Name of teacher / supervisor
John Taylor

Period, duration
Year 2, Block 5

Study load
4.5 hours/week

1, 2, 3, 4

Partnerwork developed from artistic forms such as ballet where an illusion of weightlessness is created, and contact improvisation and contemporary sources where partnerwork is an expression of democracy, trust, and responsibility. It also draws from social dance forms.

Content and design of the class
In this class, you will become acquainted with or deepen your understanding of the classification and structure of lifts as well as the analysis of lifts in relation to their context. Attention will also be given to the physical principles governing the economic execution of lifts and other partnerwork. We will look at partnerwork in its artistic, expressive, creative context and its relationship to music.

Learning goals

  1. can name different types of lifts and their stages.
  2. demonstrate an understanding of the basic physical principles governing the execution of lifts and partnerwork.
  3. demonstrate the ability to problem solve in collaborative partnerwork, and adapt lifts to her own capabilities while maintaining the intention of the choreogrphy.
  4. have an understanding of the use of partnerwork in a creative context

Working method(s) used
Training of basic principles from dance and physics for control and sharing of weight in lifts, moments of support and shared weight. Examination of the five basic types of lifts through improvisation and creative work. Examination of the social space in dancing through improvisation and creative work
In small groups…

  • students will search the internet for interesting examples of partnerwork
  • students will choose repertory to learn from video, followed by peer teaching and learning sessions.

Used study material
A Classification of Lifts in Dance: Terminology and Biomechanical Principles – Lafortune (2011), and videos of repertoire  
Assessment criteria
A student should…
- tone a clear understanding of the principles of partnerwork
- tone a clear sense of responsibility and trust when working with a partner.
- tone a clear understanding of principles and adaptation in the shared space of teaching and learning material. Students are assessed in regards to the class learning goals and their personal development trajectory.

Method of assessment
Presentation of theory assignment, repertory and creative work.
Self-assessment through a process document.
Continuous feedback and feedforward from the teacher.

Learning goals in the class contribute to the overall development of the competency indicators 
1.3 1.6 1.8 2.5 2.6 3.1 3.2 4.2 4.4

The development of the student in regards to the overall competency indicators will be assessed at integral assessment meetings through combined self-assessment and assessment by teachers, coaches and mentors. This course forms a continuous line with the course(s) in ex. year 1, semester 2. Contact Improvisation Year 2, Block 1