Study Guide Bachelor Music 2015-2016 2 Education and Information ...................................................................................... 108 Content Studying with a Functional Impediment ............................................................ 109 Study Delay .................................................................................................................... 109 Codarts Music .......................................................................... 5 Examination Committee 111 Exchange Programmes 111 Codarts Agency 112 Information by Study Programme .......................................... 13 Quality Assurance and Options for Participation 113 Complaints 115 CLASSICAL MUSIC 13 Inspection of Regulations 117 JAZZ 37 POP 49 WORLD MUSIC 61 MUSIC THEATER 76 Curriculum Model Music (Performing) 87 Final Qualifications 89 Education Planning Music 2015-2016 11 General and Technical Support Facilities ............................. 118 Locations 118 Calamities 119 BHV/EHBO 119 Disabled Persons 120 General Educational Matters .................................................. 93 Theft 120 Lost and Found 120 STIP: Student/Teacher Information Point 93 Ban on Smoking and Drinking 120 Enrolment and de-enrolment 95 Posters/Flyers 120 Tuition Fees 2015-2016 98 Catering 120 Use of Computer Facilities 121 Use of Classrooms and Study Rooms 121 Guests and Outside Visitors 121 Equipment/Instruments 121 Instrument Storage 121 Lockers 121 Booking Study Rooms and Practice Rooms 121 Lending Instruments and Technical Equipment 122 Codarts Account 101 Student Life 101 Student Counselling .................................................................................................. 102 Study Pathway Advisor ............................................................................................. 104 International Office .................................................................................................... 104 Mentoring ...................................................................................................................... 105 Health Centre ............................................................................................................... 105 Hearing Protection ..................................................................................................... 108 Health Insurance ......................................................................................................... 108 3 Piano Management 122 Media Library 124 Disclaimer: This study guide (as well as its translation into English) has been compiled while taking the greatest possible care. However, it is always possible that some information in it is incomplete or incorrect. No rights can be derived from this. 4 Within the Bachelor Music there are five branches of studies: Codarts Music Classical Music, Jazz, Pop, World Music and Music Theatre. Each of these branches has its own characteristic profile and specialised Codarts Rotterdam study programme. At the same time, they share the same Codarts Rotterdam is an international university that offers high professional profile in which the end qualifications have been quality, professional art education in the fields of music, dance and defined. circus. The university has some 1000 students of 50 nationalities and approximately 240 employees. Codarts Rotterdam provides the following study programmes: Bachelor Music Bachelor Music in Education Bachelor Dance Bachelor Dance in Education Bachelor Circus Arts Master Music Master Art Education Master Dance Therapy Final Qualifications The Bachelor Music is aimed at 11 end qualifications, subdivided into three domains: the artistic domain, the professional-vocational domain and the professional-social domain. A complete overview of these end qualifications and further information about them can be found at the end of this study guide. Bachelor Music The bachelor Music is a four-year full-time course. The total study load of the programme is 240 study points (EC), consisting of a oneyear propaedeutic phase of 60 EC and a three-year main phase of 180 EC. The official language in classes can be English or Dutch. After completing the programme you will have obtained the degree Bachelor of Music (BMus). The diploma opens up the possibility of continuing your studies with a Master Music, depending on qualification. 5 Professional- ProfessionalArtistic vocational social Competency Domain Education at Codarts 1. Vision Codarts Rotterdam trains talented and driven dancers, musicians 2. Creative skills and circus performers to become dedicated and inspiring artists, 3. Collaborative skills leaders and facilitators, ready to spread their wings in a dynamic, 4. Communicative skills international context. 5. Analytical skills 6. Technical skills Our mission is founded on six concepts that together make up 7. Entrepreneurship Codarts’ vision: 8. Context-orientation Craftsmanship, Self-Management, Diversity, Inquisitiveness, 9. Learning skills Sustainability, Connectivity. 10. Reflective skills 11. Innovative skills Craftsmanship Codarts combines the oldest traditions and the latest trends in its generations of performing artists who indeed see the world as professional arts education, which is based on international their operational field. standards. Students immediately apply everything they learn in Inquisitiveness projects, performances and concerts. Codarts is a research-oriented community where ideas and Self-Management questions are developed, exchanged and evaluated. This takes Codarts regards students as self-conscious designers of their own place in a constant collaboration between professors, teachers, future. From the very start they learn to both take and share students and external partners. At Codarts, doing follows naturally responsibility. This means that everything is focused on developing from thinking and the students are explicitly challenged to engage their personal artistic identity to the greatest effect. in both. Diversity Sustainability Codarts is firmly rooted in Rotterdam and has always been passing Codarts prepares students for a professional life that may last on the most divergent cultures, styles and disciplines to new dozens of years. Therefore, students are coached intensively in developing and maintaining their health, resilience and flexibility. 6 Connectivity Authentic learning is the didactic principle of this student-driven Codarts is the link between talents and the international learning environment. In authentic learning the focus is on professional field. In the end, everything is about connections. individual artistic development. The study programme provides Connections between artist and colleagues, between artist and frameworks for this without becoming a straitjacket. Own initiative audience, between artist and society. Obviously, the international and responsibility are key values, giving you the opportunity to go professional field comes to Codarts to scout talent. Aside from your own way while learning, in a motivated and inspired manner. that, Codarts is in close contact with numerous local, national and This is why Codarts’ curriculum is characterised by openness, international organisations in order to make those talents be seen allowing space for research and experiments. In the course of your and heard outside its own walls as well. studies, you will be introduced to a wide range of music styles and the study programme gives you the opportunity to broaden or deepen your development. Classes are given by a varied team of Codarts Music teachers and guest teachers, so you can learn from different It follows from Codarts’ mission as stated above that we provide a teachers and be inspired by them. In addition, you can make full use learning environment in which the attention is focused on you, the of the knowledge and expertise that other departments and study student. Codarts Music believes in idiosyncratic musicians who, on programmes have to offer: Classical Music, Pop, Jazz, World Music the basis of their personal artistic identity, are able to claim their and Music Theatre, Dance and Circus, as well as the teacher training own place in the world of music. This means that you are keenly programmes in Music and Dance. aware of your own strengths and weaknesses and can use this to In the Codarts community we learn from the challenges and your advantage. solutions we meet on our journey, thus building an educational environment together that is always in motion. A fine example of Such insight doesn’t come naturally. This is why our learning this are the Full Moon Babylon Concerts, completely organised by environment challenges you to make choices in how you apply your students and alumni from all study programmes within Codarts, in creativity, helped by vocational skills and knowledge. The unique which they present their projects to each other. range in music styles and other art disciplines available at Codarts provide you with plenty of room to design your own music story, Also, Codarts is part of an extensive network of partners in whether by specialising in a specific music style or by combining Rotterdam and far beyond. Together with these partners we multiple styles and disciplines. frequently organise projects and events, such as band projects together with the Willem de Kooning Academy, concerts at the 7 Erasmus Medical Centre, a multidisciplinary accompaniment of the To help you find your way in all these aspects of being a annual Christmas dinner at the town hall and the big band concerts professional artist, the Bachelor Music’s study programme is at the North Sea Jazz Festival. structured according to so-called professional roles: the musician, the maker/performer, the teacher, the entrepreneur and the Codarts does more than provide the artistic facilities you need to researcher. become a successful performing artist. For a successful, sustainable career, injury prevention is essential. At Codarts, Student Life The Musician provides various facilities that can help you prevent or eliminate As a musician you strive for the freedom of uninhibited self- impediments, as well as good advice to have a long and healthy life expression in your main subject. This requires controlling that main in music. subject on the highest possible level, both technically and artistically. Therefore, this professional role is of a professional- Professional Roles vocational nature. Codarts Music trains students to become self-willed, broadly Solfège (ear training), rhythmic training, music theory subjects and employable musicians that can demonstrate their personal qualities practical harmony are all aspects of this professional role, as they in the contemporary artist practice. After all, today’s artist must have provide insight into the art of music and strengthen the vocational more skills besides producing high quality art. You also have to be side of your musical development. able to market your art as a strong product, develop innovative In your profile space you can choose minors that help deepen this ideas and concepts and shape your working environment. The key professional role, for example the minor Improvisation Strategies or to this is an open and inquisitive attitude: looking beyond the a specific music theoretical minor such as Tala (Indian music) or boundaries of what you know, always looking for challenges and Makam (Turkish music). how to make your own unique contribution. Above all, it is important that you, as a young inspiring artist, are able to communicate your professional skills and vision to others. To your audience and the people you work with, but perhaps also to The Maker/Performer students of a music school or in your own music practice. You can Whether composing or performing, as a musician you relate to be an important link in helping young people to realise their dream fellow musicians and your audience. Therefore this professional role of becoming an artist. combines modules that are about playing together, performing and stage presence, collaboration and experiment. In other words, 8 starting from day one you will be putting your artistic profession entrepreneurs. This requires an entrepreneurial attitude, as well as into practice in ensembles, practical lessons, projects, concerts and skills and knowledge of the professional environment you find performances. Codarts can provide a wide range of platforms and yourself in. Obviously you know your own artistic and creative stages both within and outside of the institution and we encourage potential, chances and challenges, you know yourself and what you you to also look for places to perform yourself. Within this want, but you also know how to reach artistic partners and professional role there are various minors to choose from, some especially your audience. You will have to take initiatives and exert oriented at performing, others at creating, such as the minors influence in order to bring about change. Our study programme Flamenco playing, World singing, Creative Producing and Jazz pays much attention, both in specific ways and integrated within the Composition in practice, but also Classical Musical and Camera practical education, to the many business aspects of your Acting with the Music Theatre department. professional practice. Should you wish to study the business aspect of the arts in more depth, you may choose to take the minor The Teacher Entrepreneurship. As a musician you must be able to communicate your view, knowledge and skills to others. In all professional roles you are The Researcher dealing with fellow performers, readers, listeners, booking agents An inquisitive, explorative attitude is essential. It starts with self- and visitors with whom you wish to share your view on music. First reflection and a willingness to learn things. Sometimes this means and foremost, however, you will need these skills in your role as you have to put your instrument or vocation aside in order to truly teacher. This is why Codarts teaches you the basic skills in delve into the study matter. You have to be reflective, analytical and professional didactics and pedagogics that you absolutely need as a capable of distancing yourself from the subject in order to speak or musician and that you will train during your studies. If you aspire to write about it. becoming a licensed teacher, you may follow the minors Education At some departments, an extensive process of peer feedback is now during the third and fourth study year. going on. Students evaluate each other’s work in order to arrive at a better insight into their own work and functioning via this reflection The Entrepreneur on the work of others. No matter how your professional practice may turn out, in the current cultural and economic climate a permanent full-time At Codarts, research is rooted in your professional practice, helping position up to retirement age seems highly unlikely. Today, an you to become a better musician. This includes, for instance, increasing number of musicians are therefore independent knowledge of the history of music as well as the ability to have that 9 knowledge influence the way you perform or compose music. Doing increasingly informed and deliberate choices in this. research with as end results a written thesis and a presentation is one of the modules of this professional role. 2. Reliability Finally, by developing some research skills during the Bachelor An examination is valid if it is evaluated by means of fixed phase you are preparing for research during the Master phase, evaluation criteria. There can be no arbitrariness in this. The where it is an essential part of the study programme. A Master’s evaluation criteria are clear and unambiguous and students degree then gives you the option to obtain your PhD in the are aware of them in advance. Also, for each specific test, DocArtes PhD programme, which has been set up in collaboration standards have been defined that specify what the least is with Leiden University. you should do in order to pass the test. Examinations at Codarts 3. Transparency Our views on education also define our examination policy. Each Transparency means that, as a student, you know when module in your study programme is concluded with a proper examinations take place and what their subject matter is. The examination. Three aspects are leading: year planning explicitly lists examination weeks and the opportunities for resitting an exam. This year planning is 1. Validity included elsewhere in this study guide. For each module An examination is valid if it tests what it is supposed to test. there is a module description, specifying what is expected of This means that the test is well aligned with the education, you by the end of the module (learning outcomes), the form with what you have learned, but also with situations you are the exam takes, the exam criteria that are used and the likely to encounter in your professional practice. This is why entrance requirements. Codarts often uses practical exams and practical assignments in which you combine your knowledge and skills from Transparency also means that you will be given a clear various disciplines to arrive at a personal, individual product. motivation of the evaluation as well as constructive feedback to help you further develop your learning process. The frameworks of these tests are fixed, but their content (for instance the choice of repertoire) is open to your own contributions. In the course of your studies you will make 10 34 Aug is open Kruisplein when Sundays weeks off Scheduled weeks * NB! During scheduled weeks off and vacations/holidays all locations are closed on Saturdays! Education Monday month Week no Education Planning Music 2015-2016 17 Scheduled month off / summer holiday*; all locations closed to students 35 24 Open days '15-'16 / re-examinations '14-'15 36 31 start study year 2015-2016 1 6-Sep-15 1 13-Sep-15 opening academic year 8 Sept. 17.00 37 Sept 7 (Kruisplein) 38 14 1 20-Sep-15 39 21 1 27-Sep-15 40 28 1 4-Oct-15 5 1 11-Oct-15 42 12 1 43 19 e week off / autumn holiday* 44 26 41 45 Oct Nov 1 2 KM/JPW Project Week Music 1 1-Nov-15 1 8-Nov-15 46 9 1 15-Nov-15 47 16 1 22-Nov-15 48 23 1 29-Nov-15 49 30 1 6-Dec-15 7 1 13-Dec-15 50 Dec 51 14 52 21 Scheduled week off / Christmas holiday; from 25-12 to 27-12 all locations closed 1 53 28 Scheduled week off / Christmas holiday ; from 28-12 to 3-1 all locations closed 1 1 Jan Christmas party 17 Dec. 17.00 (Fenixloods) 4 2 11 3 18 KM/JPW New Year’s party 7 Jan. 17.00 (Kruisplein) Examination Week Music 11 1 1 10-Jan-16 1 17-Jan-16 1 24-Jan-16 is open : Kruisplein when Sundays weeks off Rostered 31-Jan-16 1 1 7-Feb-16 6 8 1 14-Feb-16 7 15 1 8 22 Scheduled week off / Spring holiday* 9 29 1 6-Mar-16 7 1 13-Mar-16 11 14 1 20-Mar-16 12 21 all locations closed on Fri 25-3 (Good Friday) and Sat 26-3 1 13 28 all locations closed on Mon 28-3 (Easter Monday) 1 3-Apr-16 1 10-Apr-16 10 14 Feb Mar April start 2nd semester Music weeks 1 5 25 KM/JPW Education Monday month Week no 4 * NB! During scheduled weeks off and vacations/holidays all locations are closed on Saturdays! 1 4 Codarts Project Week 15 11 1 17-Apr-16 16 18 1 24-Apr-16 17 25 all locations closed on Wed 27-4 Koningsdag 1 18 19 May 2 Scheduled week off / May holiday*; on Thu 5-5 all locations closed 1 9 1 20 16 all locations closed on Mon 16-5 (Whit Monday) 1 22-May-16 21 23 1 29-May-16 12 practical lessons, which we place in a realistic context. This means you are not only working on the technical-vocational aspects of Information by Study Programme ensemble playing, but also on things such as organisation, profiling, and marketing and publicity. In addition, you can make full use of the musical inspiration and knowledge offered by other CLASSICAL MUSIC departments: Pop, Jazz, World Music and Music Theatre, but also Dance and Circus! The department of Classical Music at Codarts focuses on the Rotterdam as a city offers a wonderful and varied cultural vocational training aspect of the study but also on entrepreneurial, environment. Codarts Classical Music has intensive collaborations educational and research skills. Codarts Classical Music regards with concert hall the Doelen and the Rotterdam Philharmonic these as strongly related aspects of the professional practice and Orchestra. therefore aims at a far-reaching integration of the professional roles Codarts Classical Music offers the following programmes: associated with it. The curriculum clearly reflects these roles. See also the paragraph Didactic Model and the professional roles in the Orchestral instruments, including harp chapter ‘What is Codarts?’ In classical music the symphony orchestra takes up a prominent As a student, from this basis you learn how to become a self-aware position. The current cultural climate in Europe has led to a decrease musician who can move professionally in a rapidly changing world in the number of large orchestras and many classical musicians are in which classical music is part of a very broad musical and artistic now working in other settings. This is why we no longer treat culture. orchestral instruments exclusively as such, but also as solo Codarts has teachers of classical music who not only train you to instruments, chamber music instruments and ensemble instruments achieve the highest musical level but also take your uniqueness – in non-classical line-ups. and sometimes your idiosyncrasy – into account. Codarts Classical Music offers you an environment in which you can Piano find your own way, stimulated by us. This is why we place great The study programme Piano is a wide ranging programme that not value in team teaching: a principal that doesn’t confront you with only pays attention to solo skills but also to ensemble playing and just one main subject teacher but with a team of teachers and guest piano accompaniment. This wide range is also reflected in subjects teachers. There is also much attention for ensemble playing and such as practical harmony, which transcend the genre as such. 13 European Voice Conference), they are familiar with EVTS (Estill Voice Organ Training System), they take part in conventions both here and The study programme for organ players is strongly interwoven with abroad and they are familiar with ‘off-the-beaten-track’ methods. the church music study. On the one hand, within the main subject They put your personal development first, without losing sight of and in subjects such as improvisation and organ accompaniment your future working field. Whichever career you eventually choose, the programme focuses on contemporary organ practice, while on you will want to be able to present yourself the best you can. This is the other hand there is also attention for Protestant-Christian why – and this is unique for the Netherlands – you will take the church music subjects such as hymnology and liturgy. Besides, subject performing for four years. You will learn to communicate connections are made with pop, jazz and world music. what you have to say to your audience in an appealing manner. Conducting At Codarts, we think that the conductors of the future will have to be increasingly creative and enterprising if they are to respond to Voice the rapid changes in society, which also put classical music The main subject classes form the backbone of your studies. Other increasingly under pressure. The study programme is aimed at important elements are the interpretation classes – given by our training you in such a way that, besides craftsmanship, you also own teachers and sometimes by external experts – the chamber develop the ability to shape your own future, for instance by choir, language modules and other group lessons. Whether your thinking of and organising new concepts. ambition is to become an opera star, choir singer or teacher, you The programme offers you the opportunity to be active as will always be part of a larger whole. Besides developing your social conductor/musical director in choirs, symphony orchestras, opera, skills in group lessons, you are given the opportunity to optimally wind orchestras, musical, music theatre, multidisciplinary develop your collaborative skills by taking part in challenging orchestras… in short, in any situation where a musical director is projects. For many years now, your main subject teachers have been required. You will gain as much practical experience as possible, putting their enormous expertise with regard to all aspects of the art since conducting is a craft that is learned in collaboration with of singing into practice. They do so by applying often centuries-old musicians and not at home in front of the mirror! methods and insights, but also by keeping close track of the latest There are three main subject choices: Choir Conducting, Orchestra developments in their profession. You will find them at PEVOC (Pan- Conducting, and Hafabra/Creative Director, represented by three 14 main subject teachers. The idea is that all three teachers are involved The motto of the ‘inter-faculty’ Composition Classical Music and with all students. You choose one main subject, and then the other Jazz is that acquiring solid craftsmanship and developing creative two are offered in the form of a weekly group lesson. skills should be coached and stimulated in an integrated way. Your ambition to acquire a personal signature as a composer is the first Music Theory priority in this development! The main subject Music Theory is intended for students who have a talent for and are interested in the theory of music, in ‘the mechanisms behind the notes’. If you have a gift for this main Structure of the Programme subject you are able to reflect on music on the basis of objective All programmes within the Bachelor Music are structured according and abstract concepts. to the same model. The modular structure of the various In the study programme Music Theory this mainly takes place professional roles is reflected in each of the programmes. The through analysing music and studying the literature: the intense, content of the various programme elements differ with each branch meticulous and very serious study of the various phenomena that of study. This modular system allows you (on certain conditions) to constitute music, seen in the context of the era in which the music switch between different study branches, thus putting together your was written. This requires well-developed hearing. own unique profile. You will also study the various writing techniques – modal and tonal At the end of this study guide you will find a visual representation of counterpoint and tonal harmony – to gain insight in various matters the curriculum model. of style. In the Master’s phase, 20th-century writing techniques are The study programmes Composition and Music Theory have a studied as well. different structure. These two programmes will therefore be treated Students taking the entrance test for the main subject Music Theory separately at the end of this chapter. have often already studied at a conservatory. This means that they enter at a high level, which makes it possible for them to complete Main Subject (professional role: musician) the Bachelor’s phase in two or at most three years. After that, they The main subject takes central stage throughout the four years of can continue their studies by taking a two-year Master, depending your studies. It is the part with the largest study load and the most on their level. study credits. Besides taking weekly lessons, you will spend much time in self-teaching. There is the opportunity to take master classes Composition and renowned pedagogues will teach guess lessons. 