Content and Structure
The lessons, workshops and productions of the school are designed to develop all-round multi-disciplinary teachers. Programmes for educating and developing the receptive attitude of audiences are also studied. These are valid for both in and out of school activities. Acting, theatre making, stagedesign and theatre pedagogy are the central elements of the study.
Basic foundation
The first two years constitute the basic foundation. This period allows the students to research and develop their own interest in, and attitude towards, theatre, without the pressure of teaching responsibilities. During these two years acting skills are trained and the art of making theatre is examined in all its aspects.
The acting training, including mime, develops the physical (breathing, voice and body), emotional and expressive qualities of the students as performers. In particular, the grotesque, extrovert and epic styles of acting are studied. Students also display their performing abilities in self-made solos. Singing, voice and modern dance are also studied.
The 'Design projects' are the start of multi-disciplinary training. In the first year lighting is of central importance and in the second year combinations of stage design, movement, lighting, acting and/or costume. In these projects the student is expected to be an actor, dramatist, organiser, designer and technician all in one. The principles of theatre pedagogy and theory of education are studied and put into practice. The course aims to clarify that each theatre method requires its own approach.
In the first two years the theory work is reflective and analytical. This stimulates the students to develop their own vision of theatre and the teaching of it. Theatre history and philosophy cover western and non-western theatre with the emphasis on developments in the 20th century. Classical as well as modern texts are studied for their dramatic structure. Reading so many plays enriches the students knowledge of world theatre repertoire.
The practical assignments in these first two years consist of studies in acting, theatre making and stage design and can be performed with the participation of fellow students, as well as performers from outside the school. Visits to performances and following discussions are preparation for training and assignments in the third and fourth years. Visiting rehearsals, studying the works and methods of prominent theatre pedagogues and further orientation in the field complete this part of the education.
Main programme
The third and fourth years aim to professionalize the future theatre teacher. The artistic and teaching abilities of the students are strengthened through theory and practice. The lessons and programmes are now practically orientated.
The apprenticeship in these two years takes place outside the school. Students give lessons in theatre making and acting and lead workshops. They also stage schools and public performances.
The adaptation of well-known texts and themes is the essence of the drama theory lessons. A text direction course deals with text analysis, interpretation and conceptualisation.
The pedagogical skills of the students are improved in the lessons on educational systems, theories in teaching and learning and a study of 'the curriculums of theatre in education'. During the course students are expected to develop and clearly formulate their own view of teaching and making theatre.
The final requirements for graduation are a theatre project with elementary school pupils, a design project, a community theatre project, a performance with amateurs and an essay about the profession. Each student has his own concept for these, as described in a graduation plan.