EN
Raf De Keninck AMPA
The many radical changes in the world today never cease to
amaze us. New developments, new insights and new trends
emerge in ever faster succession. Art, too, is subject to many
changes, and it seems that the position art takes in our society
is in a permanent state of transition. This is why at Fontys
University of the Arts (Fontys Hogeschool voor de Kunsten,
FHK) we want to establish a state-of-the-art music academy
that is in line with this ever-changing (art) world.
It is with great joy, therefore, that with this brochure I am able
to present to you our new conservatory course, the Academy
of Music and Performing Arts.
We have created a course that offers our students the best
possible education and the right tools and skills to ensure an
optimum continued growth after graduation. We want our
graduates to become frontrunners and play a decisive role in
the development of new views on performance practices.
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Director Department Music
Fontys Hogeschool
voor de Kunsten
Introduction
In addition to a high-quality contemporary professional
education that takes performing and creating music together
as its starting point, we join forces with different art forms
such as dance, theatre and visual art. Our course is founded
a high level of artisticity, an interdisciplinary curriculum, an
international learning environment and a reinforcement of
social connectedness through co-creation.
The pay-off Putting your musical talent to work! has been
chosen carefully. We deliberately phrase our ambition in an
active sentence, which also embraces the connection with
the professional field, a high level of self-management and a
curious and probing attitude.
We are convinced that with this new profile we are offering our
students the education of the future, so that they can develop
into artists that will amaze and inspire us all in the future.
Have fun exploring our new course!
Raf De Keninck
Academy of Music and Performing Arts
Putting your musical
talent to work
The Academy of Music and Performing Arts offers a four-
year Bachelor of Music programme. It is a course with an
international focus that aims to bring students to the highest
possible level of professionalism as music artists. To reach
this goal we are opening the doors to our wonderful Fontys
University of the Arts building, working intensively with
experts in music and ensemble playing, as well as with the
other art schools that are part of FHK. And we have the
support of a platform of Dutch and international Ensembles
in Residence.
AMPA offers two profiles, Classical and Jazz, and the main
focus is on the musical philosophies and vocabularies of the
19th century onwards. Special attention goes out to new
contemporary approaches to performing and composing
ensemble music. We work within an interdisciplinary context.
Lessons in entrepreneurship, music education and research,
communication skills and concept development complete
the core of our curriculum.
In our view, artistry is founded, besides of course high-
level artisticity, on six main pillars the key skills:
Ensemble Playing is the central pillar in the
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curriculum; all other skills tie in to this primary skill.
Self-Management is the ability to be master of your
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talents and make optimum use of the opportunities
offered by AMPA.
Interdisciplinarity is the ability to connect and
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collaborate with other art disciplines
4 Practice-based Research is the ability to connect
the practical work to a theoretical framework.
Collective Entrepreneurship is the students ability
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to market their musical talents and skills.
6 International Connectedness means students are able
to establish an international network and work within
international contexts.
These skills together form the core of our curriculum.
 Key Skill 1

Ensemble PLAYING

AMPA aims to train its students to become top qualified music

artists. In todays networked societies, crucial skills for people,
and therefore for artists, include being able to communicate and
to create and maintain good networks. These are prerequisites
for allowing students creativity to blossom.

This is why ensemble playing is the basic educational form on which

the AMPA course is based, both in traditional and contemporary
form. All other skills are tied into this primary skill. From the day
they start here, working from a collective teaches our students
to be open and flexible and shows them what it means to be
part of a group as an individual. They learn how they can share
responsibility and which division of roles they feel comfortable
with. Playing together every day refines their verbal and non-
verbal communication skills, allows them to hold up a mirror to
each other and inspire their fellow students. Their individual talents
influence each other, ensuring they are used to their full potential.
The musical links they learn to establish on a daily basis, in the
different settings the course offers, will form them and allow them
to build on a rich musical tradition and grow into the best possible
artists they can become. So that they can become interesting
frontrunners: introducing the musical innovation and new concert
practices that a flourishing contemporary music sector needs.