15 In the modules Ensemble Playing you learn how to make use of your Theoretical Subjects (professional role: musician) own skills while collaborating with your fellow students. This The music theory subjects – solfège, harmony, analysis and analysis collaboration may take place in the form of orchestra projects, techniques, and counterpoint – are inextricably linked to the main chamber music rehearsals, group practical lessons, accompaniment, subject classes and to each other. In the modules Music Theory et cetera. Below is an overview of the various forms of ensemble Education (years 1 – 3) you master the principles of harmony theory playing for each programme. and analysis. In the course of your studies you learn how to apply the knowledge you have acquired in practical situations. For instance, you learn how to analyse works from your performance Year 1 Year 2 Year 3 repertoire. The finale is the lecture recital you will give in semester 7, Orchestra Propaedeutic choir Chamber music in which you analyse one of the pieces of your graduation exam instruments Chamber music Orchestra projects programme and present your findings to your teachers and fellow Year 4 Orchestra projects students. You show them how the insights from your analysis Voice influence how you perform the piece. Chamber choir Performance/ Drama In the solfège classes (years 1 and 2) you work on ear training and Propaedeutic choir Chamber music sight-singing. Finally, students of harp, piano, organ and conducting Piano Chamber music Accompaniment follow the additional module Counterpoint in years 2 and 3. Accompaniment Organ Chamber choir Improvisation Practical Harmony (professional role: musician) Accompaniment Church choir The modules Practical Harmony support the theoretical subjects. Informed musicianship They help you make the theory concrete on the piano. You also Conducting learn how to accompany yourself and others. Harp players are Chamber choir Internal practical lessons taught the specific practical harmony for the harp, and pianists are External projects trained in playing chord symbols. If your main subject is an orchestral instrument, your training will also be aimed at playing in orchestras and ensembles. All students Ensemble Playing (professional role: musician) 16 are expected to take part in four orchestra and ensemble projects If, because you have fallen behind in your studies, you take more each year. A scheme for all the projects is made available at the start than four years to complete the Bachelor phase, you are expected to of each study year. continue to take part in orchestra and ensemble projects, Starting in the second semester of the first year, chamber music is a respectively choir projects, right up to your final examination. mandatory subject for all students of orchestral instruments and pianists. In consultation with the coordinator for chamber music you Portfolio modules under the professional role of entrepreneur form your own ensemble, which will be coached by various chamber The portfolio modules under this professional role are a recurring music teachers. The lessons treat ensemble play, tone building, unity element in each study year. These modules consist of the various of playing style, choice of repertoire and social manners. Besides activities related to entrepreneurship, introduction, broadening and taking these classes, there are opportunities to gain practical extracurricular activities. experience on concert stages in Rotterdam and surroundings. These include the project weeks. Each year, there are two project If you are a singer, you will receive training in choir singing and weeks, when there are no regular classes but instead special drama/performance, besides your main subject. Voice students take projects, workshops and master classes are organised. The first week part in the chamber choir and the practical choir once a week and is a project week specific for each department, with projects that fit up to four choir projects (often with orchestra). within your study programme. The second project week is always a Organ players also take part in the chamber choir and in addition Codarts-wide project week in which all sorts of projects are they follow the subjects accompaniment and informed musicianship. organised that transcend genres and disciplines. Being confronted Starting in year 3, they also take church choir and Gregorian. by contacts that are completely new to you, widens your horizon. Pianists usually do not take part in orchestra projects. They follow Apart from that there are introductory courses in various aspects of the specific subject ‘accompaniment and playing’ in chamber music art as profession. In year 1, this is the Health and Performance Day, ensembles (see the above overview under orchestra instruments). which is about how to be a professional musician in a healthy and Students of conducting take part in the various practical lessons sustainable manner. In year 2, there is an introduction to education and practical weeks. During your studies you sing in the chamber to show you the first steps in the professional role of teacher. These choir and, together with the teachers, you work on your own introductory courses help you to get an idea of the professional working field activities, for instance with your own choir or practice and what is expected of you, early on in your studies. This ensemble. helps you to make informed choices about the course of your studies. 17 the past and of the present. Also, you work on the professional role This year, first-year students will start with a completely new course of research by doing independent additional research into one of in entrepreneurship, which will be further elaborated in the course the styles that were treated in the lectures. So, there is no of their studies. This course treats all the aspects of mandatory subject, but you are challenged to find out more about entrepreneurship in relationship to your future professional practice: what appeals to you and share this with your fellow students. skills, professional attitude, leadership, imagination and creation, forming opinions. These elements will also be related to your Education (professional role: teacher) personal artistic profile, which will result in a pitch in which you In the first two years of your studies, you have taken big steps in present yourself as a self-confident musician in your graduation your development as a musician and as a maker/performer. In year year. 3 you will work on the professional role of teacher. This educational element consists of three modules in one semester. Finally, there are the Individual Study Activities (ISA) for second-year Education A: this module addresses all kinds of subjects that have to students. Codarts encourages you to be active in the work field do with transference, such as general didactics, communication and while you are still studying. Because your own activities are as feedback, presentational skills, group dynamics, motivation, important to your development as the educational activities developmental psychology, learning styles, teacher roles and core provided by Codarts, engaging in ISAs also earns you study credits. qualities. At the end of the study year you reflect on the activities you have Education B: in this module you start working with your own undertaken that year. These may be ensembles you initiated, master instrument in a practical setting. You study teaching methods and classes you have taken or workshops you have given. Such a report transference techniques as well as current developments in the field provides a good overview of how you are progressing to your study of instrumental education, such as the use of new media. pathway advisor, who then has an easier task of coaching you in Internship: the internship module gives you the opportunity to put your study choices. into practice the things you have learned. After all, teaching can only be trained in real-life situations. This is done in an in-house Music Worldwide (professional role: researcher) internship in which you teach individual students or small groups of The second-year module Music Worldwide is one you will not find students under supervision of your internship coach. at any other conservatory. The module consists of a kaleidoscope of Should you have developed a taste for teaching after successfully interactive lectures on various music styles across the globe, both of finishing these modules, you can acquire further teaching skills by 18 taking the minor Education. After passing this minor, you will be an Year officially qualified teacher for certified music schools. 1 Orchestra Thesis (professional role: researcher) instruments The final stages of your studies offer a fine challenge: writing a Voice Year 2 Languages (German, French, long as your research contributes to your development as a self- English) Piano classes in research skills and personal coaching in formulating your Year 4 Orchestra playing research-based thesis. You are free to choose your own subject, as aware musician. The preparatory module of semester 6 consists of Year 3 Performance practice research design. The module is concluded with giving a research pitch before a committee and fellow students. In semester 7 you actually conduct your research, supervised by your research coach. Organ Improvisation Conducting Ear training Choir and orchestra training By the end of semester 7 you demonstrate your research skills by handing in your thesis and giving a public presentation. The best In years 3 and 4, the profile space is considerably larger and also has theses are included in Codarts’ media library. This means you help room for individual choices. In year 3 the profile space covers 6 EC build an ever-growing knowledge base for both students and and in year 4 even 18 EC. (Please note: students of Conducting and teachers. of Composition only ever profile space in the fourth year, of 12 EC). The profile space may be filled with miners and optional subjects. Profile Space Codarts offers a wide range of minors, both theoretical and practice- The profile space offers classes that are unique to your study oriented ones, for a more in-depth study of the various professional programme and therefore define your graduation profile. In years 1 roles. and 2 these include the mandatory profile modules. For all students At the end of each academic year, the third- and fourth-year of Classical Music these are the modules Music History in years 1 students-to-be are invited to sign up for one or more minors. Some through 3, plus de module Lecture-recital in year 4 (see above, minors take place during only one semester, while others may under Theoretical Subjects). The other profile subjects differ with continue throughout the year. There are light minors of 6 EC more each programme, as listed below. 19 substantial ones of 12 EC, so make sure that you will earn enough Practical points in your profile space when signing up for minors. Instrumentation Optional Modules Aesthetics and Philosophy Study Programme Composition The study programme Composition is provided within an interfaculty of Composing Classical Music and Composing Jazz. Both Main subject (professional role: musician) programmes have a substantial overlap with the instrumental/vocal The main subject takes central stage throughout the four years of programmes of the departments concerned. As a student of your studies. It is the part with the largest study load and the most Composition you will take a large number of modules together with study credits. Besides taking weekly lessons, you will spend much instrumental/vocal students of Classical Music or Jazz: time in self-teaching. Theoretical subjects Additionally, there are a number of mandatory academic subjects, Practical Harmony such as historical knowledge and analysis of Western composed Worldwide Music music from 1900 to the present, theoretical knowledge and practical Portfolio application of instrumentation and electronic music in theory and Education practice (including live electronics). Thesis Profile subjects Classical Music or Jazz Main subject (professional role: musician) For Classical Music, more information about these modules can be The study programme Composition aims at being a forum and found above under ‘Structure of the Programme’. For Jazz, is workplace for young composers. To this end, there are information is given in the chapter Jazz, ‘Structure of the presentations of own work by both students and teachers of the Programme’. Department, but also lectures and workshops, for which guests from the Netherlands as well as from abroad are invited. For these Besides the subjects mentioned above, there are specific subjects for activities, all students of Composition meet every week in the Composition. These are taught to composition students of Jazz and practical lessons. In addition you take instrumentation classes and a Classical Music together. This concerns the following modules: number of optional subjects to broaden or deepen your studies. Main subject (and minor) Concerts of students’ work are organised together with other Analysis New Media departments within the conservatory and students are invited to 20 take part in nationwide projects for young composers, such as those not provide all the answers to all questions that can help you deal organised by the ASKO Ensemble. And then there are opportunities with them. to work on joint projects with students from other art disciplines, such as visual art, video and film, theatre and dance. Within the Module Descriptions department itself, taking courses or working (under supervision) in Of all modules from the study programme, module descriptions various directions such as jazz and/or film music is also possible. were made that include: the content of the module Optional Modules (professional role: maker) the study load Students of Composition can make a selection from the following the learning outcomes optional modules: information about the examinations (form, criteria, results work field projects extra practical lessons conducting new media improvisation instrumentation year 3 and 4 scale) entrance requirements For the module descriptions for Classical Music click here. With these optional modules you can strengthen and deepen your creative capabilities. Aesthetics and Philosophy (professional role: researcher) This specific module has been added to the professional role of ‘researcher’ on behalf of composers. As a creating musician you not only have a relationship with an audience or performing musicians, but you will also find yourself confronted with questions that go deeper than what is immediately observable: the ‘why’ of your art. Here you enter the field of aesthetics and philosophy, which may 21 22 KM - orkestinstrumenten propedeuse tijd = gemiddelde lesduur per week H1 1e sem. 2e sem. ects ects tijd tijd H2 totaal 3e sem. ects ects 4e sem. tijd ects tijd H3 totaal 5e sem. ects ects 6e sem. tijd ects tijd totaal 7e sem. ects ects 8e sem. tijd ects totaal tijd ects musicus instrument/correpetitie 10 70/30 10 70/30 20 3 225 3 225 6 solfège 2 90 2 90 piano 2 20 2 120 12 MTV 70/30 20 70/30 20 150 3 150 6 4 60 4 60 4 20 4 20 4 20 4 120 12 120 12 120 12 3 3 70/30 20 70/30 20 150 3 150 6 lecture-recital 70/30 6 20 70/30 60 20 6 maker / performer ensembles: orkestprojecten* plus: propedeusekoor 60 kamermuziek** 30 orkestspel 90 120 11 120 11 120 10 120 10 60 3 90 30 3 90 30 3 90 30 30 30 30 3 docent educatie 6 6 stage 10 10 vakdidactiek 75 75 muziekpedagogie 60 60 ondernemer 5 5 5 5 2 2 2 2 2 projectweken in alle studiejaren + modulen jaar 1: ondernemerschap (2 EC) Health Day + modulen jaar 2: educatie (introductie vakdidactiek) 2 individuele studieactiviteiten onderzoeker muziek wereldwijd muziekgeschiedenis 75 3 75 3 75 6 3 3 75 75 3 3 75 scriptievoorbereiding 6 75 6 3 10 3 scriptiepresentatie 4 10 4 profielruimte minors totaal aantal studiepunten per semester 20 40 60 6 23 54 60 3 6 6 57 60 10 18 18 50 60 * ongeveer 4 projecten per student per jaar ** P: 8 lessen/H: 16 lessen van 60 minuten per jaar per ensemble KM - harp propedeuse H1 tijd = gemiddelde lesduur per week 1e sem. 2e sem. ects ects tijd tijd H2 totaal 3e sem. ects ects 4e sem. tijd ects tijd H3 totaal 5e sem. ects ects 6e sem. tijd ects tijd totaal 7e sem. ects ects 8e sem. tijd ects totaal tijd ects rollen: musicus instrument / correpetitie muziektheoretische vorming (MTV) 10 70/30 10 70/30 20 3 225 3 225 6 70/30 20 70/30 20 150 3 150 6 75 2 75 2 3 plus: contrapunt 3 70/30 19 70/30 19 150 3 150 6 75 2 75 2 lecture-recital 70/30 6 solfège 2 90 2 90 4 60 4 60 4 praktische harmonie aan de harp 2 20 2 20 4 20 4 20 4 120 12 120 12 120 11 120 11 20 70/30 60 20 6 maker / performer ensembles: orkestprojecten* plus: propedeusekoor 60 kamermuziek** 30 orkestspel 90 120 10 120 10 120 10 120 10 60 3 90 30 3 90 30 2 90 30 30 30 30 2 docent educatie 6 6 stage 10 10 vakdidactiek 75 75 muziekpedagogie 60 60 ondernemer 5 5 5 5 2 2 2 projectweken in alle studiejaren + modulen jaar 1: ondernemerschap (2 EC) Health Day + modulen jaar 2: educatie (introductie vakdidactiek) 2 individuele studieactiviteiten onderzoeker muziek wereldwijd muziekgeschiedenis 75 3 75 3 75 6 3 75 24 3 75 3 3 75 6 75 6 2 2 scriptievoorbereiding 3 10 3 scriptiepresentatie 4 10 4 profielruimte minors totaal aantal studiepunten per semester 20 40 60 6 54 60 3 6 6 57 60 10 18 18 50 60 * ongeveer 4 projecten per student per jaar ** P: 8 lessen/H: 16 lessen van 60 minuten per jaar per ensemble KM - zang propedeuse tijd = gemiddelde lesduur per week H1 tijd H2 tijd 1e sem. tijd 2e sem. totaal H3 tijd 3e sem. tijd 4e sem. totaal tijd 5e sem. tijd 6e sem. totaal tijd 7e sem. 8e sem. totaal rollen: musicus zang / correpetitie 10 70/30 10 70/30 20 3 225 3 225 6 solfège 2 90 2 90 piano 2 20 2 20 MTV 70/30 20 70/30 20 150 3 150 6 4 60 4 60 4 4 20 4 20 4 3 3 70/30 20 70/30 20 150 3 150 6 lecture-recital 70/30 6 talen*: 3 3 3 20 70/30 60 20 6 3 Frans 90 90 90 90 Italiaans 90 90 90 90 Duits 90 90 90 90 performance / drama 75 75 75 75 70 70 70 kamerkoor / koorprojecten* 150 150 150 150 150 150 150 maker / performer samenspel in: 12 12 12 12 11 11 10 10 150 docent educatie 6 6 stage 10 10 vakdidactiek 75 75 muziekpedagogie 60 60 ondernemer 5 5 2 projectweken in alle studiejaren + modulen jaar 1: ondernemerschap (2 EC) 25 5 5 2 2 2 2 Health Day + modulen jaar 2: educatie (introductie vakdidactiek) 2 individuele studieactiviteiten onderzoeker muziek wereldwijd 75 muziekgeschiedenis 3 75 3 75 6 3 3 75 3 75 3 75 scriptievoorbereiding 6 75 6 3 10 3 scriptiepresentatie 4 10 4 profielruimte minors totaal aantal studiepunten per semester 20 40 60 3 54 60 3 6 6 57 60 10 18 18 50 60 * in jaar 3 en 4 is er voor de genoemde talen individuele begeleiding mogelijk ** vier projecten per jaar + wekelijks kamerkoor + koorpracticum KM - orgel / kerkmuziek propedeuse tijd = gemiddelde lesduur per week 1e sem. 2e sem. totaal 3e sem. 4e sem. totaal 5e sem. 6e sem. totaal 7e sem. 8e sem. ects ects ects ects ects ects ects ects ects tijd H1 tijd H2 tijd tijd H3 ects tijd tijd ects tijd totaal tijd ects rollen: musicus instrument, plus: 10 70/30 10 70/30 20 70/30 20 70/30 20 70/30 H2 / H3 kerkmuziek: hymnologie H2 / H3 kerkmuziek: liturgie muziektheoretische vorming (MTV) 19 60 225 3 225 6 3 plus: contrapunt 150 3 150 6 75 2 75 2 3 19 60 30 3 70/30 30 150 3 150 6 75 2 75 2 lecture-recital 6 solfège 2 90 2 90 4 60 4 60 4 piano 2 20 2 20 4 20 4 20 4 70/30 20 70/30 60 60 30 30 60 20 6 maker / performer ensembles: 12 kamerkoor / koorprojecten 12 11 11 150 150 150 150 30 30 30 30 10 10 10 10 begeleiding ("orgel +") the informed musician H2 / H3 kerkmuziek: improviseren 60 60 60 60 H2 / H3 kerkmuziek: cantoraat 60 60 60 60 26 improviseren 30 3 30 3 30 2 30 2 docent educatie (verplichte keuzemodule) 6 6 stage 10 10 vakdidactiek 75 75 muziekpedagogie 60 60 ondernemer 5 5 5 5 2 2 2 2 2 projectweken in alle studiejaren + modulen jaar 1: ondernemerschap (2 EC) Health Day + modulen jaar 2: educatie (introductie vakdidactiek) 2 individuele studieactiviteiten onderzoeker muziek wereldwijd 75 muziekgeschiedenis 3 75 3 75 6 3 3 75 3 75 3 75 scriptievoorbereiding 6 75 6 3 10 3 scriptiepresentatie 4 10 4 profielruimte minors totaal aantal studiepunten per semester 20 40 KM - piano propedeuse tijd = gemiddelde lesduur per week 1e sem. ects 60 6 54 60 H1 2e sem. tijd ects tijd 3 6 6 57 60 10 H2 totaal 3e sem. ects ects 4e sem. tijd ects tijd 18 18 50 60 H3 totaal 5e sem. ects ects 6e sem. tijd ects tijd totaal 7e sem. ects ects 8e sem. tijd ects totaal tijd ects rollen: musicus instrument muziektheoretische vorming (MTV) 10 70 10 70 20 3 225 3 225 6 3 plus: contrapunt 70 20 70 20 150 3 150 6 75 2 75 2 3 70 19 70 19 150 3 150 6 75 2 75 2 lecture-recital 6 solfège 2 90 2 90 4 60 4 60 4 praktische harmonie / prima vista-spel 2 20 2 20 4 20 4 20 4 historische en hedendaagse uitvoeringspraktijk** 70 3 3 2 2 12 12 11 11 20 60 70 20 6 maker / performer ensembles: 27 10 10 10 10 kamermuziek*; plus: 30 propedeusekoor 60 60 begeleiding 30 30 30 30 30 30 30 30 30 30 30 30 30 30 docent educatie 6 6 stage 10 10 vakdidactiek 75 75 muziekpedagogie 60 60 ondernemer 5 5 5 5 2 2 2 2 2 projectweken in alle studiejaren + modulen jaar 1: ondernemerschap (2 EC) Health Day + modulen jaar 2: educatie (introductie vakdidactiek) 2 individuele studieactiviteiten onderzoeker muziek wereldwijd 75 muziekgeschiedenis 3 75 3 75 6 3 3 75 3 75 3 75 scriptievoorbereiding 6 75 6 3 10 3 scriptiepresentatie 4 10 4 profielruimte minors totaal aantal studiepunten per semester 20 40 60 6 54 60 3 6 6 57 60 10 * P: 8 lessen/H: 16 lessen van 60 minuten per jaar per ensemble ** i.h.k.v. "The Informed Musician" KM/JAZZ - compositie propedeuse tijd = gemiddelde lesduur per week 1e sem. 2e sem. totaal 3e sem. 4e sem. totaal 5e sem. 6e sem. totaal 7e sem. 8e sem. totaal ects ects ects ects ects ects ects ects ects ects ects ects tijd H1 tijd H2 tijd tijd H3 tijd tijd tijd tijd rollen: musicus compositie - hoofdvak* plus: 10 bijvak muziektheoretische vakken** (zie volgende pagina) 70 10 30 5 ** 70 20 70 30 5 ** 20 70 30 10 5 ** contrapunt 5 75 28 20 70 30 2 ** 10 75 20 30 2 3 70 20 30 70 30 150 3 150 6 75 2 75 2 20 70 30 20 18 18 50 60 analyse nieuwe muziek 120 lecture-recital (km) / studioproject (jazz) 6 praktische harmonie 2 20 2 20 60 2 60 90 1 90 4 20 4 20 60 2 60 90 2 90 3 120 60 3 6 4 maker / performer verplicht: 4 practica instrumentatie 1 verbredende/verdiepende keuzevakken: 4 8 2 60 2 60 6 2 60 2 60 4 2 werkveldprojecten (max. 4 x) PM 2 PM PM 2 PM PM 2 PM PM 2 PM extra practica (max. 4 x) 60 2 60 60 2 60 60 2 60 60 2 60 directie (max. 2 x) 90 2 90 90 2 90 90 2 90 90 2 90 nieuwe media (max. 2 x) 120 2 120 120 2 120 120 2 120 120 2 120 improvisatie (max. 2 x) 120 2 120 120 2 120 120 2 120 120 2 120 instrumentatie jr. 3/4 (max. 2 x) 60 2 60 60 2 60 stage 10 10 vakdidactiek 75 75 muziekpedagogie 60 60 docent educatie 6 ondernemer 5 5 5 5 6 2 2 2 2 2 projectweken in alle studiejaren + modulen jaar 1: ondernemerschap (2 EC) Health Day + modulen jaar 2: educatie (introductie vakdidactiek) 2 individuele studieactiviteiten home recording 60 3 60 3 75 3 75 3 onderzoeker muziek wereldwijd esthetiek en filosofie 90 scriptievoorbereiding 3 90 3 3 10 3 scriptiepresentatie genrespecifieke vakken***(zie volgende pagina) 90 4 9 9 3 3 10 90 3 4 3 profielruimte minors**** totaal aantal studiepunten per semester 12 60 60 *hoofdvak en bijvak zijn keuze uit: compositie klassiek OF jazz, elektronische compositie (alleen klassiek, ook mogelijk als hoofdvak), arrangeren (alleen als bijvak jazz) **muziektheoretische vakken: 29 12 60 18 18 60 jazz: Muziektheoretische vorming klassiek: 2 90 2 4 3 150 3 150 6 Solfege 2 60 2 4 1 60 1 60 2 Ritmische scholing 1 60 1 2 1 60 1 60 2 Muziektheoretische vorming 3 225 3 225 6 3 150 3 150 6 Solfege 2 90 2 90 4 60 4 60 4 75 3 75 3 75 3 75 3 Praktische solfege 1 60 2 60 3 60 3 60 3 75 3 75 6 60 3 60 3 ***genrespecifieke vakken: jazz: Jazz geschiedenis Home recording klassiek: Klassieke muziekgeschiedenis Propedeusekoor 3 **** 1 verplichte minor, jr. 3: 3 75 30 3 75 6 75 6 (verplicht voor KM-componisten) KM - theorie der muziek propedeuse tijd = gemiddelde lesduur per week 1e sem. ects H1 2e sem. tijd ects tijd H2 totaal 3e sem. ects ects 4e sem. tijd ects tijd totaal 5e sem. ects ects H3 6e sem. tijd ects tijd totaal 7e sem. ects ects 8e sem. tijd ects totaal tijd ects rollen: musicus hoofdvak theorie der muziek 16 19 35 35 35 35 35 35 35 contrapunt / harmonieleer / literatuur / methodiek 90 90 90 90 90 90 90 90 analyse / literatuur / methodiek 90 90 90 90 90 90 90 90 60 60 60 60 60 60 60 60 gregoriaans solfège 90 gehooranalyse 90 60 60 60 60 60 60 piano 2 20 2 20 4 20 4 20 4 instrumentatie