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The beginning of the 20th century was covered by a new wave of thought, through which women became aware of their rights in society, they became demanding towards everything that was forbidden to them until then, as a manifestation of their personality, as a recognition of their rights to education and a profession. This truth has also become valid for the world of arts, a field in which women, for centuries, have suffered frustration and overt discrimination. The present work aims to particularize some of the basic feminist ideas that have revolutionized contemporary art. Modern artistic currents now learn the unmistakable imprint of the affirmation of feminine creation, despite the discriminations that still persist, despite the prejudices rooted in the consciousness of educators, creators and male art curators. This struggle for affirmation and recognition continued, registering unexpected successes. Well-known creators managed to convey their artistic message to the world and their value to be fully recognized. We can say that feminist ideas in art have managed to change the profile of contemporary artistic creation.

Communication is a complex process that always involves the exchange of communicative intentions. This paper is one of the efforts to contribute to the shaping of a hybrid theory of interpersonal communication that takes into account various perspectives. The basic approach is that successful communication always involves the exchange of communicative intentions. From this perspective, words do not have an equal relationship, identical to the ideas that a speaker tries to express. The paper presents the different essential characteristics of communication: ➢ it is directed towards objectives;➢ it is a cooperation effort;➢ consists of exchanges of ideas between speaker and listener;➢ is socially anchored.

Current demographic changes are increasingly raising the issue of appropriate changes in the educational process as well. This paper brings into question a new imperative in current education: the teaching curriculum and educators must find ways to meet the needs of students with a wide range of experiences, skills and interests. Understanding the ways in which cultural specificity influences the educational context, opens the way for better communication between teachers and students. Teachers need to understand not only how culture influences student behavior, but also how it influences their own perceptions and behaviors. Like students, teachers reflect in their classroom attitudes preferences, perceptions, abilities, and expectations that specifically shape their communication. Teachers often question culture, viewing it as a limitation of the student. Students who overcome their culture succeed. Students who do not want to make this adjustment fail. Teachers rarely reflect on their own prejudices or the limitations of their pedagogical practices. Instead of placing full responsibility on students, we propose that teachers, regardless of their cultural heritage, increase their cultural competence so that they can be better prepared to facilitate students’ learning. This perspective may seem difficult and threatening, but an honest and careful examination can also be rewarding.

Communication skills are one of the most important educational elements today. Current education has already included communication competencies as independent objectives in the education of young generations. Communication is a multidisciplinary existential basis and that is why its understanding is not easy, and must be approached scientifically, conceptually and structurally. This paper aims to emphasize the importance of communication in the teaching-learning process and its direct correlation with school success but also with success in life. Teachers need communication more than anyone. Their verbal communication occupies 70% of a class lesson (Haslett, 1987). The appeal to the elements of emotional intelligence, to the motivation / interests of the students, becomes a necessity and at the same time they are constituted as factors that can improve and make efficient the didactic communication. In this paper we will analyze the main functions of teacher-student communication (guidance, information and thought challenge). There are described other elements that can also contribute to better communication in the classroom: active presentation of topics, providing summaries, resumption of main ideas, clarity of presentation (sentence logic, examples and explanations), assessment of comprehension deficiencies and their correction, frequently asked questions. All these aspects have proved, through the studies carried out, that they are positively correlated with the students’ results.

