Obtained credits for Portfolio 1
If the credit is not obtained, Portfolio 1 must be obtained together with Portfolio 2

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 their own artistic creation in the 3rd year. Emphasis is on ways of defining, clarifying, and arguing their 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, as to be able to embark on a more in depth research, both in their artistic practice as 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 2 writing classes combine personal reflections with analytical writing.
First task is the writing of a movement diary, which entails a detailed observation of their daily life from the perspective of movement and not specifically dance.
After a class on dance research and essay writing, the next task is to write a 4000 word essay on a research question of their choice, inspired by art criticism references from James Elkins’ The State of Art Criticism and Gilda Williams’ How to write about Contemporary Art?. This essay is guided through feedback processes.
In the Atlas-class in BA2 the students have to document their artistic references, texts, video’s, pictures, music etc. on a shared online platform. They also have to present these files to their peers in classical sessions. Using this shared (digital) documentation platform, the students are encouraged to consider their artistic practice in an ecological way as some ideas might become recurrent themes throughout their future practice.