en arrangeren* 1 90 2 90 3 90 3 90 3 maker / performer hoofdvakgebonden practica: 2 5 7 propedeusekoor 60 60 Sibelius / notatieprogramma 60 60 7 tonale harmonie aan de piano / partituurspel 7 60 60 60 60 8 8 7 7 60 60 60 60 cultuurgeschiedenis 60 60 60 60 stage 10 10 vakdidactiek 75 75 muziekpedagogie 60 60 docent educatie 6 ondernemer 5 5 5 5 6 2 2 2 2 2 projectweken in alle studiejaren + modulen jaar 1: ondernemerschap (2 EC) Health Day + modulen jaar 2: educatie (introductie vakdidactiek) 2 individuele studieactiviteiten onderzoeker muziek wereldwijd muziekgeschiedenis 75 3 75 3 75 6 3 scriptievoorbereiding scriptiepresentatie 75 3 75 3 3 75 6 75 6 3 10 3 4 10 4 profielruimte minors 12 31 12 totaal aantal studiepunten per semester 24 36 60 3 57 60 * samen met studenten compositie Support Staff Education Okke Westdorp – Head Codarts Classical Music ocwestdorp@codarts.nl Erik Zwiep – Strategic Policy Advisor adzwiep@codarts.nl Nola Exel - Coordinator Chamber Music: Teachers nkexel@codarts.nl Violin Myrte Hoes – Production Assistant András Czifra mhoes@codarts.nl Goran Gribajčevič Igor Gruppman Boukje Kruit-van Rijn – Study Advisor Vesna Gruppman bvanrijn@codarts.nl Olga Martinova Natasja Morozova Gordan Nikolić Sophie Hopman – Management Assistant shopman@codarts.nl Viola Karin Bijl - Coordinator Preparatory Courses Klassiek Gisella Bergman cpbijl@codarts.nl Karin Dolman Ron Ephrat 32 0 60 60 4 56 60 Horn Cello Bob Stoel Jeroen den Herder Martin van de Merwe Herre-Jan Stegenga Trumpet Double Bass André Heuvelman (Section Leader Brass) Peter Leerdam Ad van Zon Flute Trombone Juliette Hurel Alexander Verbeek Julie Moulin Wim Steinmann (piccolo) Bass Trombone Brandt Attema Oboe Maarten Dekkers Tuba Ralph van Daal Hendrik-Jan Renes Clarinet Harp Nancy Braithwaite Saskia Kingma (Assistant Section Leader Strings + Harp) Jan Jansen Bass Clarinet Percussion Henri Bok Chris Leenders (Section Leader Percussion) Hans Leenders Bassoon Ramon Lormans Pieter Nuytten Organ 33 Aart Bergwerff Hayo Boerema Composing Ben van Oosten Jan-Bas Bollen Bas de Vroome Hans Koolmees Erik Zwiep (Section Leader Organ and Church Music; not a teacher) Robin de Raaff Peter Jan Wagemans (Section Leader Composition and Conducting) Piano Stéphane de May Electronic Composition Jean Bernard Pommier René Uijlenhoet Bart van de Roer (Section Leader Piano) Music Theory Voice Patrick van Deurzen Frans Huijts (Section Leader Voice) Gijsbert Kok Charlotte Riedijk Music-Theoretical subjects (MTV) Choir Conducting Frans de Berg Wiecher Mandemaker Rijnhard Bokelmann (Section Leader MTV and History of Music) Jan Jongbloed Orchestra Conducting Patrick van der Linden Hans Leenders Gijsbert Kok Diploma Churc Organ Play Music History Hans van Gelder Desirée Staverman Arie Hoek Marcel Zijlstra and teachers Organ Conducting Wind Orchestra Practical Harmony Carlo Balemans Eli ’t Hart (piano) 34 Martin Lekkerkerk (piano) Hans Spruit Irja Zeper (piano) Chamber Music Music Pedagogy Henk Guittart Marjolijn Boersma Itamar Shimon Frank van der Duijn Bart van de Roer Sander Sittig And other teachers Didactics/Internship Supervision Ruud Spetter (coordinator didactics and internship supervision) Chamber Choir Lucia Arends (flute) Wiecher Mandemaker Irja Zeper (piano) Mark Boonstra (trombone Classical Music / Jazz) Ensembles and Orchestras (Position vacant) (violin) Arie van Beek (programmer classical ensemble and orchestra Bas de Vroome (organ) projects) Mariëlle Rijkaart (cello) Hans Leenders Nancy Braithwaite (clarinet) Guest conductors André Heuvelman (trumpet) Hendrik-Jan Renes (tuba) Choir Rehearsals and Accompaniment Saskia Kingma (harp) Reineke Broekhans Cora Peeters (voice) Jan Gruithuyzen Hans van Gennip (percussion) Maarten Hillenius Alla Libo Roderigo Robles de Medina Thesis Coaching Jan Willem Passchier (accompanist) Nancy Braithwaite Annette Rogers András Czifra Sander Sittig Marijke Tielenius (coordinator thesis coaching) 35 and others Languages Cas Jönsthövel (German) Corrie Minnigh-Geeve (French) Stefano Orlando (Italian) Drama/Performance David Prins (also Section Leader Voice) 36 JAZZ The Jazz department has two study programmes: Instrumental/Vocal and Composition. The study programme Instrumental/Vocal includes the following main subjects: ….Jazz is. Jazz lives……… (J.A. Deelder, fragment of the poem ‘Intro’, in Jazz, De Bezige Bij, piano 1992) guitar bass guitar The above quote from ‘a famous Dutch poet and most of all a drums Rotterdammer’, is perhaps the best answer to the question: why voice study Jazz? At Codarts Jazz, you can further develop and shape this trumpet Rotterdam ode to jazz on a daily basis. trombone saxophone Jazz music is flesh and blood, jazz lives, is always in motion, always In some cases, other instrumentalists may also follow the Jazz study challenging. This music is not past glory or merely a tradition, but is programme. For these students we always try to design a best fitting embraced by many as a source of inspiration and a lifestyle. Codarts course of study. Jazz was the first jazz institute in the Netherlands, when it opened its doors at the then already renowned Rotterdam Conservatory in The programme Composition is provided within an inter-faculty 1976. It is a department where many talented students have found with the Department of Classical Music. their way and where people take pride in an open culture and structure. Structure of the Programme At the end of the day, it is all about passion for music in all of its manifestations. All programmes within the Bachelor Music are structured according In Rotterdam, Codarts Jazz stands for a professional and creatively professional roles is reflected in each of the programmes. The to the same model. The modular structure of the various content of the various programme elements differ with each branch challenging, high-quality study programme where you learn to of study. This modular system allows you (on certain conditions) to make choices and stand by them. switch between different study branches, thus putting together your own unique profile. 37 At the end of this study guide you will find a visual representation of In the modules Ensemble Playing you learn how to apply your own the curriculum model. skills while collaborating with your fellow students. Throughout your The study programme Composition has a different structure. This entire studies you play in two ensembles. In the first two years, you programme will therefore be treated separately at the end of this will play in mandatory ensembles. These may differ per section and chapter. you can find them in the descriptions of the Ensemble Playing modules. In these ensembles you become familiar with your basic Main Subject (professional role: musician) repertoire and you learn what it is like to function in an ensemble or Your main subject is the most important element during the four orchestra. Codarts’ studio facilities are used for Jazz at fixed years of your studies. At an individual level you are coached by one moments in the study programme, so that you can also bring your or several teachers. In this module, you work on your technical own ideas to life in this way. control of the instrument, repertoire knowledge and knowledge of Increasingly, you will take on a leading role in these ensembles. You style elements that are specific to jazz and related music styles. At will find yourself more often in the role of ensemble leader, arranger the same time, right from the start of your studies, an appeal is and maker and you are expected to contribute to the repertoire and made to your creativity and you are asked to be a maker. the arrangements. In addition, in your final year, you may organise This element recurs in all practical lessons, besides entrepreneurship your own ensemble projects, for instance to perform with at your and exploring the material you are working with. In the course of graduation exam (and perhaps also after graduating). The various your studies, the artistic aspect will become increasingly important, ensemble teachers are available to coach your projects. next to the technical aspect. What is it that you wish to convey to Jazz history has a rich tradition in Big Band music, so playing in large your audience as a musician? What choices do you make in terms of formations such as a Big Band, Large Ensemble or a United repertoire, playing techniques and performance? In this process, the Orchestra (with all other Codarts Music students) is part of what role of the teacher will gradually become more that of a coach. Codarts has to offer. We expect you to become more and more the director of your own Within this context you, as a player, are part of the ensemble so that studies over the years, finally resulting in a final concert that you you may experience the discipline of ensemble playing in a large have completely organised yourself, from choosing the repertoire formation. The Big Band performs a number of times each year, and the musicians to organising the production and the publicity. including at the North Sea Jazz Festival. Ensemble Playing (professional role: maker/performer) Theoretical subjects (professional role: musician) 38 Besides these practical modules, you will also follow theoretical project weeks that take place every year. Instead of the regular subjects for three years. The modules Music Theory (years 1 through study programme, special projects, workshops and master classes 3) are an introduction to the basic principles of music theory, which are organised during these weeks. The first week is a project week you will learn to apply in practical situations in the course of your specific to each department, with room for projects that are related studies. For instance, you learn how to analyse and arrange works to your studies. The second project week is always a Codarts-wide from your performance repertoire. In addition, in the modules project week in which all sorts of projects are organised that Rhythm Education (years 1 and 2) you learn how to perform transcend genres and disciplines. Being confronted by contacts that rhythmic notations and write out played rhythms. Finally, in the are completely new to you widens your horizon. modules Solfège, you work on ear training: learning to recognise Apart from that there are introductory courses in various aspects of and notate melody and harmony. This theoretical knowledge and art as profession. In year 1, there are the courses Bizz Day on these skills provide you with insight into your performance cultural entrepreneurship and the Health and Performance Day, repertoire and gives you the tools to handle this repertoire in a which is about how to be a professional musician in a healthy and creative manner. sustainable manner. In year 2, there is an introduction to education to show you the first steps in the professional role of teacher. These Practical Harmony (professional role: musician) introductory courses help you to get an idea of the professional The modules Practical Harmony support the theoretical subjects and practice and what is expected of you, early on in your studies. This help you to make the theory concrete for the piano or another helps you to make informed choices about the course of your harmonic instrument. Also, you learn how to accompany yourself studies. and others. Piano students are provided with an alternative in the Finally, there are the Individual Study Activities (ISA). Codarts form of trio lessons, with a focus on functioning in a rhythm section. encourages you to be active in the work field while you are still Guitar students are provided with an alternative in the form of studying. Because your own activities are as important to your harmony on the guitar. development as the educational activities provided by Codarts, engaging in ISAs also earns you study credits. At the end of the Portfolio (professional role: entrepreneur) study year you reflect on the activities you have undertaken that The module Portfolio is a recurrent element every study year. This year. These may be ensembles you initiated, master classes you have module encompasses various activities related to introduction, taken or workshops you have given. Such a report provides a good broadening and extracurricular activities. For instance, the two 39 overview of how you are progressing to your study pathway advisor, Internship: the internship module gives you the opportunity to put who then has an easier task of coaching you in your study choices. into practice the things you have learned. After all, teaching can only be trained in real-life situations. This is done in an internal internship Music Worldwide (professional role: researcher) in which you teach individual students or small groups of students The second-year module Music Worldwide is one you will not find under supervision of your internship coach. at any other conservatory. The module consists of a kaleidoscope of Should you have developed a taste for teaching after successfully interactive lectures on various music styles across the globe, both of finishing these modules, you can acquire further teaching skills by the past and of the present. Also, you work on the professional role taking the minor Education. After passing this minor, you will be an of research by doing independent additional research into one of officially qualified teacher for certified music schools. the styles that were treated in the lectures. So, there is no mandatory subject, but you are challenged to find out more about Thesis (professional role: researcher) what appeals to you and share this with your fellow students. The final stages of your studies offer a fine challenge: writing a research-based thesis. You are free to choose your own subject, as Education (professional role: teacher) long as your research contributes to your development as a self- In the first two years of your studies, you have taken big steps in aware musician. The preparatory module of semester 6 consists of your development as a musician and as a maker/performer. In year classes in research skills and personal coaching in formulating your 3 you will work on the professional role of teacher. This educational research design. The module is concluded with making a research element consists of three modules in one semester. pitch before a committee and fellow students. In semester 7 you Education A: this module addresses all kinds of subjects that have to actually conduct your research, supervised by your research coach. do with transference, such as general didactics, communication and By the end of semester 7 you demonstrate your research skills by feedback, presentational skills, group dynamics, motivation, handing in your thesis and giving a public presentation. The best developmental psychology, learning styles, teacher roles and core theses are included in Codarts’ media library. This means you help qualities. build an ever-growing knowledge base for both students and Education B: in this module you start working with your own teachers. instrument in a practical setting. You study teaching methods and transference techniques as well as current developments in the field Profile Space of instrumental education, such as the use of new media. 40 The subjects mentioned above are part of all music curricula, programmes have a substantial overlap with the instrumental/vocal although they may vary in content. The Profile Space offers programmes of the departments concerned. As a student of additional modules that are unique to the Jazz programme . In years Composition you will take a large number of modules together with 1 and 2 these include the following mandatory profile modules. instrumental/vocal students of Classical Music or Jazz: Jazz History Theoretical subjects in this two-year history course you study the development of Practical Harmony jazz using many listening examples. This is an ‘all-ears’ Worldwide Music module designed to enhance your auditory awareness Portfolio through intensive listening. Education Practical Solfège Thesis This module involves ear training in a practical, instrument- Profile subjects Classical Music or Jazz oriented manner. More information about these modules for Jazz can be found above Home Recording under ‘Structure of the Programme’. For Classical Music, this This two-year course helps to make you familiar with the information is given in the chapter Classical Music, ‘Structure of the recording process. You learn how to use your own Programme’. equipment, such as a laptop, to make a good sounding Besides the subjects mentioned above, there are specific subjects for recording or to arrange a piece in preparation for a rehearsal Composition. These are taught to composition students of Jazz and or performance. Classical Music together. This concerns the following modules: In years 3 and 4, the profile space is considerably larger and also has Main subject (and minor) room for individual choices. In year 3 the profile space covers 12 EC Analysis New Media and in year 4 even 24 EC. For students instrumental/voice the Practical module Studio Production is mandatory in year 4. Instrumentation Optional Modules Aesthetics and Philosophy Study Programme Composition The study programme Composition is provided within an interfaculty of Composing Classical Music and Composing Jazz. Both 41 Main subject (professional role: musician) department itself, taking courses or working (under supervision) in The main subject takes central stage throughout the four years of various directions such as jazz and/or film music is also possible. your studies. It is the part with the largest study load and the most study credits. Besides taking weekly lessons, you will spend much Optional Modules (professional role: maker) time in self-teaching. Students of Composition can make a selection from the following Additionally, there are a number of mandatory academic subjects, optional modules: such as historical knowledge and analysis of Western composed work field projects music from 1900 to the present, theoretical knowledge and practical extra practical lessons application of instrumentation and electronic music in theory and conducting practice (including live electronics). new media improvisation instrumentation year 3 and 4 Practical lessons and instrumentation (professional role: musician) The study programme Composition aims at being a forum and With these optional modules you can strengthen and deepen your workplace for young composers. To this end, there are creative capabilities. presentations of own work by both students and teachers of the Department, but also lectures and workshops, for which guests from Aesthetics and Philosophy (professional role: researcher) the Netherlands as well as from abroad are invited. For these This specific module has been added to the professional role of activities, all students of Composition meet every week in the ‘researcher’ on behalf of composers. As a creating musician you not practical lessons. In addition you take instrumentation classes and a only have a relationship with an audience or performing musicians, number of optional subjects to broaden or deepen your studies. but you will also find yourself confronted with questions that go Concerts of students’ work are organised together with other deeper than what is immediately observable: the ‘why’ of your art. departments within the conservatory and students are invited to Here you enter the field of aesthetics and philosophy, which may take part in nationwide projects for young composers, such as those not provide all the answers to all questions but can help you deal organised by the ASKO Ensemble. And then there are opportunities with them. to work on joint projects with students from other art disciplines, such as visual art, video and film, theatre and dance. Within the After the Bachelor Music 42 One of strong features of Codarts Rotterdam is that we coach Would you like to continue your studies after finishing your talents who are able to find their way within the professional field of Bachelor’s? You might then audition for the Master phase Jazz. After the arts, education and private enterprise. End qualifications such as having concluded that, you can go on to obtain your PhD in the creative entrepreneurship, collaboration, communication and DocArtes PhD programme, which has been set up in collaboration performing are all typical of Codarts Jazz alumni. with Leiden University. The work field of jazz musicians is very diverse and wide. Obviously, Module Descriptions the goal is to go on stage with your own line-up and many alumni Of all modules from the study programme, module descriptions have done so at various national and international jazz festivals, were made that include: such as the North Sea Jazz Festival, Jazz International Rotterdam the content of the module and the international 12 Points Festival. the study load the learning outcomes information about the examinations (form, criteria, results The profession of musician has changed greatly over the past few years and nowadays much more is required than simply having scale) musical talent. You must be aware of the work field you are getting into and know how to deploy and develop other talents besides entrance requirements For the module descriptions for Jazz click here. musical-creative ones. Networking and making yourself noticed is part of the enterprising musician you have become. We see many Study Credits Tables musicians combine multiple disciplines to develop their own Below are the study credits tables of the study programmes concepts, often in businesses of their own or as independent Instrumental/Vocal and Composition. The tables are set up by study professionals. year and provide insight in the study load and the number of contact hours per week. 43 JPW - jazz instrumentaal/vocaal tijd = gemiddelde lesduur per week propedeuse H1 H2 H3 1e sem. 2e sem. totaal 3e sem. 4e sem. totaal 5e sem. ects ects ects ects ects ects ects tijd tijd tijd tijd 6e sem. tijd ects tijd totaal 7e sem. 8e sem. totaal ects ects ects ects tijd tijd musicus instrument 10 70 10 70 20 70 20 70 20 MTV 2 90 2 90 4 150 6 150 6 ritmische scholing 1 60 1 60 2 60 2 60 2 solfège 2 60 2 60 4 60 2 60 2 praktische solfege 1 60 2 60 3 piano / praktische harmonie 2 15 2 15 4 15 4 15 4 6 90 6 90 12 90 12 90 12 60 3 60 3 60 3 60 3 3 70 20 70 20 150 3 150 6 90 11 90 11 70 20 70 20 90 10 90 10 maker / performer ensembles genrespecifiek: home recording genrespecifiek: studioproject ondernemer 5 5 5 5 2 2 6 6 6 6 2 2 2 projectweken in alle studiejaren + modulen jaar 1: ondernemerschap (2 EC) Health Day + modulen jaar 2: educatie (introductie vakdidactiek) 2 individuele studieactiviteiten docent educatie onderzoeker muziek wereldwijd genrespecifiek: jazzgeschiedenis 60 3 60 3 75 3 75 3 60 3 60 3 scriptievoorbereiding 3 10 3 scriptie 4 profielruimte 12 12 57 60 10 4 18 18 56 60 te vullen met minors/keuzevakken totaal aantal studiepunten per semester 24 36 60 0 60 44 60 3 4 Jazz - composition propedeuse time = average lesson duration per week 1st sem. ects time musician composition - main subject plus: side subject (classical/ electronic composition, arranging ) music theory solfège practical solfège rhythmic training practical harmony counterpoint analysis new music studio project H1 2nd sem. ects time total ects 10 70 10 70 20 2 2 1 1 2 30 90 60 60 60 20 2 2 2 1 2 30 90 60 60 60 20 4 4 3 2 4 H2 3rd sem. ects time 3 1 1 4th sem. ects time total ects 70 20 70 20 30 150 60 3 1 30 150 60 6 2 60 20 75 1 4 2 60 20 75 2 4 2 H3 5th sem. ects time 3 6th sem. ects time total ects 70 20 70 20 30 150 3 30 150 6 75 2 75 2 7th sem. ects time 70 8th sem. ects time 20 30 6 70 total ects 20 30 120 60 3 120 3 6 60 2 60 2 PM 60 90 120 120 60 2 2 2 2 2 2 PM 60 90 120 120 60 creator / performer practicum instrumentation electives, 8 ects to be chosen from: work field projects (max. 4 x) additional practica (max. 4 x) conducting (max. 2 x) new media (max. 2 x) improvisation (max. 2 x) instrumentation yr. 3/4 (max. 2 x) home recording 1 60 90 2 1 60 90 PM 60 90 120 120 2 2 2 2 2 PM 60 90 120 120 60 3 60 2 2 8 3 60 90 2 2 60 90 PM 60 90 120 120 2 2 2 2 2 PM 60 90 120 120 60 3 60 2 2 6 60 2 60 PM 60 90 120 120 60 2 2 2 2 2 2 PM 60 90 120 120 60 2 4 2 3 teacher education: 6 6 2 2 music education A (pedagogy) music education B (methodology) internship entrepreneur 2 project weeks year 1: 5 5 5 entrepreneurship (2 ects) health day year 2: education (introduction methodology) 2 individual study activities researcher 45 5 2 2 music world wide aesthetics and filosophy thesis preparation thesis presentation jazz history 75 3 75 3 90 3 3 90 10 3 3 90 4 75 3 75 3 75 3 75 12 60 60 Support Staff Education 10 12 18 60 T: 010- 2444509 Linda Bloemhard - Head Codarts Jazz M: cemhell@codarts.nl T: 010-21711043 room: A 1.10 WMDC M:06-22096463 office hours: Mon, Tue, Thu 10.00-17.00 room: WMDC A 1.11 Anna Schenk T: 010-2171036 Carmen Sterke - management assistant Education M: aeischenk@codarts.nl T:010- 21711130 room: A 1.10 WMDC M: jcesterke@codarts.nl office hours: Mon, Tue, Wed, Thu 9:00-17:00 room: A 1.10 WMDC office hours: Mon through Thu 09.00-18.00 Teachers Wies Peeters – production assistant Jazz, Pop, World Music Trumpet T: 010-21711046 Jarmo Hoogendijk M: ljrpeeters@codarts.nl Wim Both room: A 1.10 WMDC Jan van Duikeren (guest teacher) office hours: Mon, Tue, Wed 11.00-18.00 46 3 4 Claire Hell - production assistant Jazz, Pop, World Music office hours: Mon through Thu 09.00-18.00, Fri 09.00-12.00 90 3 profile space to be filled with minors/ electives number of credits per semester 3 18 60 Trombone Johan Clement Ilja Reijngoud Luis Fabiano Rabello (technique) Bart van Lier (guest teacher) Bert Boeren (permanent guest teacher) Bass guitar Andy Hunter (guest teacher) Jeroen Vierdag Brandt Attema (bass trombone) Stefan Lievestro Mark Boonstra (bass trombone technique) Double Bass Saxophone Marius Beets Ben van den Dungen Stefan Lievestro Dick de Graaf Drums Simon Rigter Hans van Oosterhout Joost Patocka Voice Bart de Win Harjo Pasveer (technique) Composing/Arranging Francien van Tuinen (permanent guest teacher) Paul M. van Brugge Guitar Theory and Solfège Ed Verhoeff Ab Schaap (guest teacher) Ronald