Course

Dance is a very physical, expressive and interactive form of art, which makes people look at themselves, at others, at art and at the world in different ways. The bachelor Artisteducator in Dance trains you as an educator with your own vision on dance. You learn to work with different target groups: from young to older people, inside and outside of the classroom.

Studie

The course doesn't just focus on dancing itself, but primarily on the role you have when you are working in the field of dance. You will develop as an artist educator through four professional roles:

as a teacher in imparting dance performance skills;
as a dance creator in creating and performing choreographies and dance projects (or having) them performed;
as a dancer in your own technical and presentational dance skills and;
as an entrepreneur in working in an independent and proactive way, also commercially.

What do you learn in the Artisteducator in Dance course?

During the Artisteducator in Dance course you forge your own identity as a dance teacher in an inquisitive way and based on your own fascination. You do this by constantly alternating between practice, theory and research. You will develop both your artistic and educational skills. You work on subjects such as dance history, artistic research, improvisation/composition, modern dance and the physical dynamics dance training. After a broad orientation, you will increasingly choose your own direction and profile during the course on the basis of your own learning questions.

In addition, you'll work on various projects, develop your own dance idiom and gain stage experience. You learn to use different methods to teach all target groups, in different situations. In the meantime, you follow a continuous skills learning pathway, in which you work on aspects such as strength and flexibility and learn to take good care of your body. In this way you build a basis that you can then apply in different classes and work settings.

Internships and study trips

Internships and study trips help you get a better picture of what you are capable of and what is possible. You also develop new competences and build up a network. Along the way you discover how to be meaningful in society as a dance teacher. An academic career advisor helps you find your way through this process. After extensive exploration during which you get to know and teach different target groups and in different situations, you increasingly choose your own direction and profile based on your own learning questions. In the internships you practise the various professional roles: dance teacher, dance creator, dancer and entrepreneur. There is ample opportunity to explore the foreign work field. During your studies, you will do several internships:

The first internship is at the end of the second year. This is an internship in primary education. By way of preparation you make an internship plan with learning objectives. In addition, you do an internship of your choice outside the educational field. You can also sign up for a study trip to Barcelona or New York, to experience the dance scene there and get inspired. To prepare for the internships in the third year, you visit the Internship Dance Market.
In the third and fourth year, you choose where and with whom you want to do an internship based on your own learning questions. You start by making a and discussing this with your study and internship supervisors. You can do an internship in the Netherlands as well as abroad. Those who wish can participate in the third year in one of the Joint Module international research programmes in Sweden and Denmark, in which ArtEZ collaborates with DOCH and Rama.

I got to know as many target groups as possible during my internships. I worked with demented elderly people and taught improvisation lessons to eight-year-olds.

Projects

The Artisteducator in Dance curriculum is project-driven. Each project, which lasts eight weeks, centres on an issue, problem or professional situation from the field. We often work on this together with the workfield. Within the various projects you gain new knowledge and deepen your existing knowledge. You often work together with students from your own course or from other ArtEZ teacher training courses. Experimentation and research occupy an important place in the projects. Your (professional) role varies per project, allowing you to get to know all aspects of the field and to determine your own position better and better. Examples of projects are:

The annual interactive BaDD Dance Festival brings art and education together and allows you to practise all professional roles. Students show special choreographies they have developed for teaching purposes and they give workshops. The festival is organised, choreographed and danced by the students themselves.
The Artisteducator in Dance Event concludes the academic year. With choreographies made for and by students, results of research, dance films and workshops, students share what they have been working on.
Geld Speelt (g)Een Rol (Money is (im)Material) is an entrepreneurship project in the second year, together with students of the Artisteducator in Theatre course. On the third and last day of the project you pitch a business plan for a new artistic product. The student with an innovative idea that has real potential receives a sum of money as an incentive to actually implement the plan.
How do you ask questions to others, how do you respond to feedback, how do you observe? The Reflective Practice reflection and research method addresses these kinds of questions. This method is interwoven with the entire course. Every year, the founders and guest teachers come from the United States to provide refresher courses and exchange knowledge.
The workshop gave me many ideas that popped up in our conversations, also ideas about how to get into a making process and the curiosity to explore other ideas of expressing thoughts. Another great thing I can take with me is the process of questioning. Ask questions, to the maker and to myself, about what I am seeing and what it does to me, what effects it has and where I want to look more closely.
RUTH HOLSTEIN, STUDENT
In this project at the end of the third year, all professional roles – teacher, creator, dancer, entrepreneur – come together. You develop a dance product for a certain target group and situation and market that product. An example of such a dance product is a series of lessons or a film for the upper grades of primary education, in which you relate to a current situation in the school or in society and to the core objectives of education.
During the Up2DFuture project, fourth-year students present themselves to the field. This way, the field can get to know the new generation of dance professionals.
To the Up2DFuture website
If a client has a request for a workshop, performance, festival or other dance project, DansPlein ensures that this request is linked to the right people within the course. The DansPlein team consists of students of the Artisteducator in Dance course, supervised by a coach. By participating in the DansPlein team, you work on competences such as collaborating and organising.
To the website of DansPlein

