The Dance in Education study programme wants to make dance accessible to everyone, regardless of cultural background. In order to tie in with the culturally diverse (metropolitan) field of work, the study programme therefore applies the vision and principles of transcultural dance education when educating its students. In accordance with this approach, identity and culture arise in exchange and interaction with each other (Amsterdam University of the Arts, 2017). The rhythmic dynamic lesson approach is a tool for designing transcultural education. Because the rhythmic dynamic lesson approach is relatively new, there is still little knowledge about how graduated Dance teachers shape this approach in the education.

In this research, Ise Verstegen and Faizah Grootens primarily give a theoretical basis to the concept rhythm and dynamics, and rhythmic dynamic approach within dance education. They are going to search for the meaning of ‘rhythmic dynamic approach’, as used at the Dance in Education study programme and describe this. In addition, they will examine how they can apply this approach themselves in the dance education of primary education.

The ultimate goal of this research is to allow the students of the Dance in Education study programme to gain a better grip on these concepts (both theoretically and in the translation thereof into primary and secondary education), so that they can also apply that later in their dance practice in primary education.