The BFA department is responsible for the BFA programme as a whole, while the four MFA departments constitute the total MFA programme. These departments are commonly referred to as ‘Schools’. The Schools provide artistic education through personal tutorials/supervision, group-oriented supervision and guidance (group critique sessions), workshops, presentation and feedback/critique.
The teaching at the Schools is supplemented by teaching at the Schools of Visual Arts’ laboratories: artist-run laboratories designed to facilitate technical and artistic instruction and learning. The teaching at the laboratories (collective and individual) is part of the BFA and MFA programme curriculum.
The Laboratory for Art Research provides teaching on art theory and art history on the BFA and MFA programmes and is home to approximately ten academic researchers, a library and the Schools of Visual Arts’ publishing activities.
The academic year
The academic year at the Royal Danish Academy of Fine Arts comprises two semesters:
•the autumn semester, from 15 September to 31 January
•the spring semester, from 1 February to 30 June
At the end of each semester each student will be assessed, including an assessment of whether the student is deemed to have passed or failed that semester. The assessment is based on the student’s artistic/academic development and participation in the various teaching activities.
State Educational Grant (SU)
All full-time degree programmes offered by the Royal Danish Academy of Fine Arts entitle (Danish) students to receive State Educational Grant (SU). You can apply for SU and read more about the requirements involved on the SU’s website.
The objective of the Royal Danish Academy of Fine Arts’ Schools of Visual Arts is to give students the knowledge and qualifications required to embark on a career as professional artists upon graduation. This may involve a career as an independent practicing artist, but students will also be able to pursue careers within other professions that are on the lookout for applicants with high-level visual art skills. Examples include education, organisation, consultancy services, design, etc.
You can read the results of the Royal Danish Academy of Fine Arts’ Schools of Visual Arts’ most recent survey of alumni employment here (in Danish).
The Royal Danish Academy of Fine Arts’ Schools of Visual Arts’ official language is Danish, which means that Danish is used in all managerial and administrative contexts (both internally and externally), unless using English is deemed relevant and beneficial (for example in connection with Study Council meetings, joint meetings, etc.).
Employees and students who do not speak Danish must have the opportunity to communicate in English. Therefore, it is expected and assumed that the Danish-speaking staff and students at the academy have basic English skills that enable them to communicate in English with non-Danish-speaking students and colleagues.
The Royal Danish Academy of Fine Arts’ Schools of Visual Arts is an equal-opportunity organisation and strives to accommodate everyone. People with physical and/or mental disabilities are welcome to apply for enrolment at the academy.
However, most activities at the Royal Danish Academy of Fine Arts take place in older, listed buildings which unfortunately do not always offer the accessibility required by people with disabilities – such as wheelchair users.
For this reason, it is important that prospective students with disabilities who apply for admission to the Royal Danish Academy of Fine Arts make us aware of their condition. This allows us to take the student’s special needs into account when planning the start of the new academic year and when planning and organising our teaching activities in general.
Time to completion, completion rates, dropout rates
This statement has been prepared in accordance with section 2 (1), paragraph 4 of Executive Order no. 810 of June 20, 2018 on transparency and openness in education etc. The Executive Order states that each institution must publish online information on the time to completion, completion rates, dropout rates and the rates of students transferring to other education as well as transition rates into subsequent employment. However, it is not possible to obtain information about the rates of transferral to other education, as this is not registered in central databases.