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Key Skill 2

To help our students become independent, confident and responsible artists it is essential that
we help them develop self-management skills, both on an individual level and on the level of
the collective. We see self-management as the students ability to master their own talents
and make optimum use of the opportunities offered by AMPA. It will help students grow from
interested young people with a natural curiosity into productive, balanced individuals with a
healthy work ethic.

Of course, practical things such as time management and planning are among the aspects
tackled as part of self-management, but other aspects of at least equal importance include
taking care of yourself, considering life values and adopting an active attitude in your own
learning process. AMPA students have the opportunity to co-compose their own study
programme, based on their own interests and needs. Such a high level of control strengthens
students focus and drive. Evaluations and self-reflection form part and parcel of the course;
discussing the issues they encounter and reflecting on the way these are dealt with will help
facilitate a conscious development. The new-style mentorship ensures there is always a teacher
to help students determine their course.

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 Key Skill 3

We have said it before: a flourishing music sector cannot exist independently. To maintain
the high level of creative quality within the music world, we must find nourishment, in other
disciplines as well. And within Fontys University of the Arts AMPA shares a wonderful building
with a number of different FHK art schools: the Academy of Circus & Performance Art; the
Academy of Art, Communication and Design; the Dance Academy; the Master of Music and
the new Master: Performing Public Spaces.

Interaction and communication with other disciplines and a deeper insight into them enrich a
music artist. If the gates between the different courses are generously thrown open, students
can learn a great deal from other disciplines. A musician can learn from the physical discipline
a dancer must master, or from the way an actor learns to interact with an audience. Conversely,
musicality can inform an actors or a dancers performance immensely. Students thus learn
alongside and from each other, their thoughts about their profession stem from a joint
framework, and we ensure strong bonds between the various art disciplines. This will result in
a dynamic development of the arts and in artistic products that freely cross any dividing lines.

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Key Skill 4

Research is an important driving force in the development of any profession,

and music is no exception. AMPA-students are encouraged to deepen their
expertise in music through practice-based research.

Students learn to be critical of their own assumptions, preferences, strengths and

weaknesses, and of those of others. Students explore and recognise innovations
in the profession, they experiment with them and are able to collect, analyse and
interpret the relevant knowledge and expertise in structured ways.

Conducting this research not just conducted individually, but in the collective
form of the ensemble as well, opens up opportunities to tackle bigger themes
through group research.

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 Key Skill 5

Collective
entrepreneurship

When students finish their course, they are faced with the tricky
task of finding a place for themselves within the professional
field. The aim is therefore to instil our students DNA with a
strong sense of collective entrepreneurship. This will allow them
to market their musical talents and skills with confidence and
conviction.

Standing your ground, learning to be independent and taking

the road less travelled sometimes: in addition to mastering their
technical and artistic skills AMPA teaches its students to be
enterprising individuals. Driven by their intrinsic motivation they
learn to spot opportunities and to create their own opportunities
as well. They are able to anticipate the constant changes within
their field. Their ample imagination and independence allow them
to be flexible and participate, and put their musical artistry to use
whenever it is called upon.

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Key Skill 6

international
connectedness

Connections with the international music world, an open

attitude and a will to work with musicians and institutes in
other countries are vital elements for a living, constantly
developing art form.

An international context offers students as well as teachers

opportunities and further nourishment.

The artists trained here learn to be open to the unknown,

to look beyond the beaten track to spot opportunities and
to go out and grab them. AMPA collaborates with schools
and ensembles from all over the world: from Finland to
China and from the US to Belgium. During their time here,
AMPA students learn how to work together respectfully
with people from different cultures and backgrounds, both
among their fellow students and their (guest) teachers.

