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.

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. Emphasis is on ways of defining, clarifying, and arguing their points of view. While stimulating a contextual awareness, throughout the three Bachelor years the students are stimulated to bring some of their artistic topics and themes into clear focus, so 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.
After a group reading class of texts relating dance to society, and 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 sessions.

In the Abécédaire part of the class, at first the students are asked to bring in a variety of personal artistic references. Then they are challenged to articulate some of the central topics, concerns or concepts that appear within these references, by relating each reference to a concept of a commonly constructed online Abécédaire on Choreography. In the second half of this class, the students are encouraged to go a little further into depth about one particular choreographic concept/concern of their choice. Both by bringing in more artistic examples as well as by giving a classical presentation about the concept of their choice, the class aims to construct and expand an online Abécédaire on contemporary choreography. The end goals being that the students’ reflection on the concerns of contemporary choreography are expanded and sharpened, and that a(n online) platform is created where this accumulated knowledge remains available for future generations of students.