Dance Course Research Articles

Evaluation and Improvement of College Dance Course Based on Multiple Intelligences Theory

Based on the theory of multiple intelligences, this paper discusses the methods and strategies for the evaluation and improvement of college dance courses. Firstly, this paper introduces the concept and development of multiple intelligence theory and emphasizes its complement and perfection to traditional intelligence theory. Then, it analyzes the problems and shortcomings of current college dance courses, including overemphasis on skill training and single evaluation criteria. Then, it puts forward the curriculum evaluation index based on the theory of multiple intelligences, including the evaluation of students’ multiple intelligences development and the evaluation of curriculum design and teaching methods. At the same time, curriculum evaluation tools and methods are discussed, such as questionnaire survey, observation record, learning achievement display and student self-rating. In the aspect of curriculum improvement and perfection strategy, it emphasizes the application of multiple intelligence theory, interdisciplinary integration and the introduction of scientific and technological means. In terms of curriculum implementation and effect evaluation, the importance of students’ comprehensive intelligent evaluation and students’ feedback is emphasized. Finally, the paper summarizes the practical value of the evaluation and improvement of college dance courses based on the theory of multiple intelligences and looks forward to the future research direction and prospects.

The Effect of Group Counseling with Chinese Folk Dancing on the Psychological Quality of College Students

Background and Aims: Chinese folk dancing is an energetic and essential part of Chinese culture, helping to uphold customs, promote a sense of community, and honor the rich diversity of Chinese cultural heritage. The objectives of this study were 1) to compare the mood states of university students before and after participating in dance movement activities, and 2) to compare the mood states of a control group and an experimental group after participating in the dance movement activities. Methodology: The sample group was the university students of the Chongqing Vocational University of Mechanical and Electrical Technology. The experimental group, consisting of 30 students, participated in a dance program, while the control class, also comprising 30 students, did not engage in dance courses. The experimental group used dance movement activities, while the control group followed traditional teaching methods. Data was collected using the Profile of Mood States (POMS) scale which is commonly used in China. It was analyzed using SPSS descriptive analysis and t-test. Results: The results of this study are as follows: 1) After the end of the experiment, the positive mood score of the students in the dance movement activities was higher than before the experiment, the negative mood score was lower than before the experiment, and the difference was statistically significant (P <0.05). 2) The positive mood score of the experimental group receiving dance movement activity was higher than that of the control group, and the negative mood score was lower than that of the control group, and the difference was statistically significant (P <0.05). Conclusion: Overall, the results show that students' positive moods significantly improved and their negative moods significantly decreased when they participated in dance movement activities, both within the experimental group and when compared to the control group. This suggests that dancing movement activities have substantial emotional benefits.

A Practical Study on the Use of Exercise Prescription Teaching Mode in Physical Education Dance Courses in Colleges and Universities

A Practical Study on the Use of Exercise Prescription Teaching Mode in Physical Education Dance Courses in Colleges and Universities

The analysis of teaching quality evaluation for the college sports dance by convolutional neural network model and deep learning

This study aims to comprehensively analyze and evaluate the quality of college physical dance education using Convolutional Neural Network (CNN) models and deep learning methods. The study introduces a teaching quality evaluation (TQE) model based on one-dimensional CNN, addressing issues such as subjectivity and inconsistent evaluation criteria in traditional assessment methods. By constructing a comprehensive TQE system comprising 24 evaluation indicators, this study innovatively applies deep learning technology to quantitatively assess the quality of physical dance education. This TQE model processes one-dimensional evaluation data by extracting local features through convolutional layers, reducing dimensions via pooling layers, and feeding feature vectors into a classifier through fully connected layers to achieve an overall assessment of teaching quality. Experimental results demonstrate that after 150 iterations of training and validation on the TQE model, convergence is achieved, with mean squared error (MSE) decreasing to 0.0015 and 0.0216 on the training and validation sets, respectively. Comparatively, the TQE model exhibits significantly lower MSE on the training, validation, and test sets compared to the Back-Propagation Neural Network, accompanied by a higher R2 value, indicating superior accuracy and performance in data fitting. Further analysis on robustness, parameter sensitivity, multi-scenario adaptability, and long-term learning capabilities reveals the TQE model's strong resilience and stability in managing noisy data, varying parameter configurations, diverse teaching contexts, and extended time-series data. In practical applications, the TQE model is implemented in physical dance courses at X College to evaluate teaching quality and guide improvement strategies for instructors, resulting in notable enhancements in teaching quality and student satisfaction. In conclusion, this study offers a comprehensive evaluation of university physical dance education quality through a multidimensional assessment system and the application of the 1D-CNN model. It introduces a novel and effective approach to assessing teaching quality, providing a scientific foundation and practical guidance for future educational advancements.