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Related to the key skills we help our students develop,
there is a number of additional skills a musician needs to
make the most of his or her profession in a sustainable
way. We call them soft skills.
1 Cesar Therapy (Year 1)
This teaches students to treat their bodies and minds with
care, to avoid injuries during rehearsals or concerts, to help
them cope with stage fright and maintain a good balance
between emotion and ratio in their own (musical) lives.
AMPA works with outside partners such as Sport Medisch
Centrum Tilburg, Cesartherapie Tilburg, Haptonomie voor
Artiesten.
2 Communication Skills (Year 2)
Students learn to express themselves professionally,
in music, in writing and in speech, and within different
contexts: with fellow musicians or with audiences, before,
during, or after rehearsals or concerts. Voicing an artistic
concept, musical interaction, reflection, offering feedback.
Other examples include musical persuasiveness or
communicating with audiences.
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soft skills
3 Concept Development (Year 3)
As a member of an ensemble and in working with
professionals AMPA students learn how to develop
professional artistic concepts and to translate these into
concrete concert programmes. Translating ideas into a
vision, and a vision into a product.
4 Fields of Practice (Year 4)
During our 4-year Bachelor course we involve every
aspect of the profession in our curriculum. Teaching takes
place as much as possible in a professional environment so
that our ensembles look to the professionals for guidance.
This module teaches ensembles to spot opportunities and
challenges, so that they will not only find a place within the
field, but help it innovate as well.
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Ensembles in Residence

Nadar Ensemble (BE)

The Nadar Ensemble was founded in 2006 by a group of
young musicians who shared a passion for contemporary
music. Over the past ten years, the group has performed
new work by more than 30 composers of contemporary
music, including Malin Bang, Vladimir Gorlinsky, Michael
Maierhof and Hannes Seidl. The Nadar Ensemble performs
at the most important venues and festivals both at home
in Belgium and abroad. In addition, the ensemble has been
a co-producer of the annual Summer Academy for young
musicians (14+) in St Niklaas since 2010.
www.nadarensemble.be
www.malibranquartet.com
Malibran Quartet (BE)
The international Malibran Quartet started in 2008.
In addition to the major string quartets from the late
18th century onwards, these musicians also focus on
repertoire for vocalists and strings. The ensemble is
famous for its social engagement: its members view
classical music as a defender of our cultural, humane
and philosophical heritage, and it comes through in
their performances. Opera composers such as Verdi
and Puccini are played alongside contemporary opera
composers like Philippe Boesmans, Benot Mernier
and Pascal Dusapin. The quartet also likes to perform
repertoire for string quartets and solo vocalists with
work by Respighi, Schnberg and others.
www.rsq-sax.com
Raschr Saxophone Quartet (GER)
From 1969, when the Raschr Saxophone Quartet was foun-
ded, the quartet has performed at every major venue in the
world. It is an ensemble without a director; soprano, alto,
tenor and baritone sax democratically plot the course to-
gether. From its inception the Raschr has performed com-
missioned pieces by contemporary composers, Philip Glass,
Steven Stucky, Iannis Xenakis and Chen Yi among them.
They also like to perform with orchestras, vocalists and so-
loists from around the world.

TEMKO (NL) Ensemble Klang (NL)

With their approach and outlook resembling those of a pop Since its foundation in 2003, Ensemble Klang has quickly be-
or rock band, TEMKO ensemble has been taking the stages come a top ensemble with a large and loyal audience, with
by storm since they made a flying start at November Music its innovative programmes, new compositions by contempo-
in 2013. With lead performances by guitar, bass, piano and rary composers and a record label of their own. Their dyna-
percussion, the ensemble offers a mix of styles including mic approach to contemporary music and sonic adventure,
minimal music, new complexity and heavy metal. Their ability in addition to the unique and versatile instrumentation give
to combine these with their own improvisations makes them the ensemble the full-bodied energy of a band. Klang likes to
a truly contemporary group. Craftsmanship and virtuosity collaborate and is part of a music theatre or dance production
go hand in hand with a joy of playing in their mixed minimal
nearly every season.
chamber metal.
www.ensembleklang.com
www.temkomusic.com