Structure of the Artisteducator in Dance course

During the course it becomes increasingly clear what kind of dance teacher you want to become and how you want to be meaningful in society. This search for your personal fascination (Who am I? What am I capable of? What is important to me? What does the professional field look like?) already begins in the first year.

In this first year you work on a solid theoretical and practical basis. In projects such as the BaDD Dance Festival and during the skills learning pathway, you deepen your knowledge and apply it, work on your own technical and creative dance skills, and learn to present them. In addition, you become acquainted with the versatility of the fields dance teachers work in. You learn to make a lesson plan and practise teaching modules with your fellow students.
In the first year you can also apply for the Honours Programme, in addition to the theoretical programme of your own bachelor course.
In the second year you practise the basics you gained in the first year. Particular attention is paid to the situation (the whole field, such as in education, at dance schools, at civil society organisations, in the business community, in the district). Who is the other and how do I best deal with the other? What influence does the environment have on this? Where will you convey dance with whom? You choose a target group in education or in the amateur field, design a dance-educational product such as a series of lessons or a dance day and carry out this project.

I can link my creativity to the new knowledge I acquire in dance and theory classes, and that appeals in all the roles we are engaged in; dancer, creator, teacher and entrepreneur.
THIRZA, STUDENT
The third year centres on the different professional roles of dance teacher, dance creator, dancer and entrepreneur. You strike a balance between them based on your personal preferences. You apply these personal choices in dance productions and in the Dance in Society project. During the various internships in the third year, you build up your network. In this year, you will do at least two longer internships, one in education and one outside. You draw up an internship plan in advance. You decide where you do the internships and with whom. In addition, there is space for more internships, workshops or projects.
The final academic year is all about your own vision of the profession. What do I want? What makes me special? Who do I want to work with and how? You develop your own plan, organise internships and conduct research, which you conclude with a presentation and a dissertation. At the end of the season you present your personal profile during the Up2DFuture Festival and/or the Artisteducator in Dance Festival. Some students will also present their graduation show during the Artisteducator in Dance Festival.
Examples of graduation studies:
- Dance for people with Parkinson's disease and people with dementia;
- 21st century skills and dance in primary education;
- Flying Low Method in modern classes; Dance class in Filipino slums;
- Research into dance in virtual reality Dance in special education with students with disabilities;
- Dance with inmates for rehabilitation purposes.

Course supervision

During the Artisteducator in Dance course you are intensively supervised and there is plenty of time and space for individual support. We assist you in your physical and technical dance development, as well as in your personal growth and in discovering what makes you special. In addition, we will help you explore the extensive possibilities in the field. From the first academic year onwards, you have weekly meetings with an academic career advisor. In addition, you are in a small buddy group in which students from the four years of study work together.

Dance & Health

The Artisteducator in Dance course and soon your work as a dance professional will demand a lot from you, both physically and mentally. That is why we pay close attention to taking good care of your health and treating your body responsibly. You will impart this personal care to your students later on. After the Dance Medical Examination during the audition, you will take a test three times a year to determine your physical and mental condition. The test involves such things as strength, condition, well-being and mental resilience. Based on the results you formulate individual goals to work with. You evaluate these goals and adjust them if necessary, possibly with the help of your academic career advisor or the health coordinator.

The teachers challenged me to look beyond my own vision, as a result of which I often end up in new situations and discover where my interests lie and how I want to pursue them in my future career.

Facilities

The course has various modern, spacious studios, theatres, theory rooms and a multimedia library. Students can book their own studios.

Independent entrepreneur?

Whether you become an independent entrepreneur or not, as a dance teacher you play an important role in society, a role that requires an enterprising attitude and skills such as researching, innovating, initiating and collaborating. Following the Entrepreneurship learning pathway, you start working on these skills from the very first year of your studies. You participate in the Geld Speelt (g)Een Rol (Money is im(Material) project, write a business plan and learn about financing projects and building a network. You also learn how to articulate your vision of dance online and offline, and get to know different companies and institutions during assignments and projects.

Studying in Arnhem

Look here for more information about studying in Arnhem.

Open Day Theatre & Dance in Arnhem

Open Day Theatre & Dance in Arnhem

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Course

Examples of graduation studies: