Moveo and the Covid situation

Moveo is receiving applications fort the 2021-2022 course, while it’s still offering the 2020-2021 programme.

Fortunately, we have been able to offer the Diploma Programme during this 2020-2021 course, with all the requirements and assuring our pedagogical standard. This is the reason we have started receiving applications from all the students who want to be part of our 2021-2022 programme.

What we did do during the 2019-20 course?

The outburst of the global Pandemic arrived in Spain in February 2020. The school kept working with normality, increasing safety and hygienic habits until 13th March, when the Spanish government declared the state of emergency and all the schools in the country closed.

 

FIRST DAYS

After a few days of assessing the situation, moved  by the desire to give our student emotional support and create a sense of connection in a very complicated moment, we decided to try to give a few classes online. Together, we created this video around a simple gesture:

The experience and the feedback from the students was much better than we initially expected, and very quickly, we decided to create an online programme to ensure the students could continue learning and progressing despite the situation.

REPERTORY WORK
moveo covid

 

The repertoire work was structured around two main methodological tools. On one hand the teachers were giving online technical classes, and filming material that the student could access. On the other hand, through assignments they had to film and share with the teachers, the students were able to get personalised feedback on their pieces and figures.

 

The students’ videos would then allow us to design the online classes to target specific problems we could see in the videos. This teaching block concluded in a video presentation of the student’s work at the end of April.

CREATION WORK

Starting from different inputs given by the teachers, the student would have to create a short piece that would be regularly commented by the teacher in charge.

This process represented a new way of working in the school. We are now considering including this type of work in a project in our regular training as we saw the students can explore different timings of work and creation.

 

Examples of the work our students presented:

For the second year, it became very quickly clear that filming during the creation process was also an artistic choice.

 

The assignment evolved naturally towards the creation of a video/movement piece allowing the students to explore the relation and the poetical possibility lying behind the idea of editing.

For the first year, the process was centred around creating a short solo piece within the conditions imposed by the confinement and taking advantage of the emotions that it had provoked in us to channel them in a creative way.

We also focused on helping the students acquire some tools that we consider essential for devising a piece: the articulation of the physical elements on one side, and of the actions on the other, the diversity of rhythms, and the creative risk one as to take as a creator, even online.

THEORITICAL SESSIONS

Through the confinement, the school also organised theoretical sessions, reading of articles and debates, taking advantage of online tools to open a space for reflection around the main themes of the training.