / 2026 / 08_paper.pdf     
DOI: 10.35218/rae-2026-0008 / https://doi.org/10.35218/rae-2026-0008

Title: THE ETHICS OF SCIENTIFIC COORDINATION OF MUSIC STUDENTS WITH INTERMEDIATE SPECIALIZED TRAINING

Author(s): Loredana Iațeșen

Affiliation(s): Associate professor PhD, “George Enescu” National University of Arts, Iasi, Romania

Abstract: The ethics of scientific guiding of music students with intermediate specialized training requires high professional and moral responsibility on the part of the teacher. The supervisor must be able to strike a balance between academic requirements and the actual level of training of the student, while cultivating critical thinking, intellectual autonomy and methodological rigor. Respect for the artistic individuality and learning pace of each student is essential, since the training of a young musician involves both the acquisition of theoretical knowledge and the development of a personal view on music as a cultural and scientific act. The ethics of student guiding also requires clarity in setting objectives, transparency in assessment, and the avoidance of any form of pressure or favoritism. The supervisor has an obligation to guide the student in choosing appropriate topics, structuring their research, and observing academic writing and quotation requirements, thus contributing to the development of adequate scientific behavior. In the case of students with intermediate specialized training, it is important to adapt one’s language and teaching tools to facilitate the understanding of complex concepts while maintaining academic standards. The ethics of student guiding thus becomes a mentoring process based on trust, competence and mutual respect.

Key words: Basic Education, Teaching, Visual Arts, Methodology, Problems

Filename: Review of Artistic Education - 10.35218 / 31 / 2026 / 09_paper.pdf     

DOI: 10.35218/rae-2026-0009 / https://doi.org/10.35218/rae-2026-0009

Title: SYNERGISTIC APPROACHES IN MUSIC ACADEMIC EDUCATION THROUGH DESIGNING INTERDISCIPLINARY PROJECTS

Author(s): Mihaela-Georgiana Balan

Affiliation(s): Lecturer PhD, “George Enescu” National University of Arts, Iasi, Romania,

Abstract: In today's education, both traditional and modern teaching methods are needed, as well as the teaching of theoretical knowledge specific to a particular discipline and the corroboration of information with terms, phenomena, and methods of systematization taken from other fields. This research aims to take a synergistic, multilateral, interdisciplinary approach to university music education by combining the knowledge taught in theoretical disciplines such as Musical Forms and Analysis, Music Theory, Music History, Stylistics, Harmony, Counterpoint and the organization of extracurricular activities, projects, partnerships between institutions with the purpose of implementing a viable strategy over time for the development of current and future generations of music students.

Key words: Teamwork; interdisciplinary approach; co-teaching; co-learning; blended/hybrid learning; open educational resources;

Filename: Review of Artistic Education - 10.35218 / 31 / 2026 / 10_paper.pdf     

DOI: 10.35218/rae-2026-0010 / https://doi.org/10.35218/rae-2026-0010

Title: PABLO DE SARASATE: ZAPATEADO FOR VIOLIN AND PIANO, OP. 23, NO. 2

Author(s): Raluca Dobre-Ioniță

Affiliation(s): Phd. University Assistent Professor, ”George Enescu” National University of Arts, Iași, România,

Abstract: Pablo de Sarasate was a famous Spanish violinist and composer, internationally recognized for his perfect technique and refined expressiveness. A defining aspect of his musical language is his closeness to Spanish folklore. Sarasate was fascinated by the diversity and colorfulness of the traditional music of the regions of Spain, which he masterfully transposed into his own compositions. This synthesis between popular music and academic art was essential in defining a personal aesthetic, in which traditional dances, specific modes and Iberian rhythms acquire a noble, stylized expressiveness. An eloquent example of this synthesis is the series of Spanish Dances for violin and piano, pieces directly inspired by the folk dances specific to the various regions of Spain, from Andalusia to Navarre. In the composition process, Sarasate did not limit himself to the simple transcription of folk melodies, but combined pre-existing elements of national folklore (including quotations from folk songs, some taken from famous contemporary composers, others coming from anonymous oral tradition) with his own means of artistic expression. Thus, the Spanish Dances are not only works of violin virtuosity, but also creations of profound cultural authenticity.

