The four-year Theatre in Education course in Zwolle centres on research. In various labs and studios, you work individually or in a group on topical questions and issues from the current professional field. The course is all about creating and always connected with society. You learn to watch and listen together, you explore styles and try them out. In addition, you conduct research, head into the local neighbourhood and work on location.
The four-year Theatre in Education course in Zwolle centres on research. In various labs and studios, you work individually or in a group on topical questions and issues from the current professional field. The course is all about creating and always connected with society. You learn to watch and listen together, you explore styles and try them out. In addition, you conduct research, go into the local neighbourhood and work on location.
In the first year of the course, the propaedeutic phase, the theme is: identity in motion. Letting go of established ways of thinking. Stretching boundaries, your own life as a source, what makes you angry, what is urgent for you. If you pass the final assessment, you can move on to the main phase (second and third years).
Year 1 > theme: identity in motion
Labs are innovative learning environments. In these labs, the students work on study skills such as artistic ability, context orientation and critical reflection. In the lab, the starting point is the student, conducting research and working independently; students work on their own development, individuality and ownership.
Realistic cases and problems or projects from professional practice are the starting point in the studios. Through the different phases of design thinking, students develop their professional skills. Assignments in the studio always have a link to the professional field, they provide the connection between theory and practice and consist of hybrid teaching/learning formats. Students work towards (demonstrable) products both jointly and individually.
This phase centres on 'the other' with the theme: meeting and connecting. The student works in local neighbourhoods and on location, in schools and youth theatre schools and in the educational field, linked to existing theatre groups. An exchange with foreign students is also part of this phase. If you pass the final assessment, you will be admitted to the graduation phase (year 4).
Years 2-3 > theme: meeting and connecting
After successfully completing the propaedeutic phase, you will be admitted to the main phase of the course. The various components of the main phase are taught several times. In the main phase, students decide on their own order within the teaching programme.
Components of the main phase are:
The nomadic project: you work in a group at different locations: you make, act and teach. The connecting thread is the research technique you use.
The research lab: you research different creative styles and design techniques. You write a research report and work it out on the floor.
The education and development project: you learn all about education, create, research and complete an internship. This project is linked to the latest developments such as curriculum.nu and MAAK!
The free space: what is required for you as an individual to add depth to your own learning pathway? For example, an internship abroad, an external module or more in-depth training? Fixed components in this phase are: professional field studios, the Interdisciplinary Programme, ARTFIT weeks, Winter Lab and entrepreneurship.
Graduation phase > the researcher
This phase centres on your individual research and as such the theme is: the researcher. What is the reason, the necessity and the urgency behind your work? You develop theatrical products, write a research report and complete a six-month internship at home or abroad.
The weekly scheduled Monday sessions encompass all the activities geared towards reflection on your own development: academic career counselling, assessments, reflection moments, devising individual learning pathways, conducting individual research, plus knowledge sharing and acquisition. In this way we make room for counselling and you realise that this is truly your own course. This also gives you the opportunity to meet students from other years, talk to them and attend workshops together.
Each phase concludes with an assessment. In this assessment, the student must be able to demonstrate their development in an interview. A portfolio provides evidence of competent behaviour in the context of the work: professional tasks carried out, the proceeds from helicopter days and the dilemmas which the professional needs to be able to handle and solve. This may be supported by a presentation of their development in a theatrical form.