Course: Interdisciplinary step 12 term AB credits: 5
- Course code
- LAVB20BD12AB
- Name
- Interdisciplinary step 12 term AB
- Study year
- 2020-2021
- ECTS credits
- 5
- Language
- Dutch, with parts in English
- Coordinator
- R. de Haan
- Modes of delivery
-
- Assessments
-
Learning outcomes
Knowledge & Understanding
Craftsmanship
LKU3 Graduates are acquainted with how performing artists can maintain their health and take care of their bodies and minds.
MKU8 Graduates demonstrate a thorough understanding of DAS techniques.
MKU9 Graduates are able to analyse dance and ballet techniques.
MKU11 Graduates maintain their DAS technical skills at a high level, keeping them up to date and expanding them where possible and desirable.
Applying Knowledge & Understanding
Inquiring and reflective capacity
MAKU11 Graduates analyse the time, style and form of a DAS or pop production or process based on their theoretical knowledge.
Making Judgements
Capacity for enterprise and organisation
LMJ4 Graduates identify opportunities within and outside the continually changing industry, converting them into concrete steps to achieve their objectives.
LMJ7 Graduates realize the professional provisions necessary to be able to work as a performing artist in the long term.
Communication
Capacity for enterprise and organisation
LC1 Graduates establish contacts that are relevant for the development of a national and/or international network.
MC2 Graduates are up to date on government regulations, Collective Labour Agreements, OH&S regulations, tax matters and liability insurance policies.
MC3 Graduates have an understanding of how to give shape to their own cultural entrepreneurship.
MC4 Graduates are up to date on (and where necessary, make use of) welfare/other programmes, institutional services and medical/other facilities that are relevant to their performance in the industry.
MC5 Graduates are able to put together a personal development plan and amend it where necessary.
Communication skills
LC5 Graduates actively generate attention and/or opportunities for their work.
LC6 Graduates appropriately advocate their values and needs.
MC6 Graduates are able to communicate and profile themselves as artists in a professional way within a variety of media.
Collaborative capacity
LC7 Graduates achieve their own artistic goals in coordination with others.
Learning Skills
Inquiring and reflective capacity
LLS1 Graduates have an understanding of their talents and possibilities, and can reflect on their personal development in relation to their vision and work.
Capacity for growth and innovation
LLS3 Graduates are open to ideas and acquire new knowledge, understanding and skills to continue to develop.
Capacity for enterprise and organisation
LLS4 Graduates realize the professional provisions necessary to be able to work as a performing artist in the long term.
MLS4 Graduates organise their own development by means of training, education and career planning, demonstrating this in their work.
Craftsmanship
LKU3 Graduates are acquainted with how performing artists can maintain their health and take care of their bodies and minds.
MKU8 Graduates demonstrate a thorough understanding of DAS techniques.
MKU9 Graduates are able to analyse dance and ballet techniques.
MKU11 Graduates maintain their DAS technical skills at a high level, keeping them up to date and expanding them where possible and desirable.
Applying Knowledge & Understanding
Inquiring and reflective capacity
MAKU11 Graduates analyse the time, style and form of a DAS or pop production or process based on their theoretical knowledge.
Making Judgements
Capacity for enterprise and organisation
LMJ4 Graduates identify opportunities within and outside the continually changing industry, converting them into concrete steps to achieve their objectives.
LMJ7 Graduates realize the professional provisions necessary to be able to work as a performing artist in the long term.
Communication
Capacity for enterprise and organisation
LC1 Graduates establish contacts that are relevant for the development of a national and/or international network.
MC2 Graduates are up to date on government regulations, Collective Labour Agreements, OH&S regulations, tax matters and liability insurance policies.
MC3 Graduates have an understanding of how to give shape to their own cultural entrepreneurship.
MC4 Graduates are up to date on (and where necessary, make use of) welfare/other programmes, institutional services and medical/other facilities that are relevant to their performance in the industry.
MC5 Graduates are able to put together a personal development plan and amend it where necessary.
