Name of teacher / supervisor
Block 1, Week 45-46
Block 3, Week 9-17
Weekly 2-hour lessons, 4- and 3-hours literature preparation per block
Load block 2: 18 hours contact, 4 hours preparation
Block 4: 15 hours contact, 3 hours preparation
3, 5, 6
How do we interpret and evaluate a dance performance? The aim of the Performance Analysis course is to offer students a general introduction into different methodologies and frameworks to describe, analyse, interpret, evaluate, and talk about dance and performance.
Content and design of the class
Students gain insight into different analytical methods and conceptual frameworks and apply these in their thinking, talking and writing about performances. Dance aesthetics, performance theory, post-colonial theory are some of the theoretical frames informing the study. The course that runs throughout most of the first year incorporates a 100 performances challenge. Students enter a playful challenge to see 100 dance performances between the start of block 2 and the end of block 4 of the first year. Performances may include both archival video recordings from any period of (filmed) dance history, and live performances. They will keep a logbook with short notes about each performance and will bring to Performance Analysis class performances they want to discuss with the study group and the teacher. This challenge focused on Performance Analysis in the first year, will culminate in a creative Student project in the Year 2, block 1, when students will make a solo interpretation of a (part) of chosen piece from the covered repertory.
Student gains knowledge of various methods used to analyse dance and performance
Student gains awareness of the possibilities and limitations of each method
Student develops a vocabulary to evaluate dance and performance and can articulate opinions by using these tools
Student develops his/her reading skills in English
Student is stimulated to understand that a performance may be multi-interpretable
Working method(s) used
Group class, reading and discussing literature, analysis of performances, group discussions.
Used study material
Reader (preliminary readings) Brandstetter, G., & Klein, G. (2014). Dance [and] Theory. transcript Verlag. Carter, A. (1998). The Routledge Dance Studies Reader. London, England: Psychology Press Copeland, R., & Cohen, M. (1983). What is Dance?: Readings in Theory and Criticism. Oxford [Oxfordshire] ; New York: Oxford University Press. Lansdale, J., & Adshead, J. (1988). Dance Analysis: Theory and Practice. Dance Books. Said, E. W. (2014). Orientalism. New York, NY: Vintage Schechner, R. (2013). Performance Studies: An Introduction. London, England: Routledge.
Attitude in class Written reflection on a selected method and 1 performance analysis of own choice Maintaining the 100 Performance Challenge logbook
Method of assessment
Written reflection paper 100 Performance Challenge logbook
Learning goals in the class contribute to the overall development of the competency indicators:
3.2, 3.3, 3.6, 5.1, 6.2
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 Creation with Choreographer course in year 1, semester 1 and Own Work by students in year 1, semester 2.