Schmitz Simon Rigter Reinier Baas (permanent guest teacher) Laetitia van Krieken Ben de Bruijn Rik van den Bergh (guest teacher) Frans van Geest (guest teacher) Piano Rob van Bavel Thesis Coordinator Franz von Chossy Marijke Tielenius Kruijthoff 47 48 POP more conceptual musician? Do I want to be able to work fast and at a high level on commissioned work? Do I want to be in the spotlight as frontman or frontwoman or rather take up a more supporting Every choice you can make is based on knowing your craft and this role as a band member? Do I choose a specific style or niche in the means that all Codarts Pop students are masters on their market or do I prefer to be more broadly oriented and multi- instruments, their voice, their songs or compositions, as well as in employable? the recording studio or a computerised environment. You are able All the competencies that you find in our inspiring, albeit to make your instrument serve your musical expression and the demanding environment are woven into the study programme that form it takes, your personal sound development and performance. we have put together with our team of teachers and support staff. It This means that in the first part of your studies the emphasis will be is a package that is always under development, as all the teachers on the professional-vocational aspect in theory and practice, but are still very active in the work field and because we believe that making-creating-improvising and handling technology are also reality should be strongly reflected within our education. Therefore main elements in projects onstage and in the studio from the very you will find many connections with the work field and the creative beginning. During the second part of your studies, skills and creative industry at Codarts. elements are combined and, together with your personal quest for your own identity, lead to your own persona as an artist. The Structure of the Programme educational environment provides professional guidance, coaching All programmes within the Bachelor Music are structured according and expertise and is also known as an environment with room for to the same model. The modular structure of the various experimentation, where mistakes are allowed and where people professional roles is reflected in each of the programmes. The support each other in an incredibly positive and critically content of the various programme elements differ with each branch constructive atmosphere. Other key words are communication, a of study. This modular system allows you (on certain conditions) to proactive adventurous approach, working together, building your network, daring, and passion for what is your drive. switch between different study branches, thus putting together your The graduated Pop student has been given the chance to evolve At the end of this study guide you will find a visual representation of own unique profile. the curriculum model. during these years of study: who am I as an artist and how do I relate to the world? Do I want to be an autonomously creating, 49 The study programmes Composition and Music Theory have a performance? In this process, the role of the teacher will gradually different structure. Those two programmes will therefore be treated become more that of a coach. separately at the end of this chapter. The possibility of either specialising on one specific instrument or organise your individual study plan with a combination of main Main Subject (professional role: musician) subjects during the course of your studies, is unique to the Music The main subject takes central stage throughout the four years of department of Codarts. However, this freedom of choice does not your studies. You are individually coached by one or several mean freedom of obligations and this is why our study pathway teachers. In this module you work on the technical mastering of advisors will help you make the right choices. your instrument, knowledge of the repertoire and of style elements We expect you to become more and more the director of your own that are specific to pop music and related music styles. studies over the years, finally resulting in a final concert that you have completely organised yourself, from choosing the repertoire and the musicians to organising the production and the publicity. Within the study programme Pop you can study the following main Ensemble Playing (professional role: maker/performer) subjects: The module Ensemble Playing is one of the main modules in the Keyboards Pop curriculum. Here, besides developing technical skills, students Guitar specifically develop their creative and communicative skills in a Bass Guitar setting that is oriented towards the professional practice. Drums In the first year you are assigned to two bands (one skills band and Voice/Song Writing one ‘make’ band) that you will work with for a year. Starting in year Creative Producer 2 you will have more and more room to put together your own bands. In year 4 you are free to design your own band projects as In the course of your studies, the artistic aspect will become you see fit and make use of band coaching at times when you think increasingly important, next to the technical aspect. What is it that this is useful. you, as a musician, wish to convey to your audience? What choices With regard to skills, you study the various style periods of pop do you make in terms of repertoire, playing techniques and music. This includes playing style, playing technique, the set of instruments, production methods and presentation (including stage 50 performance). This makes for an effective combination of theory and Besides these practical modules, you will also follow theoretical practice. In years 2 and 3 you study a variety of vocational themes in subjects for three years. The modules Music Theory (years 1 through short series of classes. 3) are an introduction to the basic principles of music theory, which Students of Creative Producer follow their own three-year skills you will learn to apply to practical situations in the course of your course with a focus on technical aspects such as mixing, mastering, studies. For instance, you learn how to analyse and arrange works metering and acoustics. from your performance repertoire. In addition, in the modules Besides the skills aspect there is the ‘make’ aspect. This is a three- Rhythm Education (years 1 and 2) you learn how to perform year course in which you work on making your own songs under rhythmic notations and write out played rhythms. Finally, in the supervision of a band coach. Each module is concluded with a modules Solfège, you work on ear training: learning to recognise production/project, for instance an audio production, a video clip or and notate melody and harmony. This theoretical knowledge and a live performance. Some of the projects take place in collaboration these skills provide you with insight into your performance with third parties from outside the school, for example other art repertoire and give you the tools to handle this repertoire in a academies, venues and cultural organisations. This means that you creative manner. will be constantly challenged to put your own development within the perspective of the professional practice. Practical Harmony (professional role: musician) In the course of your studies the emphasis on creating your own The modules Practical Harmony support the theoretical subjects and work becomes stronger, also in the choices you make with regard to help you to make the theory concrete for the piano or another collaborations and form. The Creative Producers develop their role harmonic instrument. Also, you learn how to accompany yourself of designers and/or managers of the technological elements of and others. Piano students are provided with an alternative in the performances. These roles are not specifically confined to the area form of trio lessons, with a focus on functioning in a rhythm section of one of the main instruments: producers also perform as and the keyboard player in the role of bandleader. instrumentalists, singers write songs, bass players produce, keyboard players manage technology and almost everyone sings: all Portfolio (professional role: entrepreneur) possible combinations exist! The module portfolio is a recurrent element every study year. This module encompasses various activities related to introduction, Theoretical Subjects (professional role: musician) broadening and extracurricular activities. For instance, the two project weeks that take place every year. Instead of the regular 51 study programme, special projects, workshops and master classes Finally, there are the Individual Study Activities (ISA) for second-year are organised during these weeks. The first week is a project week students. Codarts encourages you to be active in the work field specific to each department, with room for projects that are related while you are still studying. Because your own activities are as to your studies. The second project week is always a Codarts-wide important to your development as the educational activities project week in which all sorts of projects are organised that provided by Codarts, engaging in ISAs also earns you study credits. transcend genres and disciplines. Being confronted by contacts that At the end of the study year you reflect on the activities you have are completely new to you widens your horizon. undertaken that year. These may be ensembles you initiated, master Apart from that there are introductory courses in various aspects of classes you have taken or workshops you have given. Such a report art as profession. In year 1, there is the Health and Performance Day, provides a good overview of how you are progressing to your study which is about how to be a professional musician in a healthy and pathway advisor, who then has an easier task of coaching you in sustainable manner. In year 2, there is an introduction to education your study choices. to show you the first steps in the professional role of teacher. These introductory courses help you to get an idea of the professional Music Worldwide (professional role: researcher) practice and what is expected of you, early on in your studies. This The second-year module Music Worldwide is one you will not find helps you to make informed choices about the course of your at any other conservatory. The module consists of a kaleidoscope of studies. interactive lectures on various music styles across the globe, both of the past and of the present. Also, you work on the professional role This year, first-year students will start with a completely new course of research by doing independent additional research into one of in entrepreneurship, which will be further elaborated in the course the styles that were treated in the lectures. So, there is no of their studies. This course treats all the aspects of mandatory subject, but you are challenged to find out more about entrepreneurship in relationship to your future professional practice: what appeals to you and share this with your fellow students. skills, professional attitude, leadership, imagination and creation, forming opinions. These elements will also be related to your Education (professional role: teacher) personal artistic profile, which will result in a pitch in which you In the first two years of your studies, you have taken big steps in present yourself as a self-aware musician in your graduation year. your development as a musician and as a maker/performer. In year 3 you will work on the professional role of teacher. This educational element consists of three modules in one semester. 52 Education A: this module addresses all kinds of subjects that have to actually conduct your research, supervised by your research coach. do with transference, such as general didactics, communication and By the end of semester 7 you demonstrate your research skills by feedback, presentational skills, group dynamics, motivation, handing in your thesis and giving a public presentation. The best developmental psychology, learning styles, teacher roles and core theses are included in Codarts’ media library. This means you help qualities. build an ever-growing knowledge base for both students and Education B: in this module you start working with your own teachers. instrument in a practical setting. You study teaching methods and transference techniques as well as current developments in the field Profile Space of instrumental education, such as the use of new media. The subjects mentioned above are part of all music curricula, Internship: the internship module gives you the opportunity to put although they may vary in content. The Profile Space offers into practice the things you have learned. After all, teaching can only additional modules that are unique to the Pop programme. In years be trained in real-life situations. This is done in an in-house 1 and 2 these include the following mandatory profile modules. internship in which you teach individual students or small groups of Pop History students under supervision of your internship coach. This module runs parallel to the skills trajectory of the Should you have developed a taste for teaching after successfully module Ensemble Playing. Over the course of two years, you finishing these modules, you can acquire further teaching skills by study the various style periods in pop music of the 20th and taking the minor Education. After passing this minor, you will be an 21st century. The module uses a helicopter view to reveal the officially qualified teacher for certified music schools. main threads and historical connections. Important events in music are addressed, interpreted and put into context. Thesis (professional role: researcher) Practical Solfège The final stages of your studies offer a fine challenge: writing a This module involves ear training in a practical, instrument- research-based thesis. You are free to choose your own subject, as oriented manner. long as your research contributes to your development as a self- Home Recording (instr/voc) or studio practical (Creative aware musician. The preparatory module of semester 6 consists of Producer) classes in research skills and personal coaching in formulating your This two-year course helps to make you familiar with the research design. The module is concluded with making a research recording process. You learn how to use your own pitch before a committee and fellow students. In semester 7 you equipment, such as a laptop, to make a good sounding 53 recording or to arrange a piece in preparation for a rehearsal environment such as with Eefje de Visser, Kyteman or Selah Sue. or performance. Students Creative Producer work on an Initiating your own educational environment (either online or in advanced level in the module Studio Practical. Successfully practice) as an independent professional or working within a passing this module results in a studio licence, which means traditional music school. you may work independently in the various studios at Our alumni are hard at work everywhere, combining the Codarts. Year 2 is dedicated to develop your skills in studio professional practices of performing, creating and independent technique in more depth. teaching while self-confidently building their future. This selfconfidence also stems from the realisation that developments in our modern society can cause rapid change. Our alumni are aware of In years 3 and 4, the profile space is considerably larger and also has this and are able to anticipate those changes. In fact, what we do is room for individual choices. In year 3 the profile space covers 12 EC facilitate students to become their own agents of future change in and in year 4 even 24 EC. For students instrumental/voice the their professional field, each according to his or her ability. module Studio Production is mandatory in year 4. Do you wish to continue your studies after finishing your Bachelor’s? Then you may audition for the Master study programme Pop. It is After Codarts specifically this field where research and creativity meet and a Our alumni end up in a great variety of places. There are examples mostly hybrid environment of performing-making-producing-doing of just about anything you yourself may imagine in the dream you business becomes visible. have when you start studying at an institute such as ours. Being a band member, frontman or frontwoman, writer or producer of a successful internationally touring band (Chef Special, Epica, Adlicious). Being a successful solo artist or singer/songwriter (Tessa Douwstra, Michiel Prins, Sharon Doorson). An underground producer building the sound of tomorrow, while also being a ghost writer for a currently successful DJ or musician in an up-and-coming band (Kovacs, Han Solo). Being a background vocalist with Anouk, Trijntje and many others while steadily working on your solo career (Shirma Rouse). Working as an instrumentalist in a successful 54 Module Descriptions entrance requirements For the module descriptions for Pop music click here. Of all modules from the study programme module descriptions were made that include: Study Credits Tables the content of the module Below are the study credits tables of the study programmes the study load Instrumental/Vocal and Creative Producer. The tables are set up by the learning outcomes study year and provide insight in the study load and the number of information about the examinations (form, criteria, results contact hours per week. scale) 55 JPW - pop instrumentaal/vocaal propedeuse tijd = gemiddelde lesduur per week 1e sem. ects tijd musicus instrument MTV ritmische scholing piano / praktische harmonie praktische solfege maker / performer ensembles / bandprojecten genrespecifiek: homerecording genrespecifiek: studioproject 10 70 3 120 2 90 2 20 1 60 6 75 60 ondernemer 2 projectweken in alle studiejaren + modulen jaar 1: ondernemerschap (2 EC) Health Day + modulen jaar 2: educatie (introductie vakdidactiek) 2 individuele studieactiviteiten H1 2e sem. ects tijd totaal 3e sem. ects ects tijd 10 3 2 2 2 70 120 90 20 60 20 6 4 4 3 6 3 75 60 12 3 5 H2 3 4e sem. ects tijd totaal 5e sem. ects ects tijd 70 120 90 20 20 3 4 4 70 120 90 20 20 6 4 4 75 60 12 3 75 60 12 3 5 5 H3 3 5 docent educatie onderzoeker muziek wereldwijd genrespecifiek: popgeschiedenis scriptievoorbereiding scriptie 75 3 75 75 75 3 3 3 75 75 totaal 7e sem. ects ects tijd 20 3 70 60 20 6 70 20 70 20 75 11 75 11 75 10 75 10 2 2 6 6 10 60 3 57 56 6 6 2 2 3 4 36 totaal ects 70 60 3 24 8e sem. ects tijd 3 3 profielruimte te vullen met minors/keuzevakken totaal aantal studiepunten per semester 6e sem. ects tijd 60 3 12 12 57 60 4 10 4 18 18 56 60 JPW - pop creative producer propedeuse tijd = gemiddelde lesduur per week 1e sem. ects tijd musician instrument music theory rhythmic training practical harmony practical solfege producer / performer band projects genre specifiek: studiopracticum H1 2e sem. ects tijd totaal 3e sem. ects ects tijd 10 3 2 2 1 70 60 90 20 60 10 3 2 2 2 70 60 90 20 60 20 6 4 4 3 6 75 6 3 75 12 3 ondernemer 2 projectweken in alle studiejaren + modulen jaar 1: ondernemerschap (2 EC) Health Day + modulen jaar 2: educatie (introductie vakdidactiek) 2 individuele studieactiviteiten 5 H2 3 4e sem. ects tijd totaal 5e sem. ects ects tijd 70 60 90 20 20 3 4 4 70 60 90 20 20 6 4 4 75 12 3 75 12 3 5 5 H3 3 5 docent educatie onderzoeker muziek wereldwijd genrespecifiek: popgeschiedenis scriptievoorbereiding scriptie 75 3 75 75 75 3 3 3 75 75 totaal 7e sem. ects ects tijd 20 3 70 60 20 6 70 20 70 20 75 11 75 11 75 10 75 10 2 2 6 6 2 10 60 3 57 57 2 3 4 36 totaal ects 70 60 3 24 8e sem. ects tijd 3 3 profielruimte te vullen met minorsw/keuzevakken totaal aantal studiepunten per semester 6e sem. ects tijd 60 3 12 12 57 60 4 10 4 24 24 56 60 Support Staff Education Anna Schenk – management assistant T: 010-2171036 Wessel Coppes – Head Codarts Pop M: aeischenk@codarts.nl T: T: +31 (0)10 217 1044 room: A 1.10 WMDC M: whcoppes@codarts.nl office hours: Mon, Tue, Wed, Thu 9:00-17:00 room: WMDC A1.11 Teachers Carmen Sterke – management assistant Education Drums T:010- 21711130 Hans Eijkenaar M: jcesterke@codarts.nl Martijn Vink room: A 1.10 WMDC Eelco de Boer office hours: Mon through Thu 09.00-18.00 Bass guitar Wies Peeters – production assistant Jazz, Pop, World Music Michel van Schie T: 010-21711046 Marco Dirne M: ljrpeeters@codarts.nl room: A 1.10 WMDC Guitar office hours: Mon, Tue, Wed 11.00-18.00 Age Kat Menno Gootjes Claire Hell - production assistant Jazz, Pop, World Music Leendert Haaksma T: 010- 2444509 Martijn van Agt M: cemhell@codarts.nl room: A 1.10 WMDC Keyboards office hours: Mon, Tue, Thu 10.00-17.00 Ronald Kool 58 Berthil Busstra Rhythmic Education Carlo de Wijs (hammond) Arie Verhaar Vocals – songwriting; Minor Piano Brian Zalmijn André Bill Simone Roerade Berthil Busstra Harjo Pasveer Tjeerd van Zanen Band Coaches Desmond Haneveer Ronald Kool Martijn van Agt Marco Dirne Simone Roerade Eelco de Boer Creative Producer Thomas Bank Theo Janssen, Simone Roerade Thomas Bank, Arie Verhaar Tjeerd van Zanen Daniel Raegan (business) Åke Danielsson Stefan Mandersloot (visuals) Carlo de Wijs Home Recording Music Theory Aart de Jong Laetitia van de Krieken Åke Danielsson Oscar van Dillen Education Pop History Johan Witt Desmond Haneveer Frank van der Duin 59 Thesis Coordinator Marijke Tielenius Kruijthoff Entrepreneurship Ewout van der Linden Marijke van Velzen 60 WORLD MUSIC In 1978, Codarts was the first conservatory outside the United States to have a study programme Jazz, thereby opening its doors for Latin (this includes Caribbean and Brazilian traditions) Argentine Tango Turkish Music (Anatolian and Ottoman music) Increasingly, connections are made between music styles, not only other genres than Western classical music. In 1985, Codarts added within the World Music department itself, but also with Pop, Jazz the study of Flamenco Guitar, even before it was possible to take and Classical Music. For example, the wind players from the Jazz this study in Spain itself, and two years later the department for section play in salsa and Brazilian ensembles; there is a Bollywood North Indian classical music was founded. The department of World orchestra in which Pop, Jazz and World Music students play Music was formed in 1989 with the section Latin, which was then together with teachers; there is an ensemble for Argentine folklore extended with Argentine Tango (1993) and Turkish/Anatolian Music in which Tango and Latin students work together; and there is an (2000). Through the years, Codarts World Music has evolved into a centre of expertise for these music genres. Ottoman ensemble in which students of Composition of Classical Codarts Music is the only music institute in the world where Classical Music play together. Music and Bachelor and Master students of World Music and Many of the programmes have international guest teachers who students can do a Bachelor’s and/or Master’s study in all these give lessons and master classes during one or several weeks cultural domains. These pure traditions can also be studied in their throughout the year. At such times, the regular roster is adapted to countries of origin, of course, but what makes Codarts World Music enable all students to profit from the presence of these guest so unique is their setting within an international context. This teachers. international context consists of both the diversity of the music Our students come from all corners of the world, bringing their own genres on offer and the diversity in nationalities of both students and teachers. cultural baggage with them. Codarts invites you to look for the The study programme World Music has five branches: your own musical roots. This will not only enrich your own journey, Flamenco Guitar Indian Music (North Indian classical music and Indian light connections between the musical traditions that are taught here and but our education as well. Structure of the Programme music) 61 All programmes within the Bachelor Music are structured according Within the department of World Music you can take the following to the same model. The modular structure of the various main subjects: professional roles is reflected in each of the programmes. The content of the various programme elements differ with each branch Flamenco of study. This modular system allows you (on certain conditions) to Guitar switch between different study branches, thus putting together your Indian music own unique profile. Bansuri, tabla, voice dhrupad, voice khayal, sitar, violin, sarangi At the end of this study guide you will find a visual representation of Latin the curriculum model. Piano, guitar, bass guitar, drums/ percussion, voice, flute and other wind instruments Main Subject (professional role: musician) Tango Your main subject is the most important element during the four years of your studies. At an individual level you are coached by one Piano, bandoneón, guitar, double bass, violin, voice or several teachers. In this module, you work on your technical Turkish music control of the instrument, repertoire knowledge and knowledge of Bağlama, percussion, voice, ney, ud and related instruments style elements that are specific to the music tradition you have chosen to study. In the course of your studies, the artistic aspect will Ensemble Playing (professional role: maker/performer) become increasingly important, next to the technical aspect. What is In the modules Ensemble Playing you learn how to apply your own it that you, as a musician, wish to convey to your audience? What skills while collaborating with your fellow students. Throughout your choices do you make in terms of repertoire, playing techniques and entire studies you play in two ensembles. In the first two years, you performance? In this process, the role of the teacher will gradually will play in mandatory ensembles. These may differ per section and become more that of a coach. Also, as your studies progress, you you can find them in the descriptions of the Ensemble Playing will have more freedom in your choice of teachers to work with. We modules. In these ensembles you become familiar with your basic expect you to become more and more the director of your own repertoire