Dance BA

Duration: 4 year

Qualification awarded: BA in Dance

Level of Qualification: Bachelor’s Degree

Language of Teaching: English

Mode of Study: Full-time

The BA in Dance (Contemporary) degree is aimed at students who want to pursue a career as a versatile and adaptive dance practitioner. Our students are provided with a learning environment that helps them to become dance artists with high level of technical expertise, creative skills and performance experience.

The programme is highly practical, with studio based daily classes in Ballet, Contemporary Dance techniques (Limón, Cunningham, Flying Low and Release technique where students are not restricted by a specific set of aesthetics since a wide range of individual practices and movement approaches are embraced), Improvisation and Composition as well as fundamental approaches to movement such as Yoga, Pilates and Body Conditioning. Learning is further optimised by the inclusion of a range of industry-related courses such as Media Exploration, Music Analysis and Composition, Site Specific practices and Physical Theatre with a particular emphasis on voice work, visual elements and character building. The programme further incorporates theoretical studies including Dance History, Interdisciplinary Practices, Art Therapy, Dance History, Anatomy and Critical Studies that support students in attaining analytical and reflective skills. Under the supervision of regular teachers and invited artists, students also have independent project hours where they are given the time and space for experimenting and researching for an individual working method, ideas, concepts, form and dramaturgy.

Classes at PERA are delivered by highly experienced team of teachers as well as monthly and semester-based guest artists coming from diverse backgrounds and expertise to expose the students to different sources of inspiration. This leads to a strong versatility inside the programme by offering a range of physical, creative and artistic possibilities. In addition, the course incorporates intensive dance workshops, entitled PERA ID, that take place every December and April for a duration of two weeks with the aim of supporting students’ ongoing development of technical, creative and performance skills. These intensive periods are designed to expose students to various working methods and strategies in relation to contemporary training, repertoire learning, improvisation and composition that fuel choreographic thinking, creative process and individuality as a performing artist. Key considerations are to encourage students to think, to research and to develop their own creative identity.

There are also many opportunities for performance that is embedded inside the curriculum. This includes a month of creation time at the end of each academic year where highly reputed local and international artists engage in an intensive creative process with the students with a goal that each devise a new piece to be performed as part of PERA’s end of year performance activities. Selected works from students are also included in such events organised by PERA every year.

Year 1

The first year of study at PERA Dance BA has a strong emphasis on the development of fundamental technical competences through ballet and contemporary dance. Focusing on reinforcing whole body awareness, strength, stamina, coordination, alignment, articulation of the body, the use of weight and developing floor work abilities, technical classes aim to strengthen the physical potential of the students while acquiring fundamental tools for precise work with the body, musicality and movement in space. Alongside technical training, students also dive into fields of improvisation and composition as well as theoretical classes such as Anatomy, Dance History, Interdisciplinary Practices, Art Therapy and Critical Studies. In the second half of the first year, the introduced technical skills and compositional methods lead up to a solo performance project.


Year 2

In the second year of study at PERA Dance BA, the students continue to develop and expand their range of technical whilst deepening their creative and performative skills. In addition, the second year encourages the students to start thinking about their own creative ideas and movement language by expanding on the improvisation skills, compositional tools and methodologies introduced in the first year. In the second term of the year, the creative classes culminate in a duet creation, fostering contact and communication through partner work. During this year, students are also introduced to the study of repertoire and additional theory on the vocabulary of specific artists with an ultimate goal to restage a significant repertoire. As part of their independent research projects, students further investigate how repertoire study can fuel their own creativity to devise an original work. During this year, classes in musical analysis and forms of physical theatre are also introduced to expose students to a wider landscape of knowledge, expertise and artistic possibilities.


Year 3

Alongside advanced technical training, the third year continues to develop creative, artistic and performance skills. In addition, students further explore working across various industry-related modes including media exploration where they are encouraged to produce a dance film. Furthermore, through focusing on several methodologies and materials handed over to them by guest artists/choreographers, students are expected to utilise the given creative tools and strategies in the form of a practice-led research project. In the second half of the term, students build on this process by experimenting and searching for an individual working method, ideas, concepts, form and content. During this year, the focus is to delve deeper into the compositional methods of specific dance artists, not only to develop the students’ own creative practice but also to strengthen their ability to work collaboratively as a group to co-create their own work . To that end, the creative classes of the third year prepare the students for devising an original group work. Third year students are also encouraged to experiment with an area of research selected by themselves, in the form of a self-directed study. At the final performance event of PERA, a range of selected student works that were developed as part of their compositional exploration and research projects, are presented together with creations from invited professional choreographers.


Year 4

The fourth year continues to focus on advanced technical, creative and performance skills. As part of their research project, students build further on the achievements of their previous exploration concerning the use of media in dance, to investigate the influence of new technologies on choreographic development. The fourth year also builds on the ability of the students to work independently by encouraging them to experiment with an area of research selected by themselves. The aim is to allow this process to deepen their search for an individual working method, ideas, concepts, form and content. Through nurturing individual and artistic development, the particular emphasis of the final year is on supporting the students in becoming professional dance artists where they are fully prepared for further education, training and employment opportunities in a professional setting. Acting with this incentive, PERA targets to provide its students with internship possibilities and successful career placements in the field of contemporary dance, performing arts and creative industries.

A full list of courses is available here

PERA is continuously developing through building international collaborations and forming a strong network by inviting renowned and experienced international artists from around the world. To-date, PERA has collaborated with artists and choreographers such as; Invited artists PERA has worked with so far:

•Maroula Iliopoulou (Greece)

•Jason Mabana (Belgium)

•Tomislav English (England)

•Kay Crook (England)

•Alexander Stavropoulos (Greece)

•Mafalda Deville (Portugal)

•Laura Doehler (Germany)

•Marco da Silva Ferreira (Portugal)

•GAGA with Ido Gidron (Israel)

•Harry Koshos (Cyprus)

•Ugren Koulas (Serbia/Cyprus)

•Stefania Sotiropoulou (Greece)

•Horácio Macuacua (Mozambique)

•Sabrina Gargano (Italy)

In the third year since PERA's establishment, two of our students (İçim Ağlamaz and Manuela Hier) were selected for the Start for Dance programme supported by ERASMUS+. This programme involved working with choreographers from Belgium and Italy, taking part in the devising process and being given opportunities to perform internationally for a duration of two months. Moreover, our student Inês Ribeiro was selected to do an apprenticeship programme with Compendia Instável in Portugal for the creation by Mafalda Deville, entitled BARRO.

PERA constantly seeks to expand its international network with a prime goal to facilitate an environment in which the students can experience working with diverse artistic practices and cultures.

Student Statements

I'm very pleased with my journey at PERA so far! Not only have I been challenged physically but also mentally, having to push myself every single day, noticing improvements after only 3 months of training in this school. The programme provides us with lots of opportunities, increasing our individual development, since we have lots of professional guest artists coming every month.

Inês Carneiro | 1st Year Student

I am grateful for the opportunities the school is providing by inviting monthly teachers who come from around the world with diverse backgrounds and styles. This makes the course very versatile! PERA is reaching out more and more and developing to the level of other important professional contemporary dance schools in Europe.

Loredana Gargano | 2nd Year Student

Even from the beginning of our course we are privileged to have intensive workshops with great dancers and choreographers that have a big influence in the dance world. Being in touch with them and having them in our school is really amazing. We also have a great PERA team always pushing for us and showing us that we can always achieve more. It is a good school that can prepare its students for the future.

Keren Xavier | 3rd Year Student