In this interview, Marina Morari reflects on the renewal of music education in the Republic of Moldova, the pedagogical ideas that have shaped his work, and his belief that music helps children discover themselves, others, and the world around them.
Can you introduce yourself and describe one defining characteristic of music education in your country today?
| One of the most important characteristics of music education in the Republic of Moldova today is its process of methodological modernization. For the first time in more than 30 years of the country’s independence, the subject Music Education has been provided with a new generation of school textbooks for all grades of general education (published between 2021 and 2024). The concept of these textbooks harmoniously integrates the pedagogical ideas of Dmitri Kabalevsky, Carl Orff, Émile Jaques-Dalcroze, George Bălan (Musicosophia Institute, Germany), Véronique Cohen (Israel), and other prominent figures in music pedagogy, while at the same time preserving the national cultural identity. |
Which artist, composer, or musical tradition has most shaped your musical thinking, and why?
| The strongest influence on my musical-pedagogical thinking has been the pedagogy of Émile Jaques-Dalcroze. For almost two decades, I studied the Dalcroze approach, initially as a self-learner and later at the Jaques-Dalcroze Institute in Geneva under the guidance of renowned teachers. Regrettably, I came to understand that no pedagogical system can be transferred in its entirety from one cultural context to another. Nevertheless, certain experiences, procedures, and action models can be successfully adapted and integrated into educational practice. From this perspective, the latest generation of school textbooks allocates significant space to musical improvisation, music-and-movement activities, instrumental performance, songs from the folk traditions of the peoples of the world, and original techniques for understanding music, such as melorhythmics, mirrors, the listener’s score, and body percussion. I am particularly pleased that children’s choral singing has experienced significant development in the Republic of Moldova in recent years. Historically, Moldovans did not have a strong tradition of collective choral singing, neither within religious services nor within folk customs and celebrations. Today, however, we are witnessing the emergence of an increasing number of festivals, competitions, and projects dedicated to vocal and choral music, all of which contribute to the development of this musical culture. |
"As a music educator, I strive not only to develop musical competencies but also to help students discover themselves, others, and the world around them through the art of music."
If you could bring five musical works to a desert island, what would they be, and what does this choice reveal about you as a music educator?
I would choose the following musical compositions:
I believe this selection reflects my deep conviction in the spiritual and humanizing power of music. These masterpieces bring together depth of thought, beauty, hope, humanism, and inner harmony. As a music educator, I strive not only to develop musical competencies but also to help students discover themselves, others, and the world around them through the art of music. |
What aspect of teaching music continues to motivate you most, even after challenging days?
| What inspires me most is the moment when a student experiences the meaning of music deeply and personally. These are those special moments when, through the discovery of the artistic image and the expressiveness of musical language, the child not only listens to, performs, or improvises music, but also begins to understand it, feel it, express themselves musically through it, and truly live it. I strive to organize the educational process in such a way that, through diverse musical activities and a valuable repertoire, students become attracted to exploring both the world around them and their own inner universe. It is precisely this discovery of meanings, emotions, and values through music that constitutes the primary source of my professional motivation and gives me the energy to continue even during the most demanding periods. |