and you learn what it is like to function in an ensemble or studies over the years, finally resulting in a final concert that you orchestra. have completely organised yourself, from choosing the repertoire Increasingly, you will take on a leading role in these ensembles. You and the musicians to organising the production and the publicity. will find yourself more often in the role of ensemble leader, arranger 62 and maker and you are expected to contribute to the repertoire and harmonic instrument. Also, you learn how to accompany yourself the arrangements. Starting in the third year, and sometimes even and others. Students who already play a harmonic instrument (piano sooner, there is a possibility to play in the so-called performing or guitar) are provided with an alternative to learn how to apply ensembles. These ensembles perform frequently both within their harmonic knowledge on a higher level. What these alternatives Codarts and at outside venues. In addition, in your final year, you are, can be found in the module descriptions of the modules may organise your own ensemble projects, for instance to perform Practical Harmony. with at your graduation exam (and perhaps also after graduating). The various ensemble teachers are available to coach your projects. Portfolio modules (professional role: entrepreneur) The portfolio modules are a recurrent element every study year. Theoretical Subjects (professional role: musician) They encompass various activities related to entrepreneurship, Besides these practical modules, you will also follow theoretical introduction, broadening and extracurricular activities. subjects for three years. The modules Music Theory (years 1 through For instance, the two project weeks that take place every year. 3) are an introduction to the basic principles of music theory, which Instead of the regular study programme, special projects, workshops you will learn to apply to practical situations in the course of your and master classes are organised during these weeks. The first week studies. For instance, you learn how to analyse and arrange works is a project week specific to each department, with room for projects from your performance repertoire. In addition, in the modules that are related to your studies. The second project week is always a Rhythm Education (years 1 and 2) you learn about the building Codarts-wide project week in which all sorts of projects are blocks of various rhythmic traditions and how to perform rhythmic organised that transcend genres and disciplines. Being confronted notations and write out played rhythms.. This theoretical knowledge by contacts that are completely new to you widens your horizon. and these skills provide you with insight into your performance Apart from that there are introductory courses in various aspects of repertoire and give you the tools to handle this repertoire in a art as profession. In year 1, there is the Health and Performance Day, creative manner. which is about how to be a professional musician in a healthy and sustainable manner. In year 2, there is an introduction to education to show you the first steps in the professional role of teacher. These Practical Harmony (professional role: musician) introductory courses help you to get an idea of the professional The modules Practical Harmony support the theoretical subjects and practice and what is expected of you, early on in your studies. This help you to make the theory concrete for the piano or another 63 helps you to make informed choices about the course of your interactive lectures on various music styles across the globe, both of studies. the past and of the present. Also, you work on the professional role of research by doing independent additional research into one of This year, first-year students will start with a completely new course the styles that were treated in the lectures. So, there is no in entrepreneurship, which will be further elaborated in the course mandatory subject, but you are challenged to find out more about of their studies. This course treats all the aspects of what appeals to you and share this with your fellow students. entrepreneurship in relationship to your future professional practice: skills, professional attitude, leadership, imagination and creation, forming opinions. These elements will also be related to your Education (professional role: teacher) personal artistic profile, which will result in a pitch in which you In the first two years of your studies, you have taken big steps in present yourself as a self-aware musician in your graduation year. your development as a musician and as a maker/performer. In year 3 you will work on the professional role of teacher. This educational Finally, there are the Individual Study Activities (ISA) for second-year element consists of three modules in one semester. students. Codarts encourages you to be active in the work field Education A: this module addresses all kinds of subjects that have to while you are still studying. Because your own activities are as do with transference, such as general didactics, communication and important to your development as the educational activities feedback, presentational skills, group dynamics, motivation, provided by Codarts, engaging in ISAs also earns you study credits. developmental psychology, learning styles, teacher roles and core At the end of the study year you reflect on the activities you have qualities. undertaken that year. These may be ensembles you initiated, master Education B: in this module you start working with your own classes you have taken or workshops you have given. Such a report instrument in a practical setting. You study teaching methods and provides a good overview of how you are progressing to your study transference techniques as well as current developments in the field pathway advisor, who then has an easier task of coaching you in of instrumental education, such as the use of new media. your study choices. Internship: the internship module gives you the opportunity to put into practice the things you have learned. After all, teaching can only Music Worldwide (professional role: researcher) be trained in real-life situations. This is done in an in-house The second-year module Music Worldwide is one you will not find internship in which you teach individual students or small groups of at any other conservatory. The module consists of a kaleidoscope of students under supervision of your internship coach. 64 Should you have developed a taste for teaching after successfully modules. Below is an overview of the genre specific modules per finishing these modules, you can acquire further teaching skills by specialisation. taking the minor Education. After passing this minor, you will be an officially qualified teacher for certified music schools. Flamenco Thesis (professional role: researcher) Year 1 (9 EC) Year 2 (6 EC) Flamenco history Flamenco theory Flamenco theory The final stages of your studies offer a fine challenge: writing a Indian Music Indian music theory Indian music theory research-based thesis. You are free to choose your own subject, as Rhythmic solfège Rhythmic solfège long as your research contributes to your development as a self- Melodic solfège Melodic solfège Latin history Latin transcription aware musician. The preparatory module of semester 6 consists of Latin classes in research skills and personal coaching in formulating your Latin transcription research design. The module is concluded with giving a research Tango Tango history Tango transcription & pitch before a committee and fellow students. In semester 7 you Tango transcription & analysis actually conduct your research, supervised by your research coach. analysis By the end of semester 7 you demonstrate your research skills by handing in your thesis and giving a public presentation. The best theses are included in Codarts’ media library. This means you help Turkish Turkish music history Turkish music theory Music Turkish music theory Minor voice/ bağlama Minor voice/ bağlama build an ever-growing knowledge base for both students and teachers. In years 3 and 4, the profile space is considerably larger and also has room for individual choices. In year 3 the profile space covers 12 EC Profile Space and in year 4 even 24 EC. Depending on the programme in which The subjects mentioned above are part of all World Music curricula you wish to graduate there may be an extra number of mandatory and their content reflects the five different specialisations. The profile modules. The remaining profile space can be used to take profile space offers subjects that are unique to your specific minors and optional subjects. Codarts has a wide range of minors, specialisation. These are the subjects that define your graduation both theoretical and practice-oriented ones, which gives you the profile. In years 1 and 2, these include the mandatory profile opportunity to study the various professional roles in more depth. modules, such as genre specific theory modules and history 65 At the end of each academic year, the third- and fourth-year are appreciated for their knowledge and their passion for the students-to-be are invited to sign up for one or more minors. Some profession. Most alumni have a hybrid practice: teaching, minors take place during only one semester, while others may performing, studio work, sometimes doing journalistic work and also continue throughout the year. There are light minors of 6 EC and continuing the study of their chosen genre. more substantial ones of 12 EC, so make sure that you will earn enough points in your profile space when signing up for minors. Once you have obtained your Bachelor’s diploma, you can move on to the Master programme at Codarts. After having concluded that, After Codarts you can go on to obtain your PhD in the DocArtes PhD programme, The World Music department has a very international student and which has been set up in collaboration with Leiden University (World teacher population, which also means interesting international Music Chair). career possibilities. The level of the graduates is high and in many cases this means the possibility to take part in, for instance, the Module Descriptions Tango scene in Buenos Aires or the Flamenco world in Spain. No Of all modules from the study programme, module descriptions wonder that alumni of World Music can be found all over the world. were made that include: the content of the module Saskia de Haas once studied cello within the study programme the study load North Indian Classical Music. Nowadays, she lives in New Delhi the learning outcomes where she teaches music at schools and gives concerts. In Buenos information about the examinations (form, criteria, results Aires, Istanbul, Rio de Janeiro and Spain too you will find successful scale) alumni from the World Music department at Codarts. And in the Netherlands too, of course. Lilian Viera from Brazil studied Latin entrance requirements For the module descriptions for World Music click here. music at Codarts World Music and she is now a successful singer in the Netherlands with her Brazilian band Zuco 103. Study Credits Tables Below are the study credits tables of the study programmes A growing number of music schools offer world music. Codarts Flamenco Guitar, Indian Music, Latin, Tango and Turkish Music. alumni find their way as teachers at these music schools, where they 66 JPW - AT propedeuse tijd = gemiddelde lesduur per week 1e sem. ects tijd musicus instrument westerse MTV ritmische scholing piano / praktische harmonie genrespecifiek: transcriptie & analyse tango maker / performer ensembles H1 2e sem. ects tijd H2 totaal 3e sem. ects ects tijd 4e sem. ects tijd H3 totaal 5e sem. ects ects tijd totaal 7e sem. ects ects tijd 8e sem. ects tijd totaal ects 10 3 2 2 3 70 120 90 20 60 10 3 2 2 3 70 120 90 20 60 20 6 4 4 6 70 120 120 20 60 20 6 4 4 6 70 120 120 20 60 20 6 4 4 6 70 120 20 6 70 120 20 6 70 20 70 20 60 6 60 6 60 6 60 6 6 75 6 75 12 75 12 75 12 75 11 75 11 75 10 75 10 ondernemer 2 projectweken in alle studiejaren + modulen jaar 1: ondernemerschap (2 EC) Health Day + modulen jaar 2: educatie (introductie vakdidactiek) 2 individuele studieactiviteiten docent educatie 5 onderzoeker muziek wereldwijd genrespecifiek: tangogeschiedenis scriptievoorbereiding scriptie 5 5 75 60 3 60 3 5 75 2 2 6 6 2 3 3 10 3 4 6 26 34 2 3 profielruimte te vullen met minors/keuzevakken totaal aantal studiepunten per semester 6e sem. ects tijd 60 0 60 67 60 0 60 6 60 4 10 4 18 18 56 60 JPW - FG propedeuse tijd = gemiddelde lesduur per week 1e sem. ects tijd musicus instrument westerse MTV ritmische scholing praktische harmonie genrespecifiek: flamencotheorie maker / performer ensembles H1 2e sem. ects tijd totaal 3e sem. ects ects tijd 10 3 2 2 3 70 120 90 20 60 10 3 2 2 3 70 120 90 20 60 20 6 4 4 6 6 75 6 75 12 ondernemer 2 projectweken in alle studiejaren + modulen jaar 1: ondernemerschap (2 EC) Health Day + modulen jaar 2: educatie (introductie vakdidactiek) 2 individuele studieactiviteiten 5 H2 3 4e sem. ects tijd H3 totaal 5e sem. ects ects tijd 20 6 4 4 3 70 120 120 20 60 20 6 4 4 6 70 120 20 6 70 120 20 6 60 6 60 6 75 12 75 12 75 11 75 11 5 5 75 60 3 60 5 3 75 2 2 6 6 70 20 70 20 75 10 75 10 2 10 2 3 4 34 totaal ects 3 3 26 8e sem. ects tijd 3 profielruimte: te vullen met minors/keuzevakken totaal aantal studiepunten per semester totaal 7e sem. ects ects tijd 70 120 120 20 60 docent educatie onderzoeker muziek wereldwijd genrespecifiek: flamencogeschiedenis scriptievoorbereiding scriptie 6e sem. ects tijd 60 3 57 68 60 0 6 6 60 60 4 10 4 24 24 56 60 JPW - IM propedeuse tijd = gemiddelde lesduur per week 1e sem. ects tijd musicus instrument westerse MTV ritmische scholing praktische harmonie genrespecifiek: rhtyhmic solfege genrespecifiek: melodic solfege genrespecifiek: Indiase muziektheorie genrespecifiek: analyse en compositie maker / performer ensembles 10 3 2 2 1 1 1 70 120 90 20 90 90 90 H1 2e sem. ects tijd 10 3 2 2 1 1 2 70 120 90 20 90 90 90 H2 totaal 3e sem. ects ects tijd 20 6 4 4 2 2 3 1 4e sem. ects tijd 70 120 120 20 60 60 90 20 6 4 4 1 1 1 70 120 120 20 60 60 90 totaal 5e sem. ects ects tijd 20 6 4 4 1 1 2 3 6 75 6 75 12 75 12 75 12 docent educatie ondernemer 2 projectweken in alle studiejaren + modulen jaar 1: ondernemerschap (2 EC) Health Day + modulen jaar 2: educatie (introductie vakdidactiek) 2 individuele studieactiviteiten onderzoeker muziek wereldwijd genrespecifiek: Indiase muziekgeschiedenis scriptievoorbereiding scriptie H3 5 1 60 1 5 60 2 5 1 75 60 3 1 5 75 6e sem. ects tijd totaal 7e sem. ects ects tijd 70 120 20 6 70 120 20 6 90 3 90 6 75 11 75 11 6 6 2 2 3 70 20 70 20 90 3 90 6 75 10 75 10 2 10 2 3 4 6 69 totaal ects 3 2 3 profielruimte: te vullen met minors/keuzevakken 8e sem. ects tijd 6 10 4 18 18 totaal aantal studiepunten per semester 27 33 JPW - LA propedeuse tijd = gemiddelde lesduur per week 1e sem. ects tijd musicus instrument westerse MTV ritmische scholing piano / praktische harmonie genrespecifiek: transcriptie maker / performer ensembles genrespecifiek: arrangeren 60 2 58 60 H1 2e sem. ects tijd 70 120 90 20 60 10 3 2 2 3 70 120 90 20 60 20 6 4 4 6 6 75 6 75 12 5 3 4e sem. ects tijd totaal 5e sem. ects ects tijd 70 120 120 20 60 20 6 4 4 3 70 120 120 20 60 20 6 4 4 6 75 12 75 12 5 5 5 docent educatie onderzoeker muziek wereldwijd genrespecifiek: Latin muziekgeschiedenis scriptievoorbereiding scriptie 75 1 60 2 60 3 75 6e sem. ects tijd totaal 7e sem. ects ects tijd 70 120 20 6 70 120 20 6 75 60 11 3 75 60 11 6 2 2 6 6 3 8e sem. ects tijd 60 totaal ects 70 20 70 20 75 60 10 3 75 60 10 6 2 10 2 3 4 33 53 3 3 27 7 3 profielruimte: te vullen met minors/keuzevakken totaal aantal studiepunten per semester 60 H3 3 ondernemer 2 projectweken in alle studiejaren + modulen jaar 1: ondernemerschap (2 EC) Health Day + modulen jaar 2: educatie (introductie vakdidactiek) 2 individuele studieactiviteiten 57 H2 totaal 3e sem. ects ects tijd 10 3 2 2 3 3 60 3 57 70 60 3 6 6 57 60 4 10 4 18 18 56 60 JPW - TM propedeuse tijd = gemiddelde lesduur per week 1e sem. ects tijd musicus instrument westerse MTV ritmische scholing piano / praktische harmonie genrespecifiek: Turkse muziektheorie genrespecifiek: bijvak stem/bağlama maker / performer ensembles genrespecifiek: arrangeren H1 2e sem. ects tijd totaal 3e sem. ects ects tijd 10 3 2 2 2 1 70 120 90 20 60 60 10 3 2 2 2 1 70 120 90 20 60 60 20 6 4 4 4 2 6 75 6 75 12 ondernemer 2 projectweken in alle studiejaren + modulen jaar 1: ondernemerschap (2 EC) Health Day + modulen jaar 2: educatie (introductie vakdidactiek) 2 individuele studieactiviteiten 5 H2 2 4e sem. ects tijd H3 totaal 5e sem. ects ects tijd 20 6 4 4 2 2 70 120 120 20 60 60 20 6 4 4 4 2 70 120 20 6 70 120 20 6 60 3 60 3 75 12 75 12 75 11 75 11 5 5 75 60 3 60 5 3 75 2 2 6 6 34 60 60 2 58 71 totaal ects 70 20 70 20 75 10 6 75 10 6 2 3 3 60 10 2 3 3 4 26 8e sem. ects tijd 3 3 profielruimte: te vullen met minors/keuzevakken totaal aantal studiepunten per semester totaal 7e sem. ects ects tijd 70 120 120 20 60 60 docent educatie onderzoeker muziek wereldwijd genrespecifiek: Turkse muziekgeschiedenis scriptievoorbereiding scriptie 6e sem. ects tijd 60 0 6 6 60 60 4 10 4 18 18 56 60 Anna Schenk – management assistant T: 010-2171036 M: aeischenk@codarts.nl Support Staff Education room: A 1.10 WMDC office hours: Mon, Tue, Wed, Thu 9:00-17:00 Renske Wassink –Head Codarts World Music T: 010-2171033 Teachers M: rtwassink@codarts.nl Flamenco guitar (FG) Carmen Sterke – management assistant Education Paco Pen᷉a (artistic leader) T:010- 21711130 main subject guitar M: jcesterke@codarts.nl room: A 1.10 WMDC Ricardo Mendeville (Head of Studies) office hours: Mon through Thu 09.00-18.00 main subject guitar, flamenco theory, flamenco history Wies Peeters – production assistant Jazz, Pop, World Music Alexander Preuss T: 010-21711046 main subject guitar, flamenco theory, didactics M: ljrpeeters@codarts.nl room: A 1.10 WMDC Irene Alvarez office hours: Mon, Tue, Wed 11.00-18.00 flamenco dance Claire Hell - production assistant Jazz, Pop, World Music Henriet IJssel-de Schepper T: 010- 2444509 flamenco dance M: cemhell@codarts.nl room: A 1.10 WMDC Carmen Fernandez office hours: Mon, Tue, Thu 10.00-17.00 flamenco voice 72 Brazilian/Latin music theory, music history Brazil Indian Music (IM) Hariprasad Chaurasia (artistic leader) Thomas Böttcher main subject bansuri main subject piano, ensembles, Brazilian/Latin music theory Niti Ranjan Biswas (Head of Studies) Abél Marcel main subject tabla, Indian theory, ensembles main subject piano, Latin music theory, ensembles, music history Caribbean’s Henri Tournier main subject bansuri, Indian theory, ensembles Lucas van Merwijk main subject percussion/drums Marianne Svašek main subject voice (Dhrupad), Indian theory Nils Fischer main subject percussion Connie de Jong main subject voice (technique) Martin Verdonk main subject percussion Chiranjib Chakraborty main subject voice (Khayal) Bart Fermie main subject percussion Jane Harvey Indian theory José Lopretti main subject bass, ensembles Latin (LA) Jeroen Vierdag Anna Elis de Jong (Head of Studies) main subject bass main subject piano, ensembles, 73 Lilian Vieira Kay Sleking main subject Brazilian voice main subject guitar, ensembles, tango history Yumarya Grijt Matthew Midgley main subject Caribbean voice (Spanish) main subject double bass Connie de Jong main subject voice (technique) Turkish, Anatolian/Ottoman music (TM) Leo Vervelde (Head of Studies a.i.) Argentinian Tango (AT) Kudsi Ergüner (artistic leader Ottoman Music) Gustavo Beytelmann (artistic leader) main subject ney, ensembles, Ottoman theory main subject piano, analysis Kemal Dinc̨ Leo Vervelde (Head of Studies) main subject baǧlama, ensembles, minor choir, Turkish music theory main subject bandoneón, ensembles, tango theory, tango history Alper Kekec̨ Wim Warman main subject percussion, ensembles, Turkish music theory main subject piano, practical harmony, ensembles, tango theory, tango history Michalis Cholevas ensembles, Turkish music theory Victor Villena Michalis Kouloumis main subject bandoneón, ensembles main subject violin Micha Molthoff Mutlu Kizilgedik main subject violin, ensembles, tango history major and minor baǧlama, ensembles 74 Connie de Jongh main subject voice (technique) General Subjects Oscar van Dillen general music theory Wobbe Kuiper general music theory Frank van der Duin education Jane Harvey coordinator music worldwide Marijke Tielenius Kruijthoff thesis coordinator Ewout van der Linden bizz day Marijke van Velzen entrepreneurship 75 range of musical styles (from show musical to new musical) both MUSIC THEATER here and abroad. The Music Theatre department at Codarts trains vocal performers: The musical styles mentioned in the following list may have some ‘self-tuned’ professionals who have the urge and skills to bring overlap. together music, singing, text/play and movement and present this as a natural unity in which the various elements enhance each other. Show Musicals: the element of dance often plays a major part This is why Integration is really the main subject. Starting with in these musicals, which mostly have a large cast and much separate, musical and theatrical song interpretations in year 1 ensemble work (42nd Street, Damn Yankees) towards full integration in year 4. Singing, acting and dance/movement are ‘supporting’ main Classical Musicals: musicals (often slightly older ones) in subjects, in which the aim is to arrive at the highest possible which the voice is used in a more classical way (West Side craftsmanship, creativity and expressiveness. In addition there are Story; the musicals by great composers such as Gershwin, subjects such as elocution (speech), theory, ensemble, dramaturgy Porter and Rogers & Hammerstein). and history of music, theatre and musical. Also, subjects such as health, education and entrepreneurship are represented in the New Musicals: musicals written by contemporary musical curriculum. With bold curiosity, the education looks at the new writers (who often write both the dialogue/lyrics and the music theatre of tomorrow and adopts a fresh, contemporary music). Here the theatrical element takes central stage. These approach of the musical. This is reflected in the two graduation musicals often have smaller casts and sets (Next to Normal, Zij profiles: Music Theatre and Musical Theatre. gelooft in mij, Spring Awakening). For both profiles, a number of work field domains have been defined: Rock Opera: through-composed works with pop music as the Musical Evita, Tommy). music style and no spoken dialogue (Jesus Christ Superstar, The Musical profile focuses on craftsmanship in the three disciplines Music Theatre voice, dance and acting, enabling our graduates to work in a wide 76 As both the field and material of music theatre are very broad, we distinguish between four domains of study. In consultation with the Free Market/Entertainment: music programmes in which students, Codarts encourages them to make a choice as this leads to music and singing take central stage, augmented with acts specialisation and diversity in the working field. Of course, a from vaudeville, cabaret and circus (Montezuma, Ashton combination of domains is also possible. Brothers, NUHR, Blazers Ensemble, Percossa). Montage: a combination of text and motion theatre with Structure of the Study Programme existing songs from various music styles (for instance Orkater The study programme Music Theatre is divided in a basic and a and also many (youth) theatre companies that have singers main phase. The first two years make up the basic phase in which do acting, actors do singing or place actors and singers the students’ talents are broadened. In the final two years of the together on stage: NNT, Zuidelijk Toneel, MAAS, Bonte studies, their talents are deepened, also by choosing one of both Hond, NT Jong and collectives such as The Sadists, Suzies graduation profiles: musical theatre or music theatre. Haarlok and Club Gewalt). Students who show a talent for both profiles may choose to do a combination of the two profiles. MTC: concerts with (original) songs in a theatrical setting, In the basic phase, teaching is mainly done by a permanent team of performed in the tradition of the pop/performance culture, teachers, whereas in the main phase the working field is introduced often using electronics and/or new media (e.g., Björk, Lady in the programme through guest teachers and guest directors. In Gaga, David Bowie, De Kift, Wende Snijders). the main phase the education becomes increasingly individual and more aligned to the chosen graduation profile. Contemporary: students sing, interpret and perform work Looking at the professional roles, the study programme is structured by contemporary composers. Earlier operas may also be the as follows: starting point for a reconstruction and translation into contemporary music styles and vocal techniques. Students focus on the field (the niche) in which the musical aspires to MUSICIAN a higher quality and the opera wants to be more accessible, reaching out to the audience (M-Lab, Reisopera, Holland Voice Opera, Vocaal Lab, Transparant, LOD). 