712 Copyright © 2016, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 35 DOI: 10.4018/978-1-4666-9634-1.ch035 Artistic Education Areas: Methodological Integration ABSTRACT The artistic education areas in didactic process are articulated with diferent weight. The aim of this chapter is theoretical substantiating of reference marks for methodological integralization of artistic education. This chapter analyses the impact of artistic education arias to general education. Based on hypothesis that inconsistent methodological approach of the artistic education demarches in diferent schooling stages, it is confrming the coherence of our society in realizing the formation/development process of the pupil’s personality through and for the art. Thus, in context of methodological integration the ideal of integral personality on the afective, attitude, cognitive, cultural line belongs to artistic edu- cation arias. It will ofer new perspectives for the theoretical conceptualization, design and development of innovative educational-artistic methodologies and technologies. INTRODUCTION The function of art in school is educational. The cultural/spiritual/intercultural challenges and disorientation of youth in society require recon- ceptualization of curricula in arts. On the one hand, as noted by Howard (2014, p. 1) the dispute over education practice exists because defined knowledge within the curriculum is instilled with cultural signifiers that either perpetuate the status quo or challenge the dominant culture narrative. On another hand, the artistic education areas - lit- erature, music, theatre, visual arts, choreography, etc. - are articulated with different weight in the educational process. The role of artistic education in forming the competences for young people for life has been widely recognized in the twenty-first century. However, only music and visual arts are taught in school, at primary and secondary levels, in most European countries (EACEA, 2009). Each educational institution has the freedom to choose optional artistic subjects. However, this does not contribute to the harmonization of education to- ward the artistic act. The notion of artistic educa- tion can be interpreted as “a continuous process of the personality spiritual self-realization through different forms of contact with the art” (Morari, 2005, p. 5). The areas of artistic education should Marina Morari “Alecu Russo” State University, Moldova