The concept of communication is a notorious one but at the same time, difficult to define precisely. However, many researchers recognize a number of attributes as easy to define and interpret. In this paper we will carry out a detailed analysis of each of these components of the basic model of communication (Hargie, O., Dickson, D. 2004, Dickson, 2001, Hargie and Tourish, 1999, Dickson et al., 1997). Interpersonal communication is a transactional, intentional, multidimensional, irreversible and (possibly) inevitable process. It is strictly determined by factors such as the situational context of the person, cognitive, affective or temporal elements. The participants in the communication carry and reflect the whole personal “baggage”, of which the accumulated knowledge and experiences, motives, interests, values, emotions, attitudes, expectations and personal dispositions are part. To these are added the self-image, the beliefs about one’s own abilities to succeed (self-efficacy). All these elements will determine the kind of meetings planned, the objectives selected, the persistence in achieving them, as well as the anticipation of possible rewards. Effective interpersonal involvement can be interpreted in terms of concepts such as: person-context, goals, mediation processes, responses, feedback and perception. We can think of spatial, temporal, relational and sometimes organizational frameworks in which the communication process is incorporated. The personal characteristics of the participants, together with the specifics of the situation, act to model the interaction. Also, the objectives pursued are determined by personal and situational factors. The plans and strategies for their realization come from the mediation processes and the strategy adopted accordingly, is reflected in the manifested answers, in behavioral and decision choices.

The past eras of history were not, most of the times, permissive with the activity and manifestation of women within the society. For various reasons, women were neither helped nor encouraged to participate in large-scale social actions, they did not have access to ancient sports competitions, they were denied education to become painters, writers, philosophers or leaders. Despite all these impediments that intervened in history, women manifested themselves in society with a lot of power, either in literature (Sapho), philosophy (Hypathia) but also in state leadership (as pharaohs, in ancient Egypt). The present work brings to attention the names of great female personalities from ancient but also from recent history, women endowed with exceptional intelligence and character, who contributed to social progress and, above all, demonstrated that women can play an important role, which cannot be ignored in the history of humanity. [ABSTRACT FROM AUTHOR]

Creativity is one of the specific human traits. The development of personality is most often realized in close correlation with the creative dynamics of each one. The paper proposed by us brings into discussion the most important factors that contribute to the development of creativity. What makes us more creative, what are the conditions that unleash the creative forces of the individual’s mind? First, the cultural factors, inherited ideas about creativity, are critically analyzed. Thus, there are a number of “myths of creativity” that infuse our perception (sometimes in a wrong way) on the definition and understanding of creativity. The family also offers, through education and personal example, means of stimulating creativity. It is the first step towards performance creativity. In this paper, we also present the best-known techniques of creativity training, some of them, in the view of the “new age” trend. Creativity always interferes with a task, as we have to improvise, responding for moment to moment to the changing demands of the situation. Daily creativity improvise and is therefore, different from what the researchers of creativity have studied: creativity that results in a finished product. In order to become more creative, we will have to orient ourselves differently: to have a motivation for it, to choose a field in which we excel, to accept collaboration, to be confident and take risks. Creativity means rejecting the conventional, the routine and finding new solutions in personal development.

Creativity is a complex process that invites to action, both the conscious and the unconscious mind. The work proposed by us puts into question a new aspect of the process of creativity: finding and solving problems, inserting the cognitive and ideational elements into the artistic creative process. Artistic personality represents a complex interaction between diverse psychological factors: intellectual (lateral, creative-thinking and convergent thinking) and nonintellectual factors (temperament, character, motivation, affectivity, abyssal factors, special aptitudes). To these are added also, the biological factors (heredity, age, gender, mental health) and social factors (economical condition, historical epoch, socio-cultural conditions). In the same time, the artist's success also appears to be linked to his ability to find and solve new problems in artistic themes, to his ability to correctly formulate questions, and then to find original, genuine answers. This paper explains the link between the multitude of solved problems and the artistic success.

Self-esteem is a complex concept and represents one of the basic elements of forming a tolerant and harmonious personality in relations with other people. This paper presents the elements of stability of self-esteem in a situation of economic crisis. Social, economic conflicts, financial frustrations imposed on us by an economically instable situation, can affect the self-esteem of individuals. There are situations when self-esteem is badly affected. In our work we try to understand the psychological sources of low self-esteem and its consequences in personality development. We will also analyse the ways in which low self-esteem can be metamorphosed in positive, optimistic self-esteem.

