Name of teacher / supervisor
Zeynep Gunduz
Guest lectures by Patrick Acogny

Period, duration
Block 1: weeks 37 - 42

Study load
Total 26 hours, 12 contact hours, 2 self-study hours, 2 hours assignment

1, 3, 5, 6

This course forms a part of the Gesture Project. Taking four gestures as a framework (standing, arriving/departing, and turning), the course approaches gesture as social construct and examines the ways gestures are performed on an individual and cultural level.

Content and design of the class
The classes include discussing the weekly text(s) and (to a lesser degree) the audio-visual examples and translating theory into practical assignment(s). Students will contribute to the class with the collected material in their field work and observations developed in their Student Project On gesture. It is also important that students prepare the weekly readings prior to class.

Learning goals
Student is able to distinguish different types of gestures.
Student shows awareness how meaning and meaning-making is context-driven.
Student is able to approach gesture and the (dancing)body as a social construct
Student gains knowledge of various physical styles of expression and communication (western and non-western)

Working method(s) used
Group sessions, reading and discussing literature, watching audio-visual examples, class discussions.

Used study material
Reader, audio-visual examples Gilman, S. L. (2018). Stand Up Straight!: A History of Posture. London, England: Reaktion Books. Glon, M., & Launay, I. (2012). Histoires de gestes. France: Actes Sud. Herzog, W. (2012, March 19). Wodaabe: Herdsmen of the Sun [Video file]. Retrieved from: Morris, D., Collett, P., Marsh, P., & O'Shaughnessy, M. (1979). Gestures. London: British Library Cataloguing Publication Data.

Assessment criteria:
Students are assessed on the basis of a reflection paper. In the paper, students reflect on their practical work created for the Gesture Project from the lens of (at least) two key texts examined throughout the course.

Method of assessment
Written reflection paper

Learning goals in the class contribute to the overall development of the competency indicators:  
1.6, 1.7, 3.2, 3.6, 5.2, 6.2, 6.3

The overall development of the student is assessed at integral assessment meetings, twice a year, through combined self-assessment and assessment by teachers, coaches and mentors. This course forms a continuous line with the Movement Analysis, from every day to dance, Year 1, block, 1 and Contemporary dance courses in year 1, block 1.