Content and structure

Three components
In order to develop the necessary skills in these areas, the study is divided into three inter-connected components:

  1. Dance studies: here the emphasis is placed on the development of dance skills and dance technique. The main subjects are ballet, jazz dance and modern dance.
  2. Theory studies: here the emphasis lies on the development of knowledge, insight and attitude as well as the development of a personal view on the art of dance. Educational studies: subjects dealing with the learning of pedagogic and didactic skills fall under this heading. Students gain teaching experience by means of practice classes and internships.
  3. Choreography/design studies: here the emphasis is on the development of personal movement vocabulary and choreography.

The aim of the preliminary year is mutual orientation. The student can familiarise him/herself with the dance and teaching professions. The course policy aims for the student's gradual independent functioning enabling him/her to make a smooth transition from student to self-reliant teacher during the year of internship.

The internship in the second half of the third and fourth year is tailored to the student's individual learning route. The student may choose from a number of placement classes and projects in the amateur field. The intern perod must be divided between at least two different organisations due to the importance of the student gaining experience with different target groups in different areas of the field. The student concludes the internship by writing a paper.

The course programme is aimed at stimulating and developing the dance talent of the students and to make them competent teachers. This encompasses skills in teaching or on stage, theoretically or practically, actively or receptively. The Dance Teacher Course includes three parts: dance, teaching and dance making.

1. In the dance-oriented training the emphasis is on the development of dance skills and techniques. Subjects include classical dance, modern dance (Cunningham and Graham techniques) and jazz dance, folkloristic dance, the history of dance, music & rhythm, acting, etc.

2. Learning (ped)agogical, and (professional) didactic skills is part of the theoretical teacher-oriented training. Subjects include, among others, dance methodology, developmental psychology and the observation of movement. Practical exercise of the skills attained takes place in practical class situations and in a period of apprenticeship.

3. Finally, in the dance making training, the emphasis lies on the development of personal dance movements and learning to make dance compositions.

The aim of the first preliminary year is a mutual orientation. The student can intensively orient himself in the three components (see above). The period between the propedeuse and final year consists of broadening and deepening the knowledge, capabilities and skills of the three components. The fourth year is a practical year in which, in addition to the daily training, teaching skills and learning to make productions for amateurs and children are further developed. The dance-orientated training of the teacher course is related to the standard demands for dance training in the performing courses.

As is the case for all the dance departments of the Theaterschool, students are intensively supervised. Throughout the years of study a fixed weekly hour is scheduled for guidance by the student advisor of each year group. The student guidance is meant as a safeguard for the student's optimal study progress and development.

Assessments are made at various times during the study;

1. If a student receives a positive assesment at the end of the first year and has obtained the necessary 60 study credits, he will be awarded his propaedeutic diploma and may continue his study.

 2. If a student has obtained 120 study credits for the graduation phase and has met all demands of the graduation agreement, he will qualify for a diploma.