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Abstract
This paper presents the core findings of a doctoral study conducted between 2009 and 2013 on teaching and learning the creative process in dance composition. Choreographic knowledge that enhances the technical and creative aspects of choreography is examined and interpreted on the basis of Aristotle’s techne and phronesis. The research tracks 10 professional choreographers, of whom 5 were selected from Korea and the remaining 5 from the United States, using qualitative research methods through the phenomenological approach. Choreographic knowledge identified through the components of choreographic techne and phronesis is clarified in three dimensions: choreography in form, choreography in context and choreography as metaphor. The study culminates with suggestions for further research and for practical implementation.
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