M-MA-MTPW2

Practical Classes

3

n/a

n/a

n/a

16

68

Admitted to the second year.

pending

Developing the following:
Technical:
3. The student performs in ensembles or in creative collectives that vary in composition, number and style.
Creative:
4. The student demonstrates a musical and artistic personality.
5. The student places their musical and artistic personality and skills in the service of and in the context of a larger whole.
Contextual focus:
1. The student is abreast of developments in the professional field, field of activity and society. The student shows the way they integrate this into their professional behaviour and commitment to their own professional practice and society.
Research and development:
1. The student asks critical questions and is open to answering other people's questions.
2. The student reflects upon their own assumptions, preferences, strengths and weaknesses and understands how all of these affect their development and professional opportunities.
3. The student reflects upon their own working method, which helps them understand the consequences of and, afterwards, justify their choices and decisions, both to their peers and to those outside the professional field.
4. The student provides well-founded opinions on the artistic value of their own work and that of others and on the extent that it corresponds with the intentions of the creator.
8. The student explores and recognises innovations in the field, experiments with them and creates their own innovations.
Communicative:
1. The student presents themselves and their work, individually and/or collectively, in a way that suits the presented work and the envisaged audience.
2. Working from within their own field of expertise, the student contributes actively and demonstrably to multidisciplinary and/or interdisciplinary collaborations.
3. The student heads creative processes, projects and/or collaborations.
5. The student uses verbal, writing and digital skills to convey their own work, working method, vision and results of research convincingly and effectively to professionals and audience.
Organisational:
5. The student is alert to and acts upon changing situations and circumstances and helps solve and answer various complex, context-related problems and issues.
6. The student is abreast of relevant preconditions and knows how to deal with them.

This Master-wide course focuses on context and cohesion in the broadest sense. Links are made between various pathways, as well as different parts of the curriculum: on an individual level in the study plan (for which there is a joint training in the first year), and on an interdisciplinary level in a common project week. In this week theory and creativity are alternated, as designed and supervised by the instructors of all pathways.

Connecting the Dots is a context focused subject. Context is the full environment in which something gains meaning. The students understand how their context in or their perspective on the world is continually changing and influences their work and profile as a musician. Students of the various pathways within the Master of Music work together in multidisciplinary groups.
Stimulating (interdisciplinary) collaboration is important to us. Since the Master of Music is situated in three locations, it’s not obvious to meet each other. For that reason, there are two mandatory meetings every year, the so-called Meet the Masters. During the first one at the beginning of the year, the students introduce themselves to each other, by giving a short presentation or performance. During the second one at the end of the year, the students will present their plans for the 2nd year.
Besides those Meet the Master meetings, Connecting the Dots exists of three parts: Study plan, Project week and Poetics. The project week is an interdisciplinary project week in the first term, based on a theme: students collaborate towards a final performance.
Teacher(s) in collaboration with the Head of the Master, decide on the theme of the project week and prepare the content of the lectures and work week, which they write out in detail.
During the project week, the instructors supervise the groups on location and welcome and inform the guest teachers.
The project week has a different theme every year and can also differ in structure and preparation.
Within the project week there are lectures and masterclasses from one or more (guest) teachers which provide more in-depth information about the theme and context. The students work in mixed groups towards for instance a product, a performance or a detailed project plan, all related to the theme and based on music. Working together and creating together is crucial in this. On the last day of the project week, the students all present their results and insights to each other.
The module is evaluated annually, through a curriculum questionnaire.

Group lessons, lectures.

Depends on project week’s theme.

Attendance at lectures, preparation. Coming up with, developing, and carrying out a common concept into a presentation in a short period of time with a group.

Summative: active contribution, reflective journal and presentation.
Assessor(s): team of coaches involved.

Consult assessment form Connecting the dots – Project Week.

The evaluators' ratings are equally weighted in the final assessment, which is expressed as either satisfactory or unsatisfactory. A satisfactory results in a pass.

The assessment panel gives feedback right after the presentation.

Additional or alternative assignment(s).