Key words: Sarasate; Spanish; dances; violin; piano; analysis;

Filename: Review of Artistic Education - 10.35218 / 31 / 2026 / 11_paper.pdf     

DOI: 10.35218/rae-2026-0011 / https://doi.org/10.35218/rae-2026-0011

Title: RECONFIGURING PLASTIC ARTS LESSONS THROUGH INTERNATIONAL METHOD
Author(s): Maria Negoița

Affiliation(s): PhD student „Ion Creangă” State Pedagogical University, Chisinau,

Abstract: This article examines the reconfiguration of plastic arts education through international pedagogical methods in a globalized context. It emphasizes how integrating local artistic traditions with global STEAM and collaborative models fosters creativity, adaptability, and social responsibility in students. The study analyzes the interplay between traditional and modern approaches, the role of arts in developing global competencies, and the impact of innovative teaching on motivation. Drawing on international research, it offers holistic strategies for underfunded Romanian and Moldovan schools, highlighting the importance of arts education for critical thinking, empathy, and sustainable development, aligned with UNESCO objectives.

Key words: artistic education; global reconfiguration; STEAM integration; cultural awareness; pedagogical innovation;

Filename: Review of Artistic Education - 10.35218 / 31 / 2026 / 12_paper.pdf     
DOI: 10.35218/rae-2026-0012 / https://doi.org/10.35218/rae-2026-0012

Title: CAREER COACHING THROUGH THE ARTS: AN INNOVATIVE APPROACH TO PERSONAL AND PROFESSIONAL DEVELOPMENT

Author(s): Viorica Crișciuc

Affiliation(s): Associate Professor, PhD in Education, "Alecu Russo" State University, Bălţi, Republic of Moldova,

Abstract: Coaching has become, over the past decades, a central concept in the field of personal and professional development. It goes beyond the simple transmission of information or advice, functioning rather as a process of accompaniment, reflection, and exploration of an individual’s inner resources. This subchapter aims to clarify the definitions of coaching, its fundamental principles, and the connections it establishes with each person’s life and career trajectory. There are numerous definitions of coaching proposed by specialists and international organizations. The International Coaching Federation (ICF) defines coaching as a partnership with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential.

Key words: Self-awareness; goal setting; motivation; personal development; emotional intelligence;

Filename: Review of Artistic Education - 10.35218 / 31 / 2026 / 13_paper.pdf     
DOI: 10.35218/rae-2026-0013 / https://doi.org/10.35218/rae-2026-0013

Title: THE FORMATIVE VALUES OF DECORATIVE ARTS IN THE DEVELOPMENT OF TRANSVERSAL COMPETENCIES: MODERN EDUCATIONAL PERSPECTIVES

Author(s): Viorica Negruț

Affiliation(s): "Ion Creangă" State Pedagogical University of Chișinău, Secondary School No. 96, Bucharest, Romania

Abstract: This paper analyzes the formative values of decorative arts in the contemporary educational context, highlighting how they contribute to the development of transversal competencies essential for the 21st century. Decorative art is no longer viewed solely through the lens of its utilitarian function, but becomes a complex pedagogical tool that emphasizes the details necessary for a harmonious psychological climate and for the development of aesthetic taste. The study demonstrates that practical activities such as modeling, ceramics, or tapestry act as catalysts for fine motor skills and coordination, having a direct impact on brain development at early ages. Beyond the motor aspect, the artistic process cultivates fundamental character traits such as patience, perseverance, and attention to detail, teaching students to manage frustration and transform mistakes into learning opportunities. The integration of decorative arts into the curriculum, through modern approaches such as project-based learning (PBL) and STEAM education, facilitates the decompartmentalization of disciplines and the formation of transferable skills in critical thinking and creativity. Creativity is defined in this context as “the seed of innovation,” being the main leadership competence required on today’s labor market. At the same time, the paper emphasizes the importance of collaboration and communication within collective artistic projects, where students learn to negotiate roles and assume responsibility for a shared final product. In conclusion, decorative arts represent a discovery-based learning environment that transforms education from a simple accumulation of theoretical knowledge into a process of self-knowledge and human emancipation.

Key words: Decorative art; transversal competencies; creativity; aesthetic education; interdisciplinarity; STEAM; critical thinking; fine motor skills;