Course: Integration step 12 term CD credits: 10
- Course code
- DDVB22IN12CD
- Name
- Integration step 12 term CD
- Study year
- 2022-2023
- ECTS credits
- 10
- Language
- Dutch, with parts in English
- Coordinator
- R. de Haan
- Modes of delivery
-
- Assessments
-
Learning outcomes
Artistic ability:
The art teacher has a coherent artistic vision from which he realizes artistic processes and products. With this he inspires and guides learners in their personal artistic development.
Pedagogical-didactic ability:
The art teacher has a wide spectrum of pedagogical and didactic knowledge and skills. In doing so, he creates safe and powerful learning environments for individual and groups of learners.
Interpersonal ability:
The art teacher has a wide spectrum of communicative knowledge and skills. In doing so, from his ambassadorship for the arts, he brings about effective interactions and forms of cooperation in various professional contexts.
Environment-oriented power:
The art teacher identifies and researches relevant developments in the (cultural) diversity of a globalizing society. He uses opportunities and possibilities to establish a connection with his professional practice in a businesslike and organized manner.
Critical reflective and investigative ability:
Through reflection and research, the art teacher gains insight and knowledge for his functioning as a professional. He uses his research skills to stimulate learners to develop an inquiring attitude and to guide them in conducting simple research.
The art teacher has a coherent artistic vision from which he realizes artistic processes and products. With this he inspires and guides learners in their personal artistic development.
Pedagogical-didactic ability:
The art teacher has a wide spectrum of pedagogical and didactic knowledge and skills. In doing so, he creates safe and powerful learning environments for individual and groups of learners.
Interpersonal ability:
The art teacher has a wide spectrum of communicative knowledge and skills. In doing so, from his ambassadorship for the arts, he brings about effective interactions and forms of cooperation in various professional contexts.
Environment-oriented power:
The art teacher identifies and researches relevant developments in the (cultural) diversity of a globalizing society. He uses opportunities and possibilities to establish a connection with his professional practice in a businesslike and organized manner.
Critical reflective and investigative ability:
Through reflection and research, the art teacher gains insight and knowledge for his functioning as a professional. He uses his research skills to stimulate learners to develop an inquiring attitude and to guide them in conducting simple research.
Content
Practice domain: in this domain the student attends classes and learns to teach independently. In this way, his awareness of both the practice of teaching and the structure of a lesson is increased. The students in this domain are also introduced to their future field of work. Students gain practical experience by means of practical internships at a level that suits the study phase in which the student finds itself. In step 9, this domain is combined with the Practice domain of the Hbo-Bachelor Dance program.
CEP Practice
CEP offers the opportunity to put art educational teaching materials into practice in mainstream, primary and secondary education.
MEDI & MEDI Skills Practice
MEDI & MEDI Skills Practice offers opportunities to put acquired theoretical aspects of the educational process into practice within extracurricular arts education.
Creative development
Creative development aims to teach the student to develop creative products, including designing choreographies, writing texts and producing other different Performing Arts products. This is a cross-domain component
CELL
CEL stands for creative educational and leadership. Within the CEL Project, students work together to create a student performance in which they take turns leading the team.
EXCEP
Project EXCEP is an exam part, in which the competences that bring theory to practice are examined, as well as the artistic and creative components of the training: “creative and educational design”, “problem-solving skills” and “lead and take” are the important competences. within this project. The candidates act in the role of designer, contractor and teacher.
Theater Practical Internships
Theater Practical internships offer opportunities to gain stage and work experience as a performing artist, partly independently, partly under supervision.
Project CREACORE
This is a Performing Arts project in which the students, based on a theme, together with their coach, make a presentation or Performing Arts project within an educational situation and gain experience in entrepreneurship and creation.
Project “I”
Project “I” takes place early in step 9 and has an exploratory and collaborative objective.
Project Integration / IWP
In the Project Integration, a theater product is performed under the guidance of various choreographers and directors, in which different domains are integrated into a coherent whole. The emphasis is on establishing connections between Education, Research and the professional field. (IWP)
Repertoire
In the Repertoire domain section, the Repertoire of LMIPA or from the Performing Arts field is rehearsed and rehearsed.
CEP Practice
CEP offers the opportunity to put art educational teaching materials into practice in mainstream, primary and secondary education.
MEDI & MEDI Skills Practice
MEDI & MEDI Skills Practice offers opportunities to put acquired theoretical aspects of the educational process into practice within extracurricular arts education.
Creative development
Creative development aims to teach the student to develop creative products, including designing choreographies, writing texts and producing other different Performing Arts products. This is a cross-domain component
CELL
CEL stands for creative educational and leadership. Within the CEL Project, students work together to create a student performance in which they take turns leading the team.
EXCEP
Project EXCEP is an exam part, in which the competences that bring theory to practice are examined, as well as the artistic and creative components of the training: “creative and educational design”, “problem-solving skills” and “lead and take” are the important competences. within this project. The candidates act in the role of designer, contractor and teacher.
Theater Practical Internships
Theater Practical internships offer opportunities to gain stage and work experience as a performing artist, partly independently, partly under supervision.
Project CREACORE
This is a Performing Arts project in which the students, based on a theme, together with their coach, make a presentation or Performing Arts project within an educational situation and gain experience in entrepreneurship and creation.
Project “I”
Project “I” takes place early in step 9 and has an exploratory and collaborative objective.
Project Integration / IWP
In the Project Integration, a theater product is performed under the guidance of various choreographers and directors, in which different domains are integrated into a coherent whole. The emphasis is on establishing connections between Education, Research and the professional field. (IWP)
Repertoire
In the Repertoire domain section, the Repertoire of LMIPA or from the Performing Arts field is rehearsed and rehearsed.
Included in programme(s)
School(s)
- Lucia Marthas Institute for Performing Arts