Aesthetic education forms and develops a mental quality of the individual, namely, general receptivity to the world and life. It can be said, however, that aesthetic education includes a multiplicity of meanings, formative and educative in relation to personality. All this has a profound echo in the whole personality, whether at the emotional or behavioral level. Art touches and contributes to creating prints from which the later emotional pleasure, taste, artistic judgment and discernment on human values will develop. Emotion refers not only to the aesthetics but involves more often, ethics, behavioral preferences in choosing one or another conduct. Emotions enrich the register of artistic self-expression and complements the temperamental and the character profile of a person. Here we analyze these relevant issues in an experiment conducted at the “Elena Cuza” Primary School of Iasi, Romania. We also present the conclusions of Art Intervention in school for these students. Art intervention in school can become an affective-emotional aim in educator-student relationship and may have important, long term evolutionary consequences, referring to the achievement of personal ideals and efficiency of educational activity.

Art is one of the finest means of shaping the personality, of access to aesthetic and moral values of society. The paper presents some of the elements of communication through art, in the double sense of this process, from the artwork (creator) to the viewer, but also from the viewer to the work of art and creator. The key-element of this dual process is the empathy, the ability to feel the emotional states of others. It develops within a set of personality traits, including: emotional intelligence, emotional feelings diversity, cognitive skills, along with motivation and personal ideals. Art is a medium of communication but also an element of developing a general receptivity to the world and its authentic values.

Artistic personality was interpreted in various ways through the ages. The power of creativity, individual perseverance and imaginative force made the artist a special person, different from most people, being equipped with unique, unrepeatable skills. This paper presents some of the most important approaches to the personality of the creator, from the questionable Freudian theory to the psycho-biological approaches of Peckham. Through his works, the artist expresses not only his personal anxieties or emotional ardent feelings but also, reflects a conscious level of the social group, being himself adapted to human values, characteristic of the era and society to which he belongs. Maybe, sometimes, wrong regarded as deviant personalities or too much exposed to excesses, artists remain, undoubtedly, brave in Creativity, in the cultural and social original development process. Their integration in this ensemble completes the picture we have about development and social evolution, and gives us access to more elevated human values.

Communication is a complex process that always involves the exchange of communicative intentions. This paper is one of the efforts to contribute to the shaping of a hybrid theory of interpersonal communication that takes into account various perspectives. The basic approach is that successful communication always involves the exchange of communicative intentions. From this perspective, words do not have an equal relationship, identical to the ideas that a speaker tries to express. The paper presents the different essential characteristics of communication: it is directed towards objectives; it is a cooperation effort; consists of exchanges of ideas between speaker and listener; is socially anchored. The paper analyzes the three types of communication intentions: • high-level intentions (beliefs, emotions, etc. that a person wants to provoke in someone else); • medium-level intentions (come in support of the means planned to achieve high-level intentions). • low level intentions (directed towards the means of achieving medium and high level intentions). Another important aspect, analyzed in the paper is the coordination of intentions in nonverbal communication as well as skepticism in communication. Finally, a person has to make decisions about how to produce certain emotional experiences for others. Whatever the final answer to questions about the roles of intentions in interpersonal communication, researchers must recognize the diversity of ways in which intentions are communicated, highlighting the multitude of possibilities in which meaning can be expressed and understood. [ABSTRACT FROM AUTHOR]