Exploration of the Integration Strategy of Course Ideology and Politics in Dance Courses in Universities

In dance courses in universities, it is possible to appropriately integrate ideological and political content, which is of great benefit to improving students’ moral qualities and artistic cultivation. So, every teacher should have a correct attitude towards how to properly introduce these basic concepts into the classroom and explore how to better implement this kind of thinking participation in teaching activities based on the characteristics of university disciplines. This article conducts in-depth research on current dance courses in universities and proposes some targeted solutions on this topic, with the aim of enabling professional teachers to more effectively utilize optimized resources and promote the effective improvement of teaching quality in professional courses.

Artificial intelligence in dance education: Using immersive technologies for teaching dance skills

Artificial intelligence (AI) has led to a shift in modern dance education. Immersive technologies have become increasingly common worldwide, helping educators to improve the quality of dance pedagogy and increase the effectiveness of dance training. The article investigates the ways of using immersive technologies powered by artificial intelligence in dance education. The research explores the theoretical literature on dance education and the use of artificial intelligence in dance education and dance choreography. The scholars examine the impact of innovative technology solutions used in dance pedagogical practice on the development of dance skills in students. The study also discusses the functionality of interactive and multimedia dance teaching systems, including AI-powered virtual mentoring and cognitive simulations of human mind operations. The research analysed the use of virtual reality (VR), augmented reality (AR), and mixed reality (MR) in dance education. This research also focuses on mobile applications used for teaching modern dance. The proposed framework for dance education is based on digital technologies, which help to develop dance skills and improve teaching practices. The scholars conclude that the development and improvement of dance skills are possible only if a teacher combines virtual and real environments in everyday practices. The findings can be used by dance teachers, professional dancers, software developers, and researchers who examine the innovative practices and the application of artificial intelligence in dance education. The ecosystem model reframes thinking about approaches to dance education and can serve as the basis for further development of dance courses and dance style teaching modes.

Application and Effect Analysis of Digital Teaching Tools in College Dance Teaching

In order to explore the application effect of digital teaching tools in college dance teaching, this study uses case analysis and empirical evaluation methods to analyze the specific application methods and teaching effectiveness of various digital tools in dance teaching. The research focused on dance courses at several universities in the country and abroad, collecting data through feedback from teachers and students. The results show that the rational use of digital teaching tools can significantly improve teaching interactivity and students' learning motivation, and also promote the rapid improvement of students' dance skills. However, teachers' proficiency in the use of these tools and support for the resources remain key factors influencing their effectiveness. The study recommends that the training of teachers and the investment of educational resources should be strengthened to maximize the potential of digital tools in dance teaching.

Relationship between visual image art and dance teaching

Under the background of the visual image era, image information is gradually flooding. The correct interpretation of image information elements is of great significance to evaluating people's aesthetic taste and comprehensive cognitive ability, which is also very important for image art in dance teaching. This paper studied dance teaching and the relationship between video art and dance teaching. The problems in school dance teaching have been explored, and the application needs of video art in dance teaching have been analyzed. The conclusion was that 11.1% of the students participating in the survey believed that the dance course content lacked richer video art resources. At the same time, after expounding the relationship between image art and dance teaching, this paper put forward some countermeasures for improving dance teaching, such as the use of image art resources to increase students' mastery of dance knowledge and skills, the use of image art resources to transform students' aesthetic perspective of dance, and the use of image art resources to improve students' learning efficiency.

Embodied collaborative writing in graduate dance education.

This paper explores how embodied writing can inform teaching, learning, and research presentation in graduate-level dance education in a kinesiology faculty. The focus is on a graduate dance course "The Dancing Body in Motion", which combines the anatomical analysis of the physical body, social theory, and lived dance experiences to promote more embodied and holistic teaching and learning. The authors, an instructor and a student of the course, share their experiences and reflections on the course through an embodied presentation of a dialogue that combines the instructor's lecture notes, the student's learning journal entries, and their reflections both separately and in conversation with each other. Their reflections offer insights into how the body and mind, material and social body, and practice and theory can all be brought together using embodied writing practices, such as a learning journal and performance ethnography, in a dance performance.