Communication skills
LC5 Graduates actively generate attention and/or opportunities for their work.
LC6 Graduates appropriately advocate their values and needs.
MC6 Graduates are able to communicate and profile themselves as artists in a professional way within a variety of media.
Collaborative capacity
LC7 Graduates achieve their own artistic goals in coordination with others.
Learning Skills
Inquiring and reflective capacity
LLS1 Graduates have an understanding of their talents and possibilities, and can reflect on their personal development in relation to their vision and work.
Capacity for growth and innovation
LLS3 Graduates are open to ideas and acquire new knowledge, understanding and skills to continue to develop.
Capacity for enterprise and organisation
LLS4 Graduates realize the professional provisions necessary to be able to work as a performing artist in the long term.
MLS4 Graduates organise their own development by means of training, education and career planning, demonstrating this in their work.
Content
Theory Connecting Domain: the theoretical components of this domain are geared towards supporting components of other domains, or they are independent and unrelated to other domain components. In the Field Orientation domain component, for example, students are introduced to a wide variety of forms of art and artistic expression, as well as a broad working environment. A number of theoretical components of this domain are not examined, while a number of components are assessed within the Theatre Theory domain.
Acrobatics
Acrobatics helps to optimise physical development and acrobatic skills and supports the various dance techniques. As Acrobatics is taught at various levels, students must first achieve level 1 in step 9 before being allowed to progress to level 2 in step 10. Students who have completed both levels progress automatically to the ‘plus’ levels.
Audition Training
Audition Training prepares students for auditions in the dance and musical-theatre professional field.
Customized Skills
Customized Skills gives students the opportunity to specialise or expand their knowledge in one specific area. Two different specialisations are possible: Dance Technique (A) and Musical Theatre (B). Students must have achieved a mark of at least 7.5 for the relevant domain to be allowed to take the corresponding specialisation. If the marks attained for both domains are higher than 7.5, the student in question will be permitted to choose his specialisation. In the event of a domain mark of less than 7.5, the General Committee will determine the specialisation that a student is to take. Customized Skills is assessed as part of the Customized Skills External Dance & Musical Theatre Exam (CEDEM Exam). For the competences applicable, see: Dance Technique and Musical Theatre.
Dance Analysis
This domain component covers the theory and analysis of ballet, jazz and PTMD techniques.
Creative Development
Creative Development aims to teach students to develop creative products, including how to choreograph, write texts and produce various other performing arts products. This is a cross-domain component without interim exams.
Field Orientation
Field Orientation in steps 9 and 10 aims to help students understand all aspects of their future industry as stage performers and businesspeople, at both the national and the international level. Step 10 focuses on the analysis of performing arts shows. Attention shifts to the individual student in steps 11 and 12.
Management Organisation & Entrepreneurship (MOE)
MOE aims to enable students to gain the theoretical knowledge and skills necessary for project management, giving students the entrepreneurial management and production skills necessary in their field. This component has no interim exams, but it does have a final exam that forms an integrated part of the DIZ Project in step 12 and the Theatre Practical domain.
Performing Knowledge
Among other things, this project puts musical theatre theory and history into practice as an intramural school project.
Personal Development (PD)/Research
PD aims to advise students, whether in collaboration with other students or individually, on their academic careers, when doing research and during projects and exchange programmes.
Personal Performance Skills and Individual Performance Skills
The Personal/Individual Performance Skills component gives students the opportunity to achieve more in-depth personal development and expansion in their industry choices in steps 11 and 12 through individually structured classes.
Practical International Orientation (in PPS and IPS)
Practical International Orientation gives students the opportunity for more in-depth personal development and expansion in step 12, teaching them to manage themselves as performing artists in the international arena through individually structured classes.
Skills Exam Coaching (EDEM Skills)
In this domain component, students are coached on the composition of the individual Skills Exam, which is described in the HBO Dance Examination File.
