Utrecht University – University College Utrecht

This course allows you to become acquainted with basic practices of acting, moving and listening as well as with a framework of concepts that help you unpack and situate the notion of performance. Practically and theoretically introductions to how sound, movement and action are experienced, performed and conceptualized in the context of the performing arts. In particular, the course addresses the larger areas of sound, movement and action and accounts for their conceptual and empirical intersections. In order to do so, it considers methodological and philosophical approaches to rhythm, space, time, body, play, and affect, while stressing that when we perform, we learn how to organize (new forms of) attention and experience, which carries social and political implications. The course is organized in three cycles of five weeks each and is taught by four different teachers with intersecting areas of expertise. Every cycle is consisted of sessions that interchangeably focus on sound, movement and action in performance, in theory and in practice. The focus of the first cycle is on attending to performance, the focus of the second cycle is on performing and the focus of the third cycle is on reflecting. Students are required to visit approximately three professional productions that are proposed by the teachers. They are also expected to read and analyze the assigned texts, to fulfill practical preparatory tasks, to actively participate in the workshops and in class discussions, to give group presentations and to hand in a portfolio of small written assignments. No previous experience in the performing arts is required.

The course covers two or three of the following main topics: Dynamical systems, Group Theory, or Complex Analysts. Dynamical systems include ordinary differential equations, phase plane analysis, stability analysis, linearization, limit cycles, Poincaré-Benedixson Theorem. Group theory is a natural setting in which to learn styles of proof-writing and abstract thought characteristic of much of modern mathematics. Complex analysis includes the calculus of complex-valued functions and power series, geometric properties of analytic functions, the Cauchy-Riemann equations, topological properties of integration in the complex plane, Cauchy’s Theorem, Cauchy’s Formula. Which of the above topics are covered may vary from year to year. This course replaces the former Math labs UCSCIMATL5, UCSCIMATL3, and UCSCIMATL6.

Along with an introductory survey of the most important art of the period, the course covers various controversies regarding the works' essence. The central aspects and artists of the period are introduced in the first seven weeks. Based on the textbook, lectures, and excursions, students are challenged to create a kind of survey for themselves. The second part of the course gives representative examples of the methods and fields of research that are central to the subject of seventeenth-century Dutch art. An attempt is made to offer a complete survey of the important painters from the seventeenth century, but of course a selection has to be made. There is an emphasis on Rembrandt, not only because he was the most important seventeenth-century Dutch artist, but also because his work has been researched in a number of ways. Additionally, there is an emphasis on painters and art historians from Utrecht, because their work is close at hand in the museums in this city, and because knowledge of Utrecht culture might contribute to a feeling of home. Prerequisites for this course include a course on art history or museum studies.

This course focuses on the language, but also on the history, geography, artistic works, traditions and current events of the Spanish-speaking countries and their communities. Language learning constitutes the 75% of the course assignments, whereas Culture assignments constitute 25% of the final grade. Tasks in various forms related to language and cultural topics are performed individually and in groups. Contact hours focus on language practice in line with the textbook chapters. Students mainly work in pairs and small groups. All participants have to complete obligatory self-study assignments before class. Students are expected to take part during the lessons as well as in group tasks.

This course is an overview of the principles of child development and the factors contributing to optimal human development. Theories and research of youth development within the biopsychosocial model are covered. Societal, cultural, and other environmental factors that influence development are examined, as well as the biological underpinnings of youth development.