The Teaching Design of Dance Course in General Education in Institutions of Higher Learning

The Teaching Design of Dance Course in General Education in Institutions of Higher Learning

Research on the Integration of College Dance Curriculum and College Students’ Mental Health Education in the Perspective of New Media

Abstract In this paper, a Logistic regression model is established for the integration of dance and mental health in colleges and universities, and a decision tree is selected as the analysis algorithm. To further improve the model effect of the Logistic regression model, Logistic regression is combined with Noisy-or model to establish a fusion model based on LRANO model, which realizes the improvement of the model accuracy and the adaptation to the changing data. Finally, we set up a comparison experiment with or without college dance course study to explore the integration of college dance courses and college students’ mental health education with the help of the fusion model. After 12 weeks of dance course study, the six body shape indicators such as weight, thigh circumference, and body fat percentage of the subject college students changed with significant differences (P<0.05). Improvement was seen in all physical fitness indicators, including sit-ups with a 58.6% increase. Among the 15 positive psychological quality factors of the subject college students, there was a significant increase in the cooperativeness, faith, and hope factors from 3.26 and 3.5 to 4.02 and 3.95.

Exploration on the Curriculum Construction of Dance Studies in the Digital Era

With the advent of the digital era, various means such as virtual reality, online remote teaching, and online learning platforms have enriched the content and methods of dance education and teaching classrooms. This is conducive to the cultivation of high-quality dance talents in the new era and brings new opportunities for dance education and teaching in vocational high schools in China. However, at the same time, the arrival of digitization has also brought challenges to the development of dance courses. Based on this, this paper explores the problems in the construction of dance courses in vocational high schools in China in the digital era, and seeks innovative applications of digital technology in the construction of dance teaching courses. It aims to enhance the learning experience of dance majors in vocational high schools in China and improve the effectiveness of dance classroom teaching.

Intelligent Assistance Method for Preschool Education Dance Curriculum Based on Deep Learning

Abstract Preschool education is vital for shaping the foundation of young children’s development across cognitive, social, emotional, and physical dimensions. Dance courses are often included in preschool curricula to foster creativity, expression, physical coordination, and emotional regulation. Understanding and interpreting emotions conveyed through dance movements can be instrumental in enhancing children’s emotional intelligence and overall well-being. This paper investigates an innovative approach to intelligent assistance in preschool dance courses by utilizing deep learning methods for emotion recognition within dance movements. The proposed model integrates deep and shallow features to improve the precision of emotion detection, offering a promising means to facilitate personalized and interactive learning experiences. First, emotions in dance are extracted through a multi-layer convolutional neural network, and high-level features are fused with low-level features. Then, the fused features of different depths are used as the basis for emotion recognition. The convolutional neural network’s fully connected layer outputs the emotional probabilities of dance movements, allowing for the identification of emotional categories in dance movements. Finally, experiments are conducted using the fusion of features from different convolutional layers, validating the effectiveness of the proposed method in emotion recognition.

A Quantitative Study of Dance Teaching and Students’ Aesthetic Ability Development in the Framework of Aesthetic Education

Abstract With the deepening of today’s education reform, the development of students’ aesthetic ability is becoming more and more an important part of the education system, and dance teaching, as an indispensable part of the cultivation of aesthetic ability, is receiving more and more attention. This study takes students majoring in preschool education in colleges and universities as the research object, integrates dance teaching in music courses, conducts a questionnaire survey research, and then conducts research on the characteristics of the dance teaching mode under aesthetic education, studies the relationship of the factors between the survey object and the school dance teaching in terms of the one-way analysis of variance (ANOVA), correlation analysis, and multiple regression analysis, and further analyzes the factors influencing the development of the aesthetic ability of the students. After the analysis, it can be concluded that the place of residence has the main influence on the development of students’ aesthetic abilities, despite the individual differences of students. The integration of art courses and dance courses in schools, the degree of attention of dance teachers to students’ aesthetic ability in dance teaching, the development of dance club activities in schools, students’ participation in club activities, and the cultural atmosphere of dance on campus had high correlations with students’ aesthetic ability, with the highest correlation value of 0.412** for art courses. From the multiple regression analysis to explore the development of art courses and students’ aesthetic ability, it can be seen that the school is the main influencing factor in cultivating the development of students’ aesthetic ability towards dance, so the school should improve the content of art and culture courses and focus on the development of students’ aesthetic ability.

Exploring the Inspiration of Creative Thinking by Somatic Rhythmic Method in Teaching Music and Dance Subjects

Abstract The somatic rhythmic teaching method has unique advantages in improving the quality of music and dance teaching. With the purpose of exploring its role in inspiring students’ creative thinking, this paper takes the junior high school students of X Middle School as the research object, firstly, through the questionnaire survey to understand the application of the somatic rhythmic teaching method in music and dance courses, and based on the current situation survey, we designed the somatic rhythmic classroom teaching method in music and dance teaching. Then, the control class and experimental class were selected to conduct the teaching experiment, comparing the students’ creative thinking ability and learning achievement before and after the experiment. After the practice of Somatic Rhythmic Teaching, the performance of students in the experimental class is 36.17% higher than that of the control class, and there is a significant difference between the two classes in the four dimensions of creative thinking (P<0.001), which makes Somatic Rhythmic Teaching enlightening to students’ creative thinking.