77 Singing is taught in all four years as an individual main subject class. Year 2: in the first semester, the acting segment serves the In the basic phase this includes the subject Vocal Technique: the first integration project, the so-called character study. The theory underlying the speech organ and various singing methods. second acting segment serves the second integration In all four years, ensemble singing is an element of the subject project: the production ‘Van Kul tot Cult’. Singing. In the basic phase students from the same year form an Year 3: an acting segment that deals with dialogues from ensemble; in the advanced phase the ensemble is made up of text theatre. The subject Elocution is taught individually in all students from each of the two graduation profiles. four years and also contributes to the presentations that result from the acting segments. Music Theory Subjects MTV, Solfège and Harmony at the Piano are all subjects that are Integration/Interpretation taught in the basic phase. As much as possible, the lessons are Year 1: during the first semester, students work only on aligned with the practice from the voice and musical interpretation. By the end of the second semester interpretation/integration lessons. acting-related interpretation is introduced. PERFORMER Year 2: the second year consists mainly of two big research projects introducing both graduation profiles Musical Dance Theatre and Music Theatre. In the basic phase, dance classes include jazz dance, modern dance 1. The character study. In this project students work on (including improvisation) and gyrokinesis. playing a character from a musical. In the main phase, dance classes become more specialised in 2. The montage production ‘Van Kul tot Cult’. Two types relation to the graduation profile. There are still classes for training of research are combined here: acting-related general skills, but for each profile specific genres and styles are research and music research. In the lessons various taught now, often by guest teachers from the professional practice. acting and music styles are treated that make up the production. Students explore how these two Acting elements, singing and acting, influence each other. Year 1: acting lessons that train skills in the field of improvisation and text theatre. 78 Year 3 has three major parts: 1. The (solo) integration concert. A concert programme with a number of pieces that meet certain conditions. Year 3: reflection and motivation of the choice of middle production and minors. Also preparation for and pitch of the 2. A musical or music theatre production. Depending on thesis subject. the chosen profile, students take part in this in Year 4: the thesis groups. Students of year 3 and 4 are placed together according to their profile. 3. The Showcase. A production for a large venue, ENTREPRENEUR presenting material from both graduation profiles. In all four years, this professional role consists of a portfolio of Year 4 also has elements from year 3, but this time the various elements that are all related to the profession of music Integration Concert is replaced by the Theatrical Concert. theatre. Students are free to design this themselves, in collaboration with a coach and music supervisor (either from Codarts or Year 1: two project weeks: Cultural Entrepreneurship, Health & Performance external). The acting segment in year 4 is part of the subject Year 2: two project weeks: Cultural Entrepreneurship, Integration and uses material that fits with both graduation Year 3: one project week: Cultural Entrepreneurship profiles. Music is an essential part of this segment. Year 4: one project week and the module TC, which is linked to a COM-assignment. RESEARCHER TEACHER Year 1: music history and genre-specific history, consisting of In year 2 there is an Introduction to Education: visits to theatre orientation and history of the musical. Reflection on educational institutes and attending and giving feedback on this first year. a production made by an educational institute. Year 2: the reflection is combined with choosing a In year 3 the so-called Basic Course in Education takes place. graduation profile, choosing minors and a musical or music Vocational didactics, pedagogy and giving internship lessons theatre production. are part of this. After taking this mandatory module students have the option of taking the minor Education. 79 PROFILE MODULES In years 3 and 4, students choose a number of so-called profile modules (minors) from all the modules that Codarts offers. In this free space, students choose models that fit within their graduation profile. 80 After Codarts Aafke Kloppenburg is a singer who has formed the band AFKA, We see many graduates from Music Theatre in Dutch productions. which mixes electronic music and traditional instruments. Where exactly depends on their graduation profile. There are examples of students who succeeded in getting a major part in a Finally there are many alumni with positions at music schools and musical, such as Noortje Herlaar in Mary Poppins, The Producers and music institutes where they pass on their knowledge and skills to Urine Town. These days we also frequently see her on TV (Moeder ik potential future music theatre students. wil bij de Revue, Ramses) and in theatre (Agnes van God). Renée van Wegberg had major parts in in Wicked, Joseph and the Amazing Technicolor Dreamcoat, We Will Rock You and Tick Tick Module Descriptions Boom. Of all modules from the study programme, module descriptions Na-Young Jeon first played Miss Saigon in the Netherlands and was were made that include: then cast as Fantine in Les Misérables in London’s West End. the content of the module the study load A follow-up study at a renowned institute in England is also a the learning outcomes possibility. A number of students have taken a Master’s at GSA information about the examinations (form, criteria, results (Guildford School of Acting), for which their Codarts training had scale) prepared them well. entrance requirements In music theatre as well we can name several examples of successful For the module descriptions (Dutch only) for Music Theatre click students. For example, Club Gewalt, a collective of eight students here. that was already formed during their studies. They create their own music theatre productions and are also invited to collaborate as a Study Credits Table collective in various productions by other production houses. Below is the study credits table for the study programme Music Jorien Zeevaart has been with Kameroperahuis for some time now Theatre, which lists the study load and contact hours per week. (Being Arthur) and Yorick Heerkens is with Pips:Lab, where all performances integrate various art disciplines. 81 82 Totaal 1 Leerjaar 1 Semester 1 2 1. Musicus 9 15 4 4 Zang - Zangles Totaal 2 2 1 2 9 16 10 4 11 6 4 7 24 - Ensemble 2 2 - Vocale technieken 2 2 Muziektheorie vakken 5 5 5 5 - MTV 2 2 2 2 - Solfège 2 2 2 2 - Harmonie ad Piano 1 1 1 1 10 17 7 23 Dans (jazz/modern/gyrokinesis) 4 5 Spel 4 6 Integratie/Interpretatie 2 6 2. Performer 27 25 Totaal 3 3 1 2 0 13 13 1 2 0 13 13 1 13 1 1 2 2 1 Totaal 4 Eindtotaal 13 75 55 20 30 8 9 17 25 12 7 3 18 30 7* 112 25 3 16 2 6* - Spelles - Interpretatieles 4 16 3 2 6 2 1 - Integratieles 2 Personage Onderzoek 4 4 Van Kul tot Cult 12 Showcase MT2 2 12 2 Integratie Concert MT3 3 3 Productie MT3 6 6 Showcase MT3 4 4 Theatraal Concert MT4 6 -pitch 1 -voorstelling 4 -COM 1 6 Productie MT4 6* Showcase MT4 5 3. Researcher 5 Muziekgeschiedenis 2 Genrespecifieke geschiedenis 2 Pitch/Reflectie 1 5 1 1 4 4 1 3 3 3 4 4. Entrepreneur 2 2 Projectweken 1 Cultureel ondernemen 4 2 1 1 1 1 1 1 3 2 0 2 1 1 4 0 1 1* 10 5 1 3 1 1 5. Musicus/Teacher 1 Kennismaking educatie 1 4 0 4 0 0 0 1 4 6. Profielmodule 6 Profielmodule 1 6 Profielmodule 2 4 6 12 6 6 12 6 Profielmodule 3 6** Profielmodule 4 6 6** 60 * deze modules worden in het geval van een stage getoetst in de stagesetting ** in het geval van een stage wordt een van beide profielmodules getoetst in de stagesetting 83 18 42 60 20 24 6 6 39 5 1 Basis educatietraject 21 14 2 1 Scriptie Eindtotaal 5 4 2 Scriptie voorbereiding Gezondheid 4 6 40 60 23 37 6 60 240 Support Staff Education Anouk Beugels - Head Codarts Music Theatre T: 01021711120 E: akmbeugels@codarts.nl Office hours: Tue through Fri Teachers Hans Cassa - Head Codarts Music Theatre Integration T: 0102171052 Mony Wouters E: jbcassa@codarts.nl Arlon Luijten Office hours: Mon through Thu Carlo van der Put Leo van der Plas Tamar van der Leeuw – Management Assistant Edwin Schimscheimer T: 0102171120 Sanna Vrij E: tvanderleeuw@codarts.nl Rogier Telderman Office hours: Mon through Thu Voice Inez van der Werf – Production Assistant Antoinette Kouwenberg T: 0102171053 Laura de Bekker E: ivanderwerf@codarts.nl Jeroen Phaff Office hours: Tue, Thu and Fri Leo van der Plas Mony Wouters All educational support staff members are located in the open-plan office on the 7th floor of the Kruisplein building. Acting Pieter Loef Anouk Beugels Carola Arons 84 Elocution Tessa van Beek Dance Pauline du Bois Ariënne Zwijnenburg Robert Hlatky Francesca Bracelli Theory Subjects Hans Cassa Carlo van der Put Edwin Schimscheimer Pieter Loef Erik Visser Education Planning Cultural Entrepreneurship For the general education planning Music, please consult chapter 1 Saskia Floor of this study guide. Marijke van Velzen Special weeks for the study programme Music Theatre are: Thesis Tessa van Beek week 44 project week week 50 examinations minors MT 1/2 Education week 51 examinations main subjects Laura de Bekker week 7, 9 and 14 Marjolein Boersma week 17 examinations minors MT1/2 week 24 examinations main subjects MT1 week 26 Showcase Oude Luxor 85 auditions 86 Curriculum Model Music (Performing) (Classical Music, Jazz, Pop, World Music) LEGEND: Position Researcher Teacher* Maker/ Performer Entrepreneur Profiling space Music year 1 – Propaedeutic Phase Music year 2 – Main Phase semester 1 semester 2 semester 1 semester 2 Main subject Main subject Main subject 20 ects 10 ec 10 ec 20 ec Theory subjects Theory subjects Theory subjects Theory subjects 5 ec 5 ec 5 ec 5 ec Music year 3 – Main Phase semester 1 semester 2 Music year 4 – Main Phase semester 1 semester 2 Main subject 20 ec Main subject 20 ec Theory subjects 3 ec Pract. Harmony/Piano Pract. Harmony/Piano Pract. Harmony/Piano 2 ec 2 ec 4 ec Ensemble Playing Ensemble Playing Ensemble Playing 6 ec 6 ec 12 ec Theory subjects 3 ec Ensemble Playing 11 ec Educatie 6 ec Portfolio Portfolio 5 ec 5 ec 9 ec Thesis preparation 3 ec Portfolio 2 ec Music Worldwide Genre-specific Ensemble Playing 10 ec 3 ec Profile Space 12 ec Genre-specific 6 ec 87 Portfolio 2 ec Thesis 4 ec Profile Space 24 ec 88 Final Qualifications Professional- ProfessionalArtistic vocational social Competency domains Music (Performing) Competency Domain 1. Vision Artistic Competency Domain 2. Creative skills Vision and Creativity. The musician is artistically driven and able to 3. Collaborative skills acquire views and opinions in his or her own professional field and 4. Communicative skills to communicate these in the professional practice of music. 5. Analytical skills 1 6. Technical skills has developed a musical-artistic personality enabling him or her to play music by using expressive language and professional drive. 7. Entrepreneurship 2 8. Context-orientation is able to manage various musical concepts, styles and interpretation forms in a creating and/or re-creating manner, 9. Learning skills shaping these in the way he/she performs the music. 10. Reflective skills Communication The musician is able to communicate his actions 11. Innovative skills effectively and efficiently in a variety of contexts and communicate the artistic meaning of music to others. 3 explores artistic possibilities in interaction with target groups. 4 is able to present him or herself either individually or with others. Collaborative skills: The musician is able, together with others who are involved, to actively contribute to a collaborative product or process. 5 has the social and communicative skills to participate in various forms of musical collaboration. Professional-vocational Competency Domain The Craft: The musician maintains a wide range of professional 89 6 knowledge and skills that enable him or her to function in both the Entrepreneurship: The musician is able to independently obtain a national and international professional practice . professional existence in the world of music. has a discerning musical imagination and applies this to support 16 practical situations. 7 productions. has the musical instrumental/vocal competencies to render music 17 from a chosen field of repertoire with knowledge of the historic presents his or herself and his or her musical product to potential clients in terms of content organisation and finances. and stylistic context . 8 is able to operate as a cultural entrepreneur in his or her own 18 adopts a professional attitude in contacts with clients and has sufficient command of repertoire customers. (solo/band/ensemble/choir/orchestra) to be able to function in a Innovation: The musician is able to explore the professional field professional context . and experiment with it, which is then expressed in innovative music 9 is capable of mastering new repertoire. processes and productions. 10 has knowledge of the use or handling of relevant conditions. 11 12 19 demonstrates an inquisitive attitude aimed at further development Analytical skills: The musician is able to (cognitively) analyse music. in the professional field and its context. is able to analyse music, either played or notated, on the basis of Methodical and reflective behaviour: The musician is capable of insight into rhythmic, melodic and harmonic structures and forms methodical and professional behaviour, can reflect on this and is and can then interpret and perform this music. independent. He or she is able to provide feedback with and to has knowledge of the relevant music literature, the historical and others. 20 stylistic context of the performing practice and is able to apply this has sufficient professional knowledge, insight and experience to regard his or her own artistic performance critically and, based on knowledge effectively. this, permanently evaluate and further develop its quality. 21 Professional-social Competency Domain is able to set realistic goals, make a planning and work according to plan; is capable of self-reflection. Context orientation: the musician follows general developments in society and knows how to integrate these in his music practice . 13 14 15 Competency domains Composer can find connections between his or her own artistic functioning, developments in music and other art disciplines and the social Artistic Competency Domain context. Vision and Creativity. The musician is artistically driven and able to is able to participate in the music world and make contact with acquire views and opinions in his or her own professional field and to musicians, audience and potential clients. communicate these in the professional practice of music. 1 is able to see his or her music activities from the perspective of the has developed a musical-artistic personality enabling him or her to play music by using expressive language and professional drive. music of various traditions, style periods, cultures and regions. 90 2a is able to respond creatively to intuition, observations, impressions 8 and emotions by transforming them into artistic ideas and composing, in interaction between music theory and hearing. compositions. 2b is able to translate a musical concept into a composition. 2c demonstrates a professional drive in designing musical and perhaps makes use of musical knowledge and skills for specific aspects of 9 is able to efficiently gather news sources and techniques and expand the professional field. 10 makes use of composition-oriented techniques and technological extra-musical components. tools. Communication The composer is able to communicate his actions Analytical skills: The composer is able to (cognitively) analyse music. effective and efficiently in a variety of contexts and communicate the 11 is able to analyse music, either played or notated, on the basis of artistic meaning of music to others. insight into rhythmic, melodic and harmonic structures and forms 3 explores artistic possibilities in interaction with target groups. and can then develop a new musical idea. 4 is able to present him or herself either individually or with others. 12a Collaborative skills: The composer is able, together with others who stylistic context of the performing practice and is able to apply this are involved, to actively contribute to a collaborative product or knowledge effectively. process 5a has knowledge of the relevant music literature, the historical and 12b has knowledge of the working, use, function and meaning of music and is able to apply this knowledge efficiently. has the social and communicative skills to participate in various forms of musical collaboration. 5b 5c is able, in collaboration with performers, specialists from other Professional-social Competency Domain disciplines and perhaps producers and clients, to think of and realise Context orientation: the musician follows general developments in musical concepts. society and knows how to integrate these in his music practice . is able to make commissioned work. 13 can find connections between his or her own artistic functioning, developments in music and other art disciplines and the social context. Professional-vocational Competency Domain 14 The Craft: The composer maintains a wide range of professional music of various traditions, style periods, cultures and regions. knowledge and skills that enable him or her to function in both the national and international professional practice . 6 7 is able to see his or her music activities from the perspective of the 15 is able to participate in the music world and make contact with has a discerning musical imagination and applies this functionally in musicians, audience and potential clients. practical situations. Entrepreneurship: The composer is able to independently obtain a has the musical instrumental/vocal competencies to either create or professional existence in the world of music. render music from a chosen field of repertoire with knowledge of the 16 historic and stylistic context is able to operate as a cultural entrepreneur in his or her own productions. 91 17 presents his or herself and his or her musical product to potential clients in terms of content organisation and finances. 18 adopts a professional attitude in contacts with clients and customers. Innovation: The composer is able to explore the professional field and experiment with it, which is then expressed in innovative music processes and productions. 19a demonstrates an inquisitive attitude aimed at further development in the professional field and its context. 19b makes innovative contributions to the world of music Methodical and reflective behaviour: The composer is capable of methodical and professional behaviour, can reflect on this and is independent. He or she is able to provide feedback with and to others. 20 has sufficient professional knowledge, insight and experience to regard his or her own artistic performance critically and, based on this, permanently evaluate and further develop its quality. 21 is able to set realistic goals, make a planning and work according to plan; is capable of self-reflection. 92 General Educational Matters In addition, STIP sells T-shirts and hoodies (music, dance and circus) STIP: Student/Teacher Information Point Contact STIP, or the Student/Teacher Information Point, is the service desk for all students, teachers and staff members at Codarts. STIP also STIP serves as the front office of the Administrator Service Centre (ASC) Kruisplein 26 and of the General and Technical Support Department (FD) and Fifth floor Information and Computerisation (I&A). Monday through Friday from 8.30 until 17.00 010-2171195 What can STIP help you with? With a lot of things concerning your stip@codarts.nl studies at Codarts! Below is a brief overview of our services: collecting and charging facility card applying for proof of registration* applying for a study progress report* arranging to speak with someone from the Health Centre* booking audio-visual equipment* reporting malfunctions (with regard to equipment, the STIP Lite Pieter de Hoochweg 125 Ground floor Monday through Friday from 9:00 until 17.00 010-2444500 stiplite@codarts.nl building, et cetera)* questions about registration questions about examinations and study credits Circus service desk Fenixloods 2 Veerlaan 19F (waterfront) Ground floor *These services are also provided by Stip Lite at the location WMDC 010-2171060 and at the Circus service desk/office Circus Arts at the location baliecircus@codarts.nl Fenixloods 2. 93 Office Circus Arts Fenixloods 2 Veerlaan 19F (waterfront) Second floor 010-2171046 ssmit@codarts.nl 94 Enrolment and de-enrolment Enrolment the student meets the language requirement and August 31 of the next year. Tuition fees are paid over the same is done through Studielink. Studielink is an online registration period. wizard that helps students to register or re-register for a study programme at an academy or university. For all programmes at Re-enrolment is also done through Studielink. By mid-May, students Codarts students must meet additional requirements (entrance receive an email from the ASC with information about re-enrolment exam). and the documents needed for paying the tuition fee. After taking the entrance exam, students receive news of whether or The registration information package that students receive after not they can be admitted. If they are admitted, they receive a proof being placed stipulates the date before which the registration must of admission and all the information necessary to permanently be finalised. register from the Administrator Service Centre (ASC). To be officially registered, students must meet the following conditions: the student has a Studielink account. the student has requested registration via Studielink for the Language Requirements All study programmes at Codarts have language requirements. Below, these requirements are listed for each of the programmes, followed by the conditions for exemption. study programme to which the student has been admitted. the student’s identity has been verified by the ASC. the students previous education has been verified by the Bachelor Music in Education, Bachelor Dance in Education and Master Art Education ASC (at least HAVO or an equivalent diploma). All students (except students who have obtained a diploma in the the tuition fee has been paid Netherlands or Flanders) who follow the Bachelor Music in (the standing order to pay the tuition fee must have been Education, Bachelor Dance in Education and Master Art Education given). non-European students have a valid residence permit. A registration at Codarts Rotterdam is valid between September 1 Enrolment for a Bachelor’s or Master’s study programme at Codarts must submit a Dutch language certificate (NT2-II) before the the student has submitted the form ‘Verklaring Studieadres’ beginning of their studies and no later than August 31. Codarts (statement of study address) and has registered with the GBA (the municipal basic administration). 95 does not organise a Dutch language test. For more information: Exemption English language requirement: www.duo.nl. Eligible for an exemption of the English language requirement are those international students Bachelor Music, Circus Arts and Dance who have had their previous training in English and have To be admitted to these study programmes, the minimum obtained: requirement is an IELTS score of 5.5 (academic level) or an o equivalent TOEFL score. The original certificate must be submitted a European Bachelor’s degree with English as official language to the ASC. o an International Bachelor’s degree with English as official language Except those who have obtained a diploma MBO Level 4, or a HAVO or VWO diploma in the Netherlands, all students who start who have a high school diploma obtained in the United with a Bachelor programme are required to submit a certificate of States of America at a certified High School showing that their proficiency in English by the end of the first study year. they have at least followed the final three years of high Students whose native language is not English (except students who school education. have obtained a diploma in the Netherlands or Flanders) and who cannot submit an IELTS certificate (academic level) or TOEFL who have followed a secondary or higher education (and certificate, must take a mandatory English test as organised by have obtained a diploma) in a country where English is the Codarts in the introduction week. official language (also in education): Australia, Canada, Ireland, New Zealand, United Kingdom and the United Master Programmes States. Students who start with a master programme must first submit a certificate with a minimal IELTS score of 5.5 (academic level) or an who have a diploma from secondary education (qualifying equivalent TOEFL score, before starting their studies and no later them to follow a HBO course) from one of the following than 31 August. For students of a non-European identity the nations: Belgium (Flanders only), Denmark, Germany, Estonia, deadline for submitting an IELTS/TOEFL certificate is 1 July 2015 Finland, Hungary, Latvia, Lithuania, Norway, Austria, (and preferably even sooner) with regard to applying for a residence Romania, Slovakia, Sweden. permit. 96 Please note: Codarts’ Administrative Service Centre determines Examination Regulation (OER) of the study programme in whether the obtained diploma is sufficient for an exemption of the question. English language requirement. With regard to accepted language c. access to the buildings of the institute, except when it tests other than IELTS, the following table is used: contravenes the nature or interest of the study programme in the view of the Board of Directors (CvB). d. making use of the educational facilities, such as the media library, et cetera. e. making use of the student facilities, such as study pathway advice, student counselling, et cetera. f. study coaching, as described in the Education and Examination Regulation (OER). g. finishing the study programme within a reasonable period of time at the Institute or another educational institute, in case either the Minister for Education or the Institute itself decide to end the study programme. 