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ENsembles in
Residence
In addition to these five classical and contemporary ensembles
AMPA is setting up collaborations with three jazz ensembles:
Tim Langedijk trio
Tim Langedijk is not a person who likes to dazzle his
audience with virtuoso playing all the time. Langedijk
loves a good melodic line and subtle harmonies, but is
not afraid to go in search of intriguing and adventurous
soundscapes either. Diversity and power of expression are
the starting points for his trio, which he founded in 2006.
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Bassist Udo Pannekeet was a member from the start, and
since 2011 Hans van Oosterhout has been their drummer.
Their albums, with contemporary jazz branching out to
fusion and country, are praised by the critics. Over the
past few years the trio has performed at major jazz venues
and festivals, including North Sea Jazz.
www.timlangedijktrio.nl
www.harmenfraanje.com
Harmen Fraanje
As a teenager pianist and composer Harmen Fraanje
(Roosendaal, 1976) had a piano teacher, Frank Jansen,
who was an inspiration to him, as was blues guitarist
Ralph de Jongh. As a student at the Tilburg and Utrecht
conservatoires (piano, jazz and improvised music) he
stood out, and was asked to perform with trumpet
player Eric Vloeimans and saxophone great Mete Erker.
Since then, Harmen has been on the road with various
trios, quartets and projects. He is often asked as a guest
performer. In addition, he teaches masterclasses and
workshops at a number of conservatoires. Classical music,
jazz and improvisation are major influences in Harmens
compositions, but he has a great love of traditional music
from all over the world as well.
Rob van Bavel trio
The unique sound of the Rob van Bavel trio is
characterised by their own compositions and
the close, energetic ensemble playing. The three
musicians studied at the Rotterdams Conservatorium
in the 1980s and since then they have won many
awards. The three toured extensively, were very
successful as far from home as China, and have
played with Woody Shaw, Ferdinand Povel, Deborah
Brown, Slide Hampton and many others. After ten
years, the trio separated, until in 2009 trombonist
Bert Boeren invited them to play with him. The old
drive, energy and interaction immediately returned,
while the balance had ripened. The resulting music
is both cerebral and catching, and appeals to wide
audiences.
www.robvanbaveltrio.nl
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Fontys University of the Arts
Fontys Hogeschool voor de Kunsten (FHK) in Tilburg
houses several art schools under a single roof. Students
from the various disciplines have the opportunity to
learn from each other, initiate joint projects and be an
inspiration to each other. There is plenty of opportunity
to meet and forge real connections. The development
of each individual craft gains in versatility thanks to the
constant exchange.
This interdisciplinary collaboration is one of the three
spearheads we have formulated: this is the direction we
intend to take with our wonderful school. This is why
students choose us instead of other art schools in other
cities. This is who we want to be.
International education is another spearhead. Our
school has a strong international orientation and this is
reflected in the curricula. Increasingly, foreign students
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are coming to attend our high-quality classes for one or
several semesters. And because the future for many of our
students lies within an international environment, a sound
preparation for such a future is essential.
We also believe it is important to demonstrate that art
makes a vital contribution to society. Art opens peoples
eyes, ears and hearts. It can fire a debate, bring people
together, highlight a political or ideological layer. This is
why FHK encourages projects which can promote social
cohesion.
At FHK, students enter a learning environment that offers
them the best possible preparation for their professional
future and every opportunity to hone their craft in a broad
perspective. With others. With the outside world. With the
world.
That is FHK. And that is AMPA. Welcome!
WEBSITE
Extensive information on our courses and preparatory
courses, admission procedures, application and open days
is available through our website www.fontys.nl/kunsten
Or follow us on Facebook: Fontys Academy of Music &
Performing Arts
CONTACT
Raf De Keninck | Director Department Music
ADMISSION TIMEFRAME Martyn Smits | Head of Studies
Applicants can take an entrance exam for course at the Yvon Tick | Education Coordinator
Academy of Music & Performing Arts in April, May and
June. For the exact dates check our website.
General inquiries
Bedrijfsbureau Academy of Music & Performing Arts
OPEN DAGEN +31 (0)8850 77744 | FHKconservatorium@fontys.nl
Find more information about the open days and information
nights on our website www.fontys.nl/kunsten
Student Administration
For questions about admissions procedures/application
+31 (0)8850 78166 | FHKSA@fontys.nl
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Colophon

This brochure was published by the Academy of Music &

Performing Arts, Fontys Hogeschool voor de Kunsten. Edited
by Wendy Lubberding & Raf De Keninck. Photography:
Frans Strous (o.a. omslag), Julie Verlinden, Noortje Palmers,
Remke Spijkers, Felix Broede, Rene Dissel, Mark van Vugt, Bas
Gijselhart en Niels Versteeghs. Graphics: Bakvorm ontwerp.
Lay-out: Blend & Blink ontwerp en communicatie.