Exploring Movement in Creative Dance: Introducing ‘Dancemblage’ in Physical Education Teacher Education

Materialities play a crucial role in both the educational practice of physical education (PE), and in physical education teacher education (PETE). This article explores how, often unnoticed, materialities, human as well as non-human, play part in movement exploration in creative dance in PETE. The methodological point of departure is a pedagogical unit in creative dance enacted as part of an optional dance course in a Swedish PETE program where movement exploration was studied. In the unit, students and a teacher collaboratively explored movement and movement assignments, including the use of materialities. In order to understand how materialities ‘co-act’ in movement exploration during class, this article provides a post-anthropocentric and Deleuzian approach. The concept dancemblage is introduced both as a way to analyse materiality and as something to work with in pedagogical practice. Moreover, the article suggests that by recognising dancemblages in creative dance teaching, teachers can be given a tool to further learn about learners’ explorations and to become open to divergent understandings about what it means to participate in creative dance.

An Analysis of the Teaching Reform and Practice of Dance Courses Under the Background of Curriculum Ideology and Politics

Dancing is an influential form of artistic expression and it holds a significant position in aesthetic education. Under the background of ideological and political considerations within the curriculum, dance teaching in colleges and universities should focus on nurturing students’ aesthetic interests and instilling socialist core values. This paper delves into the significance of incorporating civic politics into dance teaching and discusses specific practical strategies in detail, aiming to provide valuable insights for educators in this field.

ASSESSMENT OF BETAWI DANCE PRACTICE LEARNING E-ASSESSMENT BASED

“Merdeka Belajar Kampus Merdeka” (MBKM) is a policy that prepares students ready for use in various joints of life, thus demanding the competence of students and educators in using and utilizing technology in learning. One of MBKM's policies is a student exchange that is converted to 20 credits. Students are given the authority to take courses at various colleges relevant to the field of science and graduate access. Under this policy, a number of courses that have been converted to the MBKM requirement are of concern, especially in the process of learning and assessment. E-assessment used in assessing the learning process of dance practice courses can be a solution, so that students are monitored and evaluated in their learning progress. E-assessment is applied in Betawi dance courses taught at UNJ and UPI Bandung. Research methods use R&D at the system development stage to obtain input so that the evaluation system on e-assessment can be used easily and measurably. The use of e-assessment is expected to make it easier for lecturers to monitor learning outcomes and convert the values acquired by students.

Construction and Optimization of Dance Curriculum Evaluation System Based on Multiple Intelligences Theory

By analyzing Howard Gardner’s Multiple Intelligences Theory and curriculum evaluation, this paper clarifies related concepts and discusses the importance of curriculum evaluation. In the construction and optimization of the dance course evaluation system based on the theory of multiple intelligences, this paper discusses the construction method and optimization strategy of the evaluation system, as well as the feasibility study of the construction and optimization of the evaluation system, and discusses the implementation and effect evaluation of the dance course evaluation system based on the theory of multiple intelligences. In this study, the advantages and potentials of each student in different intelligence fields are found by using the theory of multiple intelligences. The aim is to construct an evaluation system suitable for dance courses, so as to evaluate students’ comprehensive performance more comprehensively. This study believes that the application of multiple intelligences theory to construct the evaluation system of dance course can comprehensively evaluate students’ ability and performance in dance course from multiple dimensions. The evaluation methods involved in the research can be used to implement the evaluation system, and the effectiveness and feasibility of these evaluation methods and tools are verified through field observation and actual investigation.

The efficacy of dance teaching reform and CBT in treating recurrent depression among college students

BackgroundWith the increasing pressure of modern society, the incidence rate of depression among college students is gradually increasing, especially recurrent depression. Currently, Cognitive Behavioral Therapy (CBT) is one of the mainstream treatment methods for depression. At the same time, dance, as a comprehensive physical and mental exercise, has also demonstrated its potential therapeutic value in the field of mental health. This study explores the therapeutic effects of combining dance teaching reform in universities with cognitive behavioral therapy.Subjects and MethodsThe experiment selected 100 confirmed recurrent depression college students from a certain university and randomly divided them into two groups. A control group of 