Course: Music Theatre step 12 term CD credits: 5
- Course code
- LDVB20MT12CD
- Name
- Music Theatre step 12 term CD
- Study year
- 2022-2023
- ECTS credits
- 5
- 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
Music theater domain: in this domain, mastery of the music theater technical components is central. The Music Theater domain is divided into a core and a basic part, whereby the technical mastery is acquired in the basic part and in the core part a bridge is built between the technology, the different forms of musical theater and the field of work.
Act
Acting serves as the basis for the Musical Theater section, but in the form of musical Acting it is also an independent domain section. Within this domain component, students learn acting skills.
Ensemble Vocals
Ensemble Vocal serves as the basis for the Musical Theater domain component, but is also an independent domain component. The core goal is polyphony.
Musical Theater
At Musical Theater the parts dance, song and performance come together. In Musical Theater, the existing musicals, and in particular the dance and ensemble singing pieces, form the teaching and learning material.
Performing Knowledge
Within this domain component, among other things, the theory and history of music theater are put into practice. This project has an internal school character.
Solfège
Solfège involves learning to distinguish by ear and being able to read tones and intervals and is taught in different modules, whereby students must first have passed module one in step 9 in order to progress to module two, etc. In total there are four modules. that must be achieved.
Voice coaching
Voice coaching acts as support for Acting, Ensemble Vocal, Musical Theater and Vocal Technique from the Muziektheater Domein.
Tap dance
Tap dance serves as the basis for Music Theater Technique and Dance Technique, but is also an independent technique. Tap dance in a dance form in which one produces rhythmic sounds with the feet.
Act
Acting serves as the basis for the Musical Theater section, but in the form of musical Acting it is also an independent domain section. Within this domain component, students learn acting skills.
Ensemble Vocals
Ensemble Vocal serves as the basis for the Musical Theater domain component, but is also an independent domain component. The core goal is polyphony.
Musical Theater
At Musical Theater the parts dance, song and performance come together. In Musical Theater, the existing musicals, and in particular the dance and ensemble singing pieces, form the teaching and learning material.
Performing Knowledge
Within this domain component, among other things, the theory and history of music theater are put into practice. This project has an internal school character.
Solfège
Solfège involves learning to distinguish by ear and being able to read tones and intervals and is taught in different modules, whereby students must first have passed module one in step 9 in order to progress to module two, etc. In total there are four modules. that must be achieved.
Voice coaching
Voice coaching acts as support for Acting, Ensemble Vocal, Musical Theater and Vocal Technique from the Muziektheater Domein.
Tap dance
Tap dance serves as the basis for Music Theater Technique and Dance Technique, but is also an independent technique. Tap dance in a dance form in which one produces rhythmic sounds with the feet.
Included in programme(s)
School(s)
- Lucia Marthas Institute for Performing Arts