Solfège/Music Theory
Solfège/Music Theory covers the theoretical aspects of Music and involves learning to distinguish musical notes and intervals by ear and reading them from the page. For the competences applicable, see the Theatre Theory domain. Solfège/Music Theory is taught in a number of different modules. Students must complete module 1 in step 9 before being allowed to progress to module 2, etc. Students are required to complete four modules in total.
Tap Dance
Tap Dance serves as a basis for PTMD, but is an independent technique too. For the competences applicable, see the Dance Technique domain. Tap is taught at various levels, requiring students first to attain level 1 in step 9 before being allowed to progress to level 2 in step 10. Students who have completed both levels progress automatically to ‘plus’ levels.
Acrobatics
Acrobatics helps to optimise physical development and acrobatic skills and supports the various dance techniques. As Acrobatics is taught at various levels, students must first achieve level 1 in step 9 before being allowed to progress to level 2 in step 10. Students who have completed both levels progress automatically to the ‘plus’ levels.
Audition Training
Audition Training prepares students for auditions in the dance and musical-theatre professional field.
Customized Skills
Customized Skills gives students the opportunity to specialise or expand their knowledge in one specific area. Two different specialisations are possible: Dance Technique (A) and Musical Theatre (B). Students must have achieved a mark of at least 7.5 for the relevant domain to be allowed to take the corresponding specialisation. If the marks attained for both domains are higher than 7.5, the student in question will be permitted to choose his specialisation. In the event of a domain mark of less than 7.5, the General Committee will determine the specialisation that a student is to take. Customized Skills is assessed as part of the Customized Skills External Dance & Musical Theatre Exam (CEDEM Exam). For the competences applicable, see: Dance Technique and Musical Theatre.
Dance Analysis
This domain component covers the theory and analysis of ballet, jazz and PTMD techniques.
Creative Development
Creative Development aims to teach students to develop creative products, including how to choreograph, write texts and produce various other performing arts products. This is a cross-domain component without interim exams.
Field Orientation
Field Orientation in steps 9 and 10 aims to help students understand all aspects of their future industry as stage performers and businesspeople, at both the national and the international level. Step 10 focuses on the analysis of performing arts shows. Attention shifts to the individual student in steps 11 and 12.
Management Organisation & Entrepreneurship (MOE)
MOE aims to enable students to gain the theoretical knowledge and skills necessary for project management, giving students the entrepreneurial management and production skills necessary in their field. This component has no interim exams, but it does have a final exam that forms an integrated part of the DIZ Project in step 12 and the Theatre Practical domain.
Performing Knowledge
Among other things, this project puts musical theatre theory and history into practice as an intramural school project.
Personal Development (PD)/Research
PD aims to advise students, whether in collaboration with other students or individually, on their academic careers, when doing research and during projects and exchange programmes.
Personal Performance Skills and Individual Performance Skills
The Personal/Individual Performance Skills component gives students the opportunity to achieve more in-depth personal development and expansion in their industry choices in steps 11 and 12 through individually structured classes.
Practical International Orientation (in PPS and IPS)
Practical International Orientation gives students the opportunity for more in-depth personal development and expansion in step 12, teaching them to manage themselves as performing artists in the international arena through individually structured classes.
Skills Exam Coaching (EDEM Skills)
In this domain component, students are coached on the composition of the individual Skills Exam, which is described in the HBO Dance Examination File.
Solfège/Music Theory
Solfège/Music Theory covers the theoretical aspects of Music and involves learning to distinguish musical notes and intervals by ear and reading them from the page. For the competences applicable, see the Theatre Theory domain. Solfège/Music Theory is taught in a number of different modules. Students must complete module 1 in step 9 before being allowed to progress to module 2, etc. Students are required to complete four modules in total.
Tap Dance
Tap Dance serves as a basis for PTMD, but is an independent technique too. For the competences applicable, see the Dance Technique domain. Tap is taught at various levels, requiring students first to attain level 1 in step 9 before being allowed to progress to level 2 in step 10. Students who have completed both levels progress automatically to ‘plus’ levels.
Included in programme(s)
School(s)
- Lucia Marthas Institute for Performing Arts