Communication skills are one of the most important educational elements today. Current education has already included communication competencies as independent objectives in the education of young generations. Communication is a multidisciplinary existential basis and that is why its understanding is not easy, and must be approached scientifically, conceptually and structurally. This paper aims to emphasize the importance of communication in the teaching-learning process and its direct correlation with school success but also with success in life. Teachers need communication more than anyone. Their verbal communication occupies 70% of a class lesson (Haslett, 1987). The appeal to the elements of emotional intelligence, to the motivation / interests of the students, becomes a necessity and at the same time they are constituted as factors that can improve and make efficient the didactic communication. In this paper we will analyze the main functions of teacher-student communication (guidance, information and thought challenge). There are described other elements that can also contribute to better communication in the classroom: active presentation of topics, providing summaries, resumption of main ideas, clarity of presentation (sentence logic, examples and explanations), assessment of comprehension deficiencies and their correction, frequently asked questions. All these aspects have proved, through the studies carried out, that they are positively correlated with the students' results. The verbal communication of the educator is always accompanied by the elements of nonverbal communication that have an important role in achieving an effective instructiveeducational process. In this regard, we can mention a few essential components: posture, gestures, facial expressions, style of dressing, tone of voice, all of which can incite or divert the listener's attention. Another important element in effectiveness of the didactic communication is the knowledge of the cultural, economic and social environment from which the students come, their specific characteristics. The interaction will be more plausible, accessible to the student, when well known, culturally familiar aspects are inserted in the complex process of teacherstudent communication. The integration of cultural diversity in didactic communication has become a stringent requirement of modern education. [ABSTRACT FROM AUTHOR]

Creativity is a complex process that invites to action, both the conscious and the unconscious mind. The work proposed by us puts into question a new aspect of the process of creativity: finding and solving problems, inserting the cognitive and ideational elements into the artistic creative process. Artistic personality represents a complex interaction between diverse psychological factors: intellectual (lateral, creative-thinking and convergent thinking) and nonintellectual factors (temperament, character, motivation, affectivity, abyssal factors, special aptitudes). To these are added also, the biological factors (heredity, age, gender, mental health) and social factors (economical condition, historical epoch, socio-cultural conditions). In the same time, the artist's success also appears to be linked to his ability to find and solve new problems in artistic themes, to his ability to correctly formulate questions, and then to find original, genuine answers. This paper explains the link between the multitude of solved problems and the artistic success. [ABSTRACT FROM AUTHOR]

The role of the Documentation and Information Centers and of the school libraries is to help the students develop infodocumentary abilities needed in the processing and use of information, to cultivate their interest in reading. The "Ştafeta Poveştilor" (Relay Race of the Stories) contest is an example on how to fulfill this role through non-formal, interactive activities. Hosted by the each participating school, for three weeks, and transmitted from one unit to another, the contest also includes a festivity in which the activities and the created materials are rewarded. Some activities and materials made by the students of the "Gheorghe Lazăr" National College in Sibiu are presented. [ABSTRACT FROM AUTHOR]

The contemporary world includes more diverse cultural events, sometimes performing a mix of ethnic traits, which are specific to different cultures. At the same time, we are witnessing a substantial migration of populations around the world, trying to build a new destiny and to integrate themselves in the cultures in which they migrated. Intercultural education becomes an actual concept and includes requirements and inherent manifestation of the modern world, which is constantly moving. More specifically it is an education for cultural equality, cultural tolerance or for the broader objective of multicultural education as it was proposed by M. A. Gibson (1984). For artist and educator who strives to understand the role of art in culture, and the role of culture in art and want to include his students in the cultural phenomenon, anthropological theories on culture and on ethnical specific alike, are generally necessary. [ABSTRACT FROM AUTHOR]

Arts education is one of the most important educational purposes, in order to develop the whole personality of the child, modelling his character features and behavior. Teacher is the central factor in the teaching process, involving a good communication and eficient means of stimulating creativity. This will provide a lot of positive effects in children's evolution as self-expression, self-knowledge, cathartic effects, better relationships and more interest in education, generally. Arts offer the possibility of personal growth and personal awarness. School is the place where the child can understand the metaphor and the languadge of painted images. We always admit that a portrait in drawing is merely a self-portrait. Our paper presents also, some practical issues, concerning the intervention through art in school, along with some works realized by children under teacher's guidance. We analize the psychological consequences of this art intervention in primary school. Education in the arts is essential to students' intellectual, social, physical, and emotional growth and well-being. Experiences in the arts - in dance, drama, music, and visual arts - play a valuable role in helping students to achieve their potential as learners and to participate fully in their community and in society as a whole. Arts provide a natural vehicle through which students can explore and express themselves and through which they can discover and interpret the world around them. [ABSTRACT FROM AUTHOR]