This cluster consists of daily dance technique classes. It groups various types of dance styles, of diverse artistic and cultural heritage, that are to a greater or lesser extent codified in terms of movement vocabulary and the stylistic manner of dancing.
- Aesthetics and Principles of African dances, Acogny technique, Hip-hop
Breaking, House, Popping, Standing technique (post-Cunningham), Counter technique, Contemporary Ballet, Floor technique, Flying low, Contact Improvisation, Partnering
Body and Movement Studies/Practices
Body and movement studies consist of various methods that combine practical experience and theoretical knowledge through which students gain self-awareness and autonomy, healthy habits and precise and nuanced approach to dance, performance and the movements found within daily life.
(Alexander Technique, Feldenkrais technique, Laban-Bartenieff Movement Analysis, Experiential Anatomy - injury prevention, Pilates and myofascial release, Fletcher Pilates, Ido Portal Movement, Fitness, Yoga)
Performance and Composition
Practices grouped in this cluster provide tools in composition, improvisation and movement research that enable students to further create their own material in a creative process and provide personal interpretations of different material. They are encouraged to develop their collaborative and communicative abilities as well.
( Functional movement exploration, Movement research, Improvisation, Real time compositions, Choreographic composition for dancers)
Extended performative practices for dancers
This cluster groups a variety of techniques and practices, coming from different performance genres, that provide additional tools and insights into the art of performing. They allow students to deepen their capacity to create meaningful and layered performances in diverse and interdisciplinary works.
(Vocal exploration, Vocal technique, Music analysis, Drama for Dancers, Physical theatre, Voice and movement research)
Subjects gathering knowledge from dance studies, philosophy, humanities, and music form the theory cluster. They provide context and depth to the artistic practice, contribute to developing students’ reflexive and investigative abilities, and offer them a necessary perspective to position themselves and their practice in the artistic and social field.
(Dance History, Aesthetics and culture of Dance-hall and hip-hop, Dramaturgy, Performance Analysis, Critical Dancer studies, Philosophy, Dance Dialogues)
Extended professional practices:
Dancing and Performing exists in a broader context that is also presented to the students, weather it touches on other art forms (such as film) or concerns elements of production, economy, administration within their future professional practice.
(Dance film, Theatre technique (light, sound), Fair Practice, Production process, Project financing, Project pitchingetc.)
Projects and Performances
Creation process with choreographers of diverse aesthetic and cultural provenance as well as repertoire projects give insight into a complete work process, from the initial idea to the performance, in all its complexity, where all the skill, insight and knowledge, desires, love and passion, should come together.
Through their own projects, students can play with and connect their personal desires, intuitions and ideas with the skills, knowledge and insights gained through classes. They can apply and put to the test different “tools” that they have acquired and gain an understanding from A to Z of a research or a creative process. . These projects may help students become more aware and insightful co-creators and performers, with autonomy and initiative.
Student creations: group, solo and duet
Original creations with choreographers (improvisation based, research/ practice based, vocabulary based)
Interdisciplinary creation (off venue)
Student conducted professional practice
Throughout the education, students are expected to make steps towards a good understanding of their future profession, and becoming autonomous in creating professional opportunities for themselves. Thus, they need to complete several internships before they graduate.
Year 1: Student-conducted interview with a professional dancer
Year 2: 3-5 day Internship visiting a professional project
Year 3: minimum 3 months internship in a professional project as a performer, that can, if desired be combined with residencies, research, own work, extra study etc.
1680 hours per year, divided over 40 hours in 40 weeks. This entails both classes in school (contact hours) as well as self-study.The course descriptions specify the amount of hours per course / project.
The programme ECD is bilingual: both Dutch and English are used in classes and assignments.