In accordance with LMIPA’s vision, graduates of the Dance in Education programme are not only trained to teach dance, but are also competent performing artists themselves. Dance in Education graduates have specific expertise within pop dance, theatre dance, urban dance and musical dance. Ballet, jazz dance, tap dance and song & dance are strong supporting elements in these forms of dance. As a result, dance educators can teach lessons in these disciplines. Dance in Education graduates are also equipped to design courses for the various genres, which can be tailored to different age groups and levels. In addition, graduates are required to form a clear personal vision on theatre education as well as to have developed self-management skills and learning competences. LMIPA trains students for an international professional field. Nearly all graduates have gained experience abroad. In this light, it is LMIPA’s vision that a broad, international outlook is required for starting professionals.
 

Artistic ability:
Graduates have a coherent artistic vision based on which they create artistic processes and products. In doing so, they inspire and supervise learners in the course of their personal artistic development.

Pedagogical and didactic ability:
Graduates have a wide range of pedagogical and didactic knowledge and skills, which they use to create safe and powerful learning environments for both individual learners and groups.

Interpersonal ability:
Graduates have a wide range of communication knowledge and skills, which they use to initiate effective interactions and forms of collaboration in various professional contexts as ambassadors for the arts.

Environmental awareness:
Graduates identify and investigate relevant developments in the diversity of our globalising society. They seize opportunities to connect with their professional practice in a businesslike and organised manner.

​Critically reflective and inquisitive ability:
Graduates use reflection and research to achieve understanding and to gain knowledge of their professional performance. They use their research skills to encourage the development of an inquisitive attitude among learners and to supervise them in conducting simple research.