2. enrolment as a student at a specific study programme entails Institutional scores are not accepted. at least the following obligations: a. demonstrating proper behaviour according to the rules Rights and Obligations based on the WHW (the Dutch Law on imposed by the Institute. Higher Education and Scientific Research) b. demonstrating behaviour that complies with the specific 1. enrolment as a student at a specific study programme grants security requirements in those places where this is at least the following rights: deemed necessary. a. taking part in the relevant study programmes of the Institute, except in programmes that stipulate additional 3. enrolment as external student brings with it the following requirements. rights and obligations: b. taking tests and exams within the study programme. a. taking tests and exams within the study programme. How this takes place is defined in the Education and How this takes place is defined in the Education and 97 Examination Regulation (see the OER in this Study and which students must pay the university tuition fee still to Guide). be determined. The CvB also lays down rules of a procedural b. access to the buildings of the institute, except when it nature in order to determine the amount of examination fees contravenes the nature or interest of the study that external students must pay. programme in the view of the Board of Directors (CvB). c. demonstrating proper behaviour according to the rules De-enrolment imposed by the Institute. There may be several reasons for students to interrupt their studies or for ending their studies either voluntary or due to circumstances. General Regulation Concerning Tuition Fees Codarts may also decide to de-register a student. 1. For each study year that a student is registered for a study programme by the CvB, he or she is obliged to pay Codarts Click here for the Regeling en Reglement Uitschrijven. (in Dutch only) Rotterdam a statutory tuition fee or a university tuition fee. The tuition fee can be paid in instalments, according to a Tuition Fees 2015-2016 payment scheme defined by Codarts Rotterdam. The maximum administrative costs for this have been set by law. Please note: All mentioned tuition fees are conditional to changes in law or policy. 2. External students are obliged to pay Codarts Rotterdam The amount of the tuition fee for part-time or full-time education examination fees for each study year that they are registered depends on a number of things. for a study programme by the CvB. The CvB determines how If you meet the nationality requirement (see below under 1.) and much this is. Examination fees must be paid outright. you have not previously obtained a degree at an Academy or University in the Netherlands (see below under 2.) You must pay the 3. The amount of the statutory tuition fee and of the university statutory tuition fee of €1,951. tuition fee and examination fee determined by the CvB is announced to students and aspiring students on Codarts 1. The nationality requirement means that you have the Rotterdam’s website each year before 1 May. nationality of a country that belongs to the European Union (EU) or of Iceland, Lichtenstein, Norway, Surinam or 4. The CvB lays down rules of a procedural nature in order to Switzerland. You also meet the nationality requirement if you determine which students must pay the statutory tuition fee 98 are eligible for Study Financing on the basis of your Do you have the nationality of a European member state or of residence permit. Iceland, Lichtenstein, Norway, Surinam or Switzerland? 1. Yes 2. This means that, at the start of your Bachelor or Master continue with Step B programme you have not previously obtained a Bachelor’s or Master’s (or equivalent) degree at a publicly funded 2. No, but the Stichting voor Vluchteling-Studenten UAF is academy or university in the Netherlands. Exception: you do paying my tuition fee. not have to meet this requirement when registering for the continue with Step B first time for the study programmes Bachelor Music in Education, Bachelor Dance in Education or Master Art 3. No, but my residence permit meets the WSF 2000 Education, and have not yet obtained a degree in the croho requirements (check http://www.ib- domain Health Care or Teacher Trainings. groep.nl/studiepunt/nationaliteitenschema/natschema.asp) continue with Step B Students who do not meet one or more conditions of the statutory fee must pay the university tuition fee. 4. No, and I do not fulfil any of the above criteria 1, 2 or 3. You must pay the university tuition fee of €4,700 In the course of the study year, your personal situation may change and the amount of the tuition fee listed in your registration package Step B may no longer be applicable, for instance when you have meanwhile Did you, in or after the study year 1991-1992 obtain a Bachelor’s or obtained a degree at another academy or university. Below are the Master’s degree (or an equivalent degree such as an HBO end steps to be taken to determine the amount of the tuition fee. certificate, a Baccalaureate or PhD) at a publicly funded educational institute in the Netherlands? Following the scheme below it is possible to determine step-by-step the amount of the tuition fee that you must pay to Codarts for this 1. No. study year 2015-2016. Continue with Step C Step A 2. Yes, but in the study year 2015-2016 I am taking the study programme Bachelor Music in Education, Bachelor Dance in 99 Education or Master Art Education and my previously obtained degree was not in Education or Health Care. Continue with Step C 3. Yes, I started my current studies before obtaining a previous degree and I did not interrupt my studies. Continue with Step C 4. Yes, and I do not meet the criteria under step B2 and B3. You must pay the university tuition fee of €4,600 For students of Dance Therapy: students of the part-time Master programme Dance Therapy who have already obtained a Master’s degree before starting their studies at Codarts, pay a tuition fee of €3,600 for the study year 2015-2016. Step C you must pay the statutory tuition fee of €1,951 100 Codarts Account Student Life When you register at Codarts you receive the log-on information for You are a student, this is your life… Student Life’ You will be studying at Codarts, starting a brand-new chapter. your Codarts account. This account consists of a username and password for logging on to various Codarts facilities: A new study, a new town, the start of a new stage in your life. This Codarts email sometimes bumpy roads. means an exciting, fun, challenging but not always easy journey over Codarts has created a personal email address for you. This mailbox Both in preparing for and during your studies, situations may arise is used for all communication with regard to schedules, about which you have questions. For instance, practical matters such examinations, projects, special offers, et cetera. It is therefore as arranging for somewhere to live, study financing, applying for a advisable to check your email on a regular basis, via https://owa.codarts.nl. residence permit or opening a bank account. Also, studying at a new Osiris Student different language and different habits can be changes that require school and perhaps even in another country with different people, a some getting used to. Or, in the course of your studies, you may be Via Osiris Student you can stay informed about your study progress faced with injuries, illness or stress or with unexpected delays in 24 hours a day, from anywhere in the world. On your study progress. studentosiris.codarts.nl you can check your latest results but also obtain a full study progress report (SVO). As an artist you are under great pressure to perform. You think Media Library goals and hang on to your dreams. about how to bring out the best in yourself, how to achieve your Codarts expects initiative and independence from you, so it is only To use certain digital services of the media library you need to log in natural that you have questions now and then. That is why Student with your Codarts account. Life is there for you. If you have lost your username and/or password you may apply to Student Life is the central service point for all Codarts students for STIP for new ones. all questions that do not specifically have to do with education. Even before you start your studies, this is the place for any questions having to do with preparing for your studies and life in Rotterdam. 101 During your studies you can always call on us as well. Discretion and confidentiality are important aspects in how Student Life operates. Health Centre A team of internal and external staff members who can instruct, advise and coach you in subjects regarding injuries Student Life offers the following services: and taxation, performance improvement, food and lifestyle. Student Counselling Student Counselling The student counsellor looks after the interests of students at The first place to go to for students with a functional Codarts and is the intermediary figure for students with a functional impediment, students experiencing (possible) study delay impediment or chronic disease. You can also go to the counsellor due to special circumstances or financial problems, students with questions or problems involving regulations and legal who wish to interrupt or prematurely end their studies and provisions. for all questions about housing and insurance. If your studies are not really going well and you are in danger of Study Pathway Advice (SLB) incurring delay, the student counsellor may help you limit the For all issues pertaining to study progress and structure of possible consequences (including financial ones). At your request your study programme. and together with the student counsellor you can then look for solutions to improve your functioning with regard to your studies. International Office Also, if you would like to speak privately and confidentially with To help international students apply for a residence permit, someone from outside your study programme, the student open a bank account and registering with the municipal counsellor is there for you. The student counsellor is well-informed administration GBA. Information about and coordination of of all general laws and regulations and of the regulations and exchange programmes. facilities of Codarts, and can give you the necessary information or refer you to others. Think of issues around study financing, Mentoring complaints and appeal procedures (in case of complaints of Help with stress prevention, homesickness, fear of failure, conflicts). The student counsellor can also refer you to external concentration problems, mental resilience, dealing with specialist help in matters regarding legal, financial or social injuries. problems that interfere with your study progress. 102 Contact the student counsellor in any of the following cases: need to contact the student counsellor, who will inform you about what is possible within the Regulation Study Delay due to special Special Circumstances that Interfere with Your Studies circumstances and other possible practical/financial facilities. If you are unable to study for a long time or are in danger of incurring delay due to special circumstances such as illness, family Financial Problems situation, a handicap or other personal reasons, you may appeal to In exceptional cases Codarts can provide students with financial the Regulation Study Delay. support in the form of a loan for paying your tuition fee or with a Together with the student counsellor and your study pathway contribution from the Profiling Fund or Codarts Instrument Fund. advisor you will devise an adapted study plan with the goal of The student counsellor can tell you if you are eligible for this type of compensating for the delay as much as possible. If necessary, this support and how to apply for it. plan may also stipulate special evaluation moments. By making solid arrangements about your study progress together, we can prevent Interrupting or Prematurely Ending Your Studies you from incurring unnecessary extra delays or even getting a Should you consider to end your studies before graduating, for negative binding study advice. instance because you have an injury or because the education does not meet your expectations, we ask you to report this to the student To make use of this arrangement, you must report the special counsellor. In a so-called ‘exit interview’ the student counsellor will circumstances to the student counsellor no later than two months discuss with you the reasons for your de-registering. In case you after they first occur (or no later than four weeks prior to the wish to interrupt your studies temporarily, you can discuss the examination period). The counsellor will then inform you about the requirements for resuming your studies at a later time with the possibilities within the framework of the Regulation Study Delay due student counsellor. to special circumstances and other possible practical/financial facilities. Housing If you’re looking for place to live in Rotterdam for either a longer or Studying with a Functional Impediment shorter period of time, the student counsellor can give you Via the regulation ‘Studying with a Functional Impediment’ students information and advice. Extensive information about housing can be with a functional impediment can benefit from various facilities and found in the Holland Handbook. services, such as extra coaching, extra examination time, spreading of evaluations, et cetera. To be eligible for these provisions you Insurance 103 Having the right insurance is important and the student counsellor handle feedback, how you apply time management and how you can give you information and advice on this. handle disappointments and successes. In short, you discuss how you take responsibility for your studies. If Contact necessary, the SLB will advise you in taking decisions about the Ineke Top, Student Counsellor content and progress of your studies. T: +31(0)102171025 / +31(0)619152947 Boukje Kruithof-van Rijn, Student Counsellor Where do you find your SLB? E: decaan@codarts.nl The name of your LSB is listed on your study roster. He or she will contact you for a first meeting via Codarts email. Of course you can also make an appointment on your own initiative. If you wish to do Study Pathway Advisor so, it is convenient if you inform the SLB about the free moments in Codarts may be the start of your study career for you. Luckily, you your study roster. will find the study pathway advisor (SLB) at your side. The SLB is your primary contact for anything related to your study and study For general questions about the SLB you can send an email to: slb- progress. He or she can provide you with information about the general@codarts.nl. content of the study programme: what subjects do you study and what is expected of you? How is the programme structured: when do you take what classes? How and where do you check the number International Office of study credit points you have acquired (in Osiris)? And which Even though it is called the International Office, the service is regulations within Codarts (OER, BSA, et cetera) may become intended both for students from abroad and Dutch students. relevant for you? Codarts’ International Office is the place where students from abroad are informed about the travel documents they need to come When do you first meet your SLB? to the Netherlands; where they arrange for their residence permit in At the start of the study year, an SLB will be assigned to you. During order to establish themselves in the Netherlands as a Codarts the first year, you will have at least three meetings with your SLB. student; where they receive information and, if necessary, assistance During the second, third and fourth year, there will be at least two in prolonging their current residence permit; where they ask for meetings. In these mandatory consultations the results you have advice about opening a Dutch bank account or how to register at obtained will be discussed, as well as how you study, how you the municipal administration (GBA); and where all Codarts students 104 can get information about possibilities for study exchange: Erasmus the mentor. On the page ‘Mentoring’ on Codarts’ intranet are a (in European countries) and exchanges outside Europe. The number of articles about the subject of stress prevention that International Office can also provide you with information about include useful tips. There is also a list of recommended literature. grants for a follow-up study or for research abroad. Contact Contact The mentors at Codarts are: Asia Ross, International Office T: +31 (0)10-2171026 Karin Bijl Hanneke van der Wal E: international@codarts.nl T: 06-41827200 T: 06-42589091 General email address Mentoring mentor@codarts.nl As a student you may encounter problems for which you don’t see a solution right away. These may be personal problems such as If you wish to do make an appointment, it is convenient if you homesickness, concentration problems or feelings of insecurity, but inform the mentor about the free moments in your study roster. also cultural differences or how to handle injury. Or you may want to talk about your motivation or how to optimise your studies. In all these cases you can have a number of confidential discussions with Health Centre the mentor. The mentor is the first contact person for your ‘general Whether you are a musician, dancer or circus artist, you perform at a well-being’. If necessary the mentor can refer you to an external high level and this asks much of you, both physically and mentally. expert. For that reason your health is of paramount importance during your studies and later career. As a student of Codarts you take Trainings responsibility for your own physical and mental health, as your body In addition to individual discussions, members also organise and your mind are your instruments, after all. Codarts’ Health Centre trainings in mental resilience. can help you stay on track in this respect. Stress prevention, stage presentation and dealing with stage fright are some of the subjects that are addressed in these trainings. So The Health Centre works together with colleagues from various you can work on these issues both individually and in groups, via disciplines in health care – both internally and externally – who have 105 specialised in working with professional performing artists and top one dietician (also for sports) athletes. one performance coach Screening They can instruct, advise and coach you in matters of: The screenings for the programmes Circus Arts, Dance, Dance in injury prevention Education and Music Theatre, as well as the voice tests for the music overburdening complaints programmes at Codarts, take place under the responsibility of the lack of energy Health Centre. The results from the screening or test provide you performing after an injury or illness with a good insight into your physical capabilities and indicate performing under pressure aspects that require your attention. Following the screening, you will performance improvement be given a training schedule to work efficiently at these aspects. healthy lifestyle in relation to top performance preventing too much tension and stress Health Team hearing taxation If you have physical complaints related to your studies, you can visit optimal diets the surgery hours (announced on the intranet under Student Life) of healthy voice use the Health Centre’s staff members, which are: two manual physiotherapist one physiotherapist one speech therapist 106 107 Hearing Protection medical specialists, medical examinations such as MRI and other Hearing/hearing protection is one of the most important subjects scans, X-rays and (sport)physiotherapy treatments. For more for the Codarts Health Centre. Well-functioning hearing is of the information, please contact the student counsellor: utmost importance to music students and teachers if they wish to decaan@codarts.nl become, be and especially remain active in the professional field of music. At the same time, the profession brings with it above- Also, don’t forget to register with a general doctor’s practice in the average risks with regard to the proper functioning of our hearing. neighbourhood where you live! If you have any questions, please Knowledge of how the ear works, of the risks of hearing damage contact the Health Centre: healthcentre@codarts.nl and of preventive measures is therefore quite important. For a number of years now, Codarts, in collaboration with Earproof, have Education and Information been providing information and advice about hearing and hearing In the course of your studies, there are several occasions where you protection by handing out information brochures and organising can acquire knowledge and skills in the area of health in relation to lectures, workshops, et cetera. And also by offering hearing tests your specific art form. There are workshops and special information and hearing protection devices, varying from simple earplugs in the events. There is also a lot of written material. With some study dispensers at the various Codarts locations to sessions where programmes, the subject ‘health in relation to top performance’ is musicians are fitted with special, made-to-measure earplugs. part of the curriculum. Contact Contact The dates on which students can contact the health Centre for The staff members at the Health Centre have surgery hours in room information and/or hearing tests will be announced via your Codarts 8.28 (location Kruisplein) and can sometimes also be found at the email and on the intranet under Student Life. Appointments can be various other locations. For the exact times and locations, please made via Earproof’s digital agenda: www.earprof.com check the intranet and the electronic news ticker regularly. You may contact STIP directly to make an appointment. For questions of a Health Insurance general nature, please contact Suze Steemers at the Health Centre: In case you need extensive treatment you will be referred to the healthcentre@codarts.nl external network of (para)medics and specialists. Make sure you have a good supplementary health insurance that covers at least 108 Studying with a Functional Impediment To make use of this arrangement, you must report the special Via the regulation ‘Studying with a Functional Impediment’ students circumstances to the student counsellor no later than two months with a functional impediment can benefit from various facilities and after they first occur (or no later than four weeks prior to the services, such as extra coaching, extra examination time, spreading examination period). The counsellor will then inform you about the of evaluations, et cetera. To be eligible for these provisions you possibilities within the framework of the Regulation Study Delay due need to contact the student counsellor, who will inform you about to special circumstances and other possible practical/financial what is possible within the Regulation Study Delay due to special facilities. circumstances and other possible practical/financial facilities. Contact student counsellor: Contact student counsellor: T: +31 (0010-2171025/ +31(0)6-19152947 T: +31 (0010-2171025/ +31(0)6-19152947 M: decaan@codarts.nl M: decaan@codarts.nl Extracurricular Activities Many students are already active in the work field during their studies. These obligations sometimes coincide with educational Study Delay activities. Codarts feels it is important for students to already build up a professional practice during their studies and therefore Special Circumstances facilitates students, in special cases, in making an appeal to the If you incur a delay in your studies due to special circumstances Regulation Study Delay on account of extracurricular activities. such as illness, family situation, a handicap or other personal Together with your study pathway advisor you will devise an reasons, you may appeal to the Regulation Study Delay due to adapted study plan, stating which educational activities you will miss special circumstances. and how you are going to compensate for these. If necessary, this Together with the student counsellor and your study pathway plan may also stipulate special evaluation moments. advisor you will devise an adapted study plan with the goal of This study plan is then presented to the head of the department, compensating for the delay as much as possible. If necessary, this who will have to approve the plan and the special evaluation plan may also stipulate special evaluation moments. moments. If the compensatory arrangements are in order, you must file a special request with the examination committee. Before doing 109 so, first consult the regulations concerning requests to the examination committee on the intranet. 110 information or questions send an email to the International Office: Examination Committee international@codarts.nl The application procedure for an exchange programme is as follows: Students may file the following requests with the examination committee: exemption individual study path (including an alternative minor) extra re-examination alternative form of examination combining examinations 1. As soon as you know at which school/schools you would like to study, you make an appointment with the International Office. They will give you the information about the necessary steps in your application. 2. You fill out the application forms (which must be signed by Click here for more information about the request procedure. the manager of your study programme) and submit them to Contact: Together with these forms you submit the following the international office no later than the end of January. documents: E: examencommissie@codarts.nl T: 010-2171033 Exchange Programmes CV Letter of motivation CD/DVD with your own audio/video material (do not send originals as discs will not be returned) Codarts offers students the opportunity to study or do an internship All institutes have their own varying deadlines and abroad for a number of months, starting in the second study year. conditions. To make sure that your application is complete, it An experience abroad broadens your horizon and adds value to is a good idea to study these conditions on the website of your CV. You are introduced to a different academy/university, the institute in question. Via www.aec-music.eu (click on different students, culture and language. ‘members’) you can find much useful information about all Via this link you can find a list of the international schools that the European schools that offer Erasmus+ exchange Codarts has connections with. Is the institute of your choice not on programmes. the list? In that case we will discuss the possibilities. For more 111 3. When the manager of your department has approved your able to take those subjects. application, the International Office will forward it to the The examination committee determines whether the list of institute of your choice. subjects you have chosen is an adequate replacement for the Codarts curriculum. 