.

Portfolio is an ongoing course from year 1 to 3 that provides students with tools to embrace, research and analyse their own artistic identity in relation to the dance field. Main activities are listening, reading, writing, discussing and visualising. In the Portfolio writing and analysing classes, personal writing (manifesto, movement diary, blog review) is combined with analytical writing, starting with newspaper review writing in the 1st year, going into defining a research question and essay writing in the 2nd year, ending with a research paper about own artistic creations in the 3rd year. Emphasis is on ways of defining, clarifying, and arguing points of view. 
In the Portfolio Atlas classes, students are prompted to contextualize their artistic practice by placing it in a network of references. While stimulating this contextual awareness, throughout the three Bachelor years the students are stimulated to bring some of their artistic topics and themes into clear focus, to be able to embark on a more in depth research both in their artistic practice and in their artistic research. With a series of tasks, the students are asked to start externalizing parts of their artistic visions, ideas, and aspirations. 
Portfolio 1 writing classes combine personal reflections with more analytical writing. A class about dance manifestos historically, is followed by the task of writing their own dance manifesto, and feedbacking them in small groups. Next, a class on dance criticism, is followed by writing a blog review and a newspaper review about two different dance performances recently seen. After the group feedback, the next task is to reverse them: changing the blog review into a more objective newspaper review or vice versa.
In the Atlas-class in BA1, the students are invited to reflect upon their first year in school, as a person and an artistic person, by gathering a collection of images, following the model of the atlas of French art historian and art philosopher Didi-Huberman. Taking the work of Aby Warburg as a point of departure, artistic production is contemplated as a montage, in which things, places and time can be reconfigured. Students make, discuss and remake their own atlas, before the final class in which the atlases are presented and discussed in a classical ‘exposition’.