Artistical-aesthetical Education (AAE) of childen in Republic of Moldova is in a process of the theoretical re-conceptualization and practical reformation. This process was provocated by social and political changes from the wrld and the country, but also by the research in the field done in the last 20 years. The dinamicity of changes in artistical-destethical education goes thrugh three important stages: reconsideration of literary and artistic values involved in artistical-aesthetical education. It could be identificated with elimination of political-ideological mechanisms from the educational theory and practice; with statal construction and the ethnica and cultural-spiritual re-identification of besarabian Romanian; the development of a nev conception of the artistical aesthetical education, conformed with the literature and art principles, artistic reception and modern educatinal concept; the construction and the curriculum development of artistical-aesthetical education. The new curriculum development of artistical-aesthetical education places the student in the center of educational process, identificated with the personality in formationduring the school years of a literature and art receptor. The system of objectives, the contents and regulative principles of art, the poetry language, artistic reception as well as the principles of the modern education – the positive character and freedom in education.