4. Around June/July, the International Office will have received news of the selection and will inform you of this. Useful things to know: 5. When it is clear which school you can go to as an exchange student, you must make an appointment with the Only students who have obtained their propaedeutic certificate may apply for an exchange programme. International Office for information about the subsequent The duration of an exchange can be anywhere between 3 steps. In particular you will receive information about the and 12 months for study and between 2 and 12 months for Grant Agreement (for your scholarship) and the Learning internships (a combination of study and internship is also Agreement (the document that specifies which subjects you possible). will take). You can apply for no more than 3 schools. During your exchange you remain a registered student of 6. Together with your department manager you draw up a Codarts and are obliged to pay tuition fees to Codarts. Learning Agreement (the subjects you have chosen), which means you first have to find the curriculum of the school During your exchange you remain registered at the address where you live in the Netherlands. you’ll be going to. You can compare this with the Codarts Students who have been accepted for an exchange receive curriculum and, together with the manager, you decide financial support through an Erasmus grant. Depending on which subject to take and which, if any, Codarts subjects still the duration and goal of the exchange, this grant lies remain to be taken. between €150 and €270 a month for study and between €270 and €390 a month for internships. 7. Via the International Office your Learning Agreement is sent to the exchange institute and the examination committee. Codarts Agency The exchange institute determines whether the list of subjects you have chosen is feasible. If so, they will sign the agreement, thereby guaranteeing that you will indeed be 112 Codarts receives requests by third parties for student performances almost on a daily basis. Codarts believes it is important for students If you would like to present yourself to external clients via the to gain practical experience, as it offers them a chance to be already Codarts Agency, please register with Monica van Steen by sending a active as a performing artist during their studies, gain experience of presentable photo and promotional text of your ensemble at the demands of the profession, reflect on their profile as an artist mvansteen@codarts.nl and how to market themselves. Quality Assurance and Options for Participation These performances vary from livening up an opening or reception to larger projects such as taking part in special events. The Codarts As a student you have various options for participation. Codarts Agency acts as an intermediary between this external demand and what Codarts can offer. emphatically invites you to make use of these options, as your input The larger events are organised in collaboration with the various our organisation. is a valuable contribution to us and helps us to continue to improve departments. For smaller events the Codarts agency brings the third Representative Advisory Council (MR) party in direct contact with Codarts students. The Representative Advisory Council (MR) is the institute’s The students then negotiate their own arrangements about the conditions. participation platform. Chapter 10 of the Law on Higher Education Codarts considers it a privilege to be asked for performances summarised, the council watches over ‘good practices’ within (WHW) defines the tasks and competences of the MR. Briefly Codarts and defends the interests of students, teachers and outside the institute. Through these performances, which are educational support staff. Elections for the council are held every arranged via the Agency, Codarts expresses its social commitment. two years and all students are eligible. Besides charging costs and a modest compensation for students, Codarts charges a sum to be donated to two supporting study funds that are accessible to all students. Study Committee In approaching the students the Agency makes use of Agents. They when it comes to the curriculum. Each year, the study committee, The study committee is the education management’s soundboard which consists of students and teachers, advises the management are students of the various academies who take it upon themselves and the MR about planned changes in the curriculum and about the to be intermediaries. 113 text of the Education and Examination Regulations. Also, the study suggestions for improvements within the study committee can give unsolicited advice to the management about programme/Department. subjects that have to do with education and examination. Education Evaluations and the National Students Enquiry It is important to Codarts to know how the students think about the curriculum and the institute’s services and facilities. For this reason students are invited to take part in digital evaluations on a regular basis: on average twice a year via EvaSys, to evaluate semester + modules + associated teachers, special projects and/or facilities every two years via the National Students Enquiry (NSE): a nationwide survey of student satisfaction with the education and facilities at the institute Based on the results of this type of evaluation improvements will be initiated where necessary. This completely revised study guide is an example of this! Student Panels Each study programme/department has its own student panel. This panel meets on a regular basis with the department management to discuss all kinds of matters that are of concern to students: rostering and communication, the curriculum, the facilities, et cetera. The results of the education evaluations and the National Students Enquiry are also discussed in these panels. Of course the panels themselves can also place issues on the agenda and make 114 Complaints negative binding study advice and compulsory referral to a graduation programme after the first year There may be occasions for a student to file a complaint. Complaints the establishing of the result of the graduation examination can be filed in various ways, depending on their nature. For complaints about adherence to the Education and committee. the size of the exemption on the basis of having followed related study programmes in vocational education Examination Regulation, you can turn to the examination the annual establishing of the number of study credits and decisions having to do with preparatory education requirements and entrance requirements For complaints with regard to a decision by the examination committee or examiners, you can turn to the College of decisions by the examination committees and examiners Appeal for Examinations (CBE). decisions by entrance committees For complaints with regard to undesirable behaviour you decisions by any of the above-mentioned parties that were not taken within the preordained term or, in absence of such may turn to one of the confidential advisers and/or file a a term, were not taken within a reasonable term complaint with the complaints committee for undesirable behaviour. The full CBE regulations are available on the intranet under bestuur/regelingen. Examination Committee Students may turn to the examination committee when they feel A notice of appeal can only be done in writing via the College of that the Education and Examination Regulation has been violated. Appeal for Examinations Codarts, management secretariat, This includes terms of publication of examination dates, the Kruisplein 26, 3012 CC Rotterdam. announcement of examination results and the manner of assessment according to the frameworks established in the module Confidential Advisers and Complaints Committee for descriptions and evaluation plans. Undesirable Behaviour Complaints can be made via examencommissie@codarts.nl Codarts regards the following behaviour as undesirable: College of Appeal for Examinations (CBE) sexual intimidation: unwanted sexual advances, asking for sexual favours or any other verbal, non-verbal, written or Parties concerned may appeal to the CBE against one of the physical behaviour of a sexual nature that is considered an following decisions: 115 unjustified breach of plaintiff’s personal privacy, something A complaint can only be filed in writing via the College van Beroep which the accused knew or at least should have understood. voor de Examens (College of Appeal for Examinations) Codarts, discriminating behaviour: behaviour by which equal cases management secretariat, Kruisplein 26, 3012 CC Rotterdam. are not treated equally on the basis of religion, belief, political orientation, race, sex, sexual orientation, physical or mental handicaps or any other ground. aggression/violence/bullying: incidents in which plaintive is harassed, threatened or attacked either psychologically or physically. In case of undesirable intimacies, sexist behaviour, discriminating remarks or other forms of undesirable behaviour, complaints may be filed with one of the confidential advisers. The confidential adviser serves as a soundboard for the plaintiff and fulfils a mainly mediating role in finding a solution. Despite the confidential adviser’s formal status, this solution is not of a public nature. The confidential adviser will attempt to arrive at an amicable settlement. If the plaintiff finds such a settlement unsatisfactory, then he or she may turn to the complaints committee. At that point several persons become involved in dealing with the complaint. The confidential adviser is: Antoinette Kouwenberg: aekouwenberg@codarts.nl The Complaints Regulation for Combating Undesirable Behaviour can be consulted in the media library and is also available on the intranet under bestuur/regelingen. 116 Inspection of Regulations All the major rules, regulations and protocols are available on the Codarts intranet. Under the heading ‘over Codarts/ regelingen’ the following documents are available (in Dutch only): AO Statute (four-eyes principle) Branch Code Good Governance Academies Governance and Management Regulation Behavioural Code International Students Rules And Regulations Study Committees Rules And Regulations Codarts Instruments Fund Integrity Code Elections Rules and Regulations Representative Advisory Council Complaints Regulations Undesirable Behaviour Whistle-Blowers Regulation Protocol for Use of Practice Rooms Protocol Study Delay Because of Special Circumstances Rules and Regulations of De-enrolment Regulation MOMI Regulation of the Board of Appeal for the Examinations Regulation Board of Directors Regulation Department Heads Regulation Profiling Fund Student Statute Treasury Statute 117 General and Technical Support Facilities Locations Kruisplein Kruisplein 26 3012 CC Rotterdam T: 010-2171100 Opening hours Monday through Friday 8.30 - 22.00* Saturday 8.30 - 16.00* Sunday 12.00 - 17.00* World Music & Dance Centre (WMDC) Pieter de Hoochweg 125 3024 BG Rotterdam T: 010 244 45 00 Opening hours Monday through Friday 8.30 - 22.00* Saturday 8.30 - 16.00* 118 ‘The Basement ’ Calamities Willem Buytewechstraat 26 In case of a calamity, such as a fire or accidents, report as soon as 3024 BN Rotterdam possible to STIP, the reception desk at the ground floor or a caretaker on duty. All locations have an emergency telephone Opening hours number: Monday through Friday 9.00-17.00* Keys obtainable from STIP Lite Fenix II Veerlaan 19F (water front) Kruisplein 010-2175001 WMDC 010-2175002 Fenix 2 010-2175003 BHV/EHBO 3072 AN Rotterdam T: 010-2344881 Codarts has set up a BHV (Company Assistance) organisation. The Opening hours of General and Technical Support. All employees that are part of the BHV organisation consists primarily of employees of the department BHV organisation have had special training and have obtained a Monday through Friday 8.00-22.00* BHV certificate. Saturday 10.00-17.00 uur* Important BHV tasks are: *except during rostered weeks off and holidays providing first aid in case of accidents limiting and fighting fires, preventing and limiting accidents Rostered weeks off and opening hours alert and evacuate all employees and other persons present in the building in case of an emergency During rostered weeks off the opening hours will be different. The locations will then close at 17.00 on weekdays and will not be open alert and collaborate with aid organisations (fire brigade and ambulance) in case of an emergency at all during the weekends. Rostered weeks of are listed in the education planning in the chapter Codarts Music. All locations have emergency plans, which can also be found on the intranet. All buildings have at least one AED (Automatic External The closing hours as listed indicate the time at which the building is Defibrillator). More information about the BHV organisation can be locked, so make sure that you have left the building before then. found on the intranet. 119 Several employees at Codarts have been trained as first-aiders. All Lost and Found buildings have a number of first aid points, identified by a green first Lost and found property can be handed in at the reception desk of aid sign. These first aid points are also indicated on the floor plans the building. Found Codarts chip cards can be handed in at STIP, in the buildings. STIP Lite or the Circus service desk. Disabled Persons Ban on Smoking and Drinking People of limited mobility are advised to report at the reception The Dutch Tabakswet (Law on Tobacco) was introduced in 1990 and desk when entering one of the buildings. The reception staff at further tightened in 1998 and 2004. As a result, no smoking is Codarts are happy to provide information about where to find allowed in any of the Codarts buildings at any time (Kruisplein, special bathrooms and how to use elevators and other facilities WMDC, Fenix II en Willem Buytewechstraat). concerning the accessibility of the building. If needed they will Violations of this law detected during (unannounced) visits by the contact the Services Team for extra accompaniments in and around authorities may result in a fine of €2400, to be recovered from the the building. offender. Serving or drinking alcoholic beverages on special occasions is only Theft permitted after prior approval of the department’s management or Codarts reports all thefts to the police. Codarts is not responsible for the Board of Directors. No alcoholic beverages may be served to the theft or loss of personal belongings. anyone under the age of 18. In order to properly monitor petty thefts in and around the Codarts buildings, it is crucial that all thefts are reported at the reception Posters/Flyers desk of the building in question. Announcements of concerts, wanted/asked ads and flyers may be In case of serious suspicions of unlawfulness at the institute, the posted at the various noticeboards in the buildings. It is not allowed Board of Directors reserves the right to temporarily employ so- to put up posters or flyers in any other places. called ‘hidden’ cameras. This measure will be taken exclusively for this particular purpose and as much as possible with due regard for Catering the privacy of our students and employees. All locations have facilities for eating. At the locations Kruisplein (5th floor) and WMDC (Grounds café) catering is available. The opening hours are: 120 Kruisplein WMDC: Monday through Friday 8.30 - 18.00 of assistance. It goes without saying that all equipment must be Saturday 9.00 - 13.00 returned to its original place after use. Monday through Friday 10.00 -15.00 Instrument Storage on request during concerts The locations Kruisplein and WMDC have storage facilities for Use of Computer Facilities instruments. Using this storage space is fully at your own risk. Codarts has a number of rooms were students may use the available Codarts is not responsible for any damage, loss or theft. computers for regular tasks. Lockers Use of Classrooms and Study Rooms Lockers are rented out for the entire school year, at a price of €10 Each classroom has a regular setup of instruments and equipment. per year and against a deposit of €20. This deposit will be Leave this set-up as it is as much as possible. If you need to move reimbursed at the end of the rental period. You can apply for a anything, please return it to its original position when you’re done. locker via STIP. The classrooms inventory lists all instruments, equipment, furniture Booking Study Rooms and Practice Rooms and other materials. All instruments and equipment have an Practice rooms can be booked at the Scheduling Office, between individual code. Check the list and report any discrepancies to STIP, Monday and Friday morning. It is important to file a booking by STIP Lite or the Circus service desk. This way the rooms remain ready to use for all students. email well in advance (at least one week), otherwise chances are that Guests and Outside Visitors room that very same day, you can do so at the service desk of the no rooms are available anymore. If you wish to book a practice Guests are not allowed to use a study room without prior location in question, if any rooms are available. permission from your department manager, unless you are present E: roosterbureau@codarts.nl in the study room yourself. All activities at which you expect outside visitors must be reported at the reception desk. Equipment/Instruments Equipment and instruments must remain in the room in which they were placed. If it is necessary to move an amplifier or an instrument to another room, always first consult the caretaker, who may also be 121 STIP Kruisplein The Scheduling Office can be contacted by telephone at the STIP Lite WMDC following locations: Reception Circus Fenixloods Kruisplein: Please note that these reception desks close at 17.00 and that no T: 010 - 217 1047 / 1048 equipment can be loaned after this time. WMDC en Basement: Fenix: Larger technical equipment (personal amplification systems, T: 010 – 244 4503 T: 010 - 217 1085 amplifiers, drum kits) is not lent out for internal use. A number of rooms have been equipped with amplifiers/voice application systems/complete backlines. No amplifiers may be used outside of Lending Instruments and Technical Equipment these rooms, unless they are placed there by Codarts employees for special purposes. Lending Instruments Lending out equipment for external aims is only possible when the In special cases Codarts lends out instruments to students. You can activity is clearly associated with Codarts. apply for a loan instrument via STIP. This must be done no later than Applications for a loan of equipment must be made no later than two weeks before the intended loan date and you must submit a two weeks before the intended loan date at STIP, STIP Lite or the written permission from your teacher to STIP. If it concerns Circus service desk. The students must arrange for transportation of instruments for internship classes you need written permission from the equipment to the external location themselves. Ruud Spetter. Piano Management Codarts has only a limited number of instruments available for With 48 grand pianos and 44 upright pianos Codarts has a valuable lending, so there is no guarantee of availability. inventory that needs to be protected. Pianos are heavy but vulnerable instruments. The piano has more than 200 strings and Lending Technical Equipment nearly 1000 moving parts. Even tiny deviations of just millimetres Small technical equipment (microphones, cables, et cetera) is inside the mechanism can have drastic consequences for the available from: performance level. 122 We therefore ask you to study the following guidelines for an optimal maintenance of the instruments. Your help is essential in Piano Action List obtaining the best results. Let us join forces in improving the situation of the pianos and establish a direct line of communication. 1) Do not place any small objects on the piano that may fall into it, In each room there are two documents. The first is a list of tips for such as paperclips, pencils, et cetera. These can seriously correct maintenance of the pianos and the second one is a list of damage the insides of the piano. tuning appointments. 2) Do not place any objects holding liquids (such as cups, bottles, We are aware of the fact that students and teachers use the pianos et cetera) or food on or near the piano. Spilled liquids will harm every day and so they are the first persons to know of any the instrument and can lead to irreparable damage. deficiencies. Please send an email to stip@codarts.nl if you encounter any of the following problems or for any other comments 3) Keep the piano away from heating elements and close the regarding the pianos: windows to prevent condensation. By default, all pianos are placed at a safe distance from windows and radiators. Please do 1) broken strings not move them from their current position. 2) problems with the pedals or individual keys 3) accidents, such as spilled liquids or objects that have fallen 4) Do not drag the piano stool across the floor, but lift it if you wish inside the piano. Please report such accidents immediately to to move it. This prevents damage to its legs. STIP. 4) the heating or windows of the room are not functioning 5) Do not place any instruments on top of the piano. properly. 5) the piano stool is broken, makes a strange sound or is missing 6) If you are the last person to leave the room, please close the from the room. piano completely (lower the lid and lock it with the key). This prevents dust from falling into the mechanism. Dust is one of Always include in your report the room number and piano it the greatest threats to the piano. If there is a dust cover in the concerns. room (rooms 3.14, 3.18, 4.07, 4.19, 5.22 and 6.35), then placed this over the piano. 123 Regular repairs and restorations are part of a fixed planning. So collection includes a large number of books, sheet music, when the piano makes a metallic sound, the issue will be addressed magazines, CDs and DVDs, all searchable through our catalogue. according to the fixed maintenance plan. If you are looking for the full text of theses of one of the Master Always report all incidents to STIP! stip@codarts.nl study programmes, then take a look in Codarts Brainshop, a separate section in our catalogue. Media Library Our Digital Library Besides an extensive physical collection you will find a huge amount The media library at Codarts is the knowledge centre where you will of information in our digital collection. From within Codarts you find printed, audio-visual and digital media in the fields of music, have access to these databases, but also from outside. For outside dance and circus and on subjects such as artistic research, art access you need to login with your Codarts account. education and art philosophy, health and psychology. What will you find in our online databases? The opening hours of the media library are: Monday through Thursday 10.00 - 19.00 Friday 10.00 - 17.00 Introduction Week, Autumn, Spring and May holidays video recordings of documentaries, masterclasses and performances 12.00 - 16.00 Students have access 24/7 to the catalogue and digital library. Our Collection Real and Fake books, Urtext editions, tango music from Argentina, audio recordings of classical music, world music and jazz music scores various electronic magazines and JSTOR encyclopaedias e-books dictionaries Membership and Lending Conditions piano excerpts of famous music theatre pieces, books on dance and The membership of the media library is free to all Codarts students. circus, Turkish music, et cetera, et cetera. These are just some of the If you wish to take out material, you must register at the media highlights of the media library. It is a small media library, specialised library’s reception desk, where you fill out a form for a standing in the fields in which Codarts provides education. Our physical order or make a deposit of €75. If you fail to return the material, its 124 replacement value will be taken out of your bank account or The Royal Library (KB) gives HBO students a 50% reduction (€7.50 deducted from your deposit. Your student card doubles as your instead of €15) on their membership. The KB is the national library media library pass. of the Netherlands, providing access to just about anything that is See Codarts intranet for more information regarding the lending published in and about the Netherlands. Membership grants you conditions. access to the entire collection of the KB, the right to use dozens of databases and hundreds of thousands of digital books, magazines and newspapers, as well as the use of the services of the Dutch Institute for Music. Lending from Other Libraries Codarts’ media library also allows you to search the national For more information about the media library… database Picarta, which has catalogues of other Dutch universities see: Codarts intranet and academies, large public libraries and the Royal Library (KB). M: mediatheek@codarts.nl Credentials for logging onto Picarta can be obtained at the media T: +31 (0)10 217 1190 library’s reception desk or via email. If you wish to loan something become our friend on Facebook: Codarts Mediatheek through Picarta, you may submit the request at the reception desk. or visit us: Kruisplein 26, 3012 CC Rotterdam (5th floor) Depending on the nature of the material, the cost will be around €6.50. Discount on Membership of Other Libraries Muziekweb has the largest CD collection in Europe. Students and employees of Codarts can obtain a free membership of this library of discs. To obtain a free membership bring your Codarts card and a valid ID to the Muziekwebplein to receive your Muziekweb pass. Lending a CD costs €1.90 per CD per week. If you use a Muziekweb trading stamp book, you get the loan of one CD free after having taken out 10 CDs. The Muziekwebplein is located on the ground floor of the Rotterdam Library, Hoogstraat 110. 125