A NEW VISION OF MUSIC EDUCATION FROM AN INTERCULTURAL PERSPECTIVE FOR RROMA AND NON RROMA STUDENTS

IntroductionIn the context of the new methodologies elaborated for improving the educational process of Rroma people, some details, analyses and solutions are imposed regarding the musical education. Thus, by OMECTS no. 5671/10.09.2012 (4), it was approved the Methodology regarding the study in the mother tongue and of the Mother language and literature, of the Rroma people language and literature, the study of History and traditions of national minorities and of Musical Education in the language. The mentions regarding the study of Musical Education in mother tongue, from Articles 63-67 have the purpose of valorisation of the aptitudes and development of competencies in the artistic-musical field, to be integrating part of the general, complex education contributing to the development of the individual personality of pupils. Because the study of the discipline exercises a particular influence over all the components of personality: emotionally, rationally, psycho-motive, largely developing also creativity, as well as the aesthetic education of pupils, the Musical Education discipline must contribute at the development of the cultural identity of the individual.The contribution of mother tongue in musical education - by folk songs, children songs and the repertoire relating to traditions, religious and laic holidays - may play an important role for knowing, assimilating the culture, the traditions and the customs concerning each individual minority. The Musical Education in mother tongue discipline is studied in the amount of hours specified in the curriculum and may be taught by qualified teachers, who speak the said mother tongue, according to the provisions of Article 247 and 248 of the Law no. 1/2011 (3). It is studied according to specific programs and handbooks, elaborated by valuing the musical creation relating to each individual ethnicity: folk songs, songs of the children's folklore, songs relating to religious and laic traditions and holidays, artworks of the composers of the said minorities, according to the general objectives of the music programs valid for the education units where Rroma people is the teaching language.FindingsAnalysing comparatively the syllabi from the elementary school approved by the Order of the Ministry of National Education OMEN no. 3418/19.03.2013 (5), we notice that there are mentioned two general competencies: 1. The correlation in musical practice of the musical language elements received; 2. The expression by and about music, valuing the affective, the creative and the aesthetic dimensions of the own personality. For the middle and secondary lower (high-school) education, they are, according to the syllabi approved by the OMECI no. 5097/09.09.2009 (2) and also by OMEC no. 4598/31.08.2004 (1): 1. the development of performing capacities (vocal and instrumental); 2. the development of music reception capacities and formation of a musical culture; 3. knowing and using musical language elements; 4. cultivating the musical and artistic sensibility, the imagination and creativity. The values and attitudes followed to be formed and developed to pupils are also common for all the curricular cycles: 1. Acknowledging the contribution of music at the creation of the common cultural fund of the society; 2. Critical and autonomous thinking acquired by the reception and interpretation of musical creations; 3. Reflexive attitude on the value of music in the individual's and society's life; 4. World's significance by musical art; 5. Availability to transfer in social life aesthetic values as alternatives to kitsch type manifestations.The cultural components of musical education is formed by information and audition. We refer to the same curricular documents: Musical audition comprises a set of national and universal musical values, inclusively the folklore and the entertainment music. The suggestions for audition, established according to a selection considering the educational contents and aims, leave the teacher free and open to children's receptivity. …