Georgia Kapodistria
Performance / Choreography / Facilitation
Performance / Choreography / Facilitation
Athens, Greece
Postgraduate in Dance Partnership - The Danish National School of Performing Arts 2016-2018
B.A. in dance - Folkwang University of the Arts 2009-2013
Politikens Kunstkritikerskole Diploma 2019
BOARD MEMBER
Artistic director of Kinéo37
Chairwoman in Forening for Integreret Moderne Dans
Georgia Kapodistria (CY / DE) was born on October 17, 1990 in Athens, Greece and moved soon after with her family to Nicosia, Cyprus where she grew up. From her early years she attended Ballet classes, following the english RAD and the russian Vaganova system.
She started her undergraduate academic education at the Folkwang University of the Arts in Germany, under the leadership of Lutz Förster and Malou Airaudo. Her studies there, allowed her to get a deep insight of the german Tanzteater tradition and coloured her artistic development at an early stage. Georgia’s academic journey continued with a postgraduate diploma in Dance Partnership from the Danish National School of Performing Arts. During her postgraduate studies, she developed skills on realising artistic practice-based research projects and defined her focus and interest in facilitation. The final thesis gathered her focus around the connection of the notion of decolonization with a facilitation practice, and formed a direction for her ongoing work.
Georgia lives and works at the moment from her base in Nykøbing Sjælland, Denmark. Her work as a freelance dance artist is informed by her focus on allowing for the roles of the performer, choreographer and facilitator to coexist and inspire her work on equal terms.
Recents Works as Performer
2022/2023
2021
2020
2019
2018
2017
2016
2015
Teaching Experience
Georgia wishes to explore movement and choreography making together with others, through different facilitation structures. The language used in her facilitative practice is Creative Dance, Improvisation, Modern Dance, Contemporary Dance and Ballet.
At the present moment her focus with facilitation is to recognise colonizing tendencies in her role as ‘the teacher’ and change them, if in interest. This exploration allows for newly constituted practices to arise and deconstructs white learning structures.