Course: Professional Practice 4 credits: 10
- Course code
- ABVB26PPR4
- Name
- Professional Practice 4
- Study year
- 2026-2027
- ECTS credits
- 10
- Language
- Dutch, with parts in English, English
- Coordinator
- H.J. Koopmans
- Modes of delivery
-
- Education
- Assessments
-
- Professional practice - Assignment
Learning outcomes
Competences:
- Connecting to the Environment
- Research & Reflection
- Working in Practice
A sufficient level is achieved when students deliberately choose their own solutions for problems or assignments with a divergent nature, and when they demonstrate the ability to employ relevant competences, skill, and knowledge in doing so, based on research and experiment.
Learning Outcomes
LO 4: Position
The student compares different artistic positions within artistic, cultural, social, and global contexts and relates their own work to selected perspectives, considering emerging tensions, sensitivities, and points of connection in order to articulate a developing artistic stance.
LO 5: Practice
The student organises aspects of their artistic process and collaborates within a developing practice, shares work through targeted presentations and emerging networking, and makes initial choices in relation to audience, presentation formats, and professional development toward a more self-directed and sustainable practice.
Content
Professional Practice 3 and 4 support students in developing a more conscious and articulated artistic position within a broader professional and societal context. The focus is on self-directed development, contextual awareness, and communication. Students take increasing responsibility for organising their practice, formulating goals, and making strategic choices. They reflect on their development in relation to their artistic ambitions and begin to position themselves within the field.
The programme addresses different roles and positions of the artist, as well as the structures and stakeholders that shape the contemporary art world. Students engage with external contexts through activities such as field trips, exhibitions, and professional encounters.
They develop skills in presentation, communication, and contextual research, learning to articulate their work in written, verbal, and visual forms, and to engage in dialogue with diverse audiences.
The Theory component deepens students’ understanding of historical and contemporary discourses, enabling them to relate their work to broader cultural and societal perspectives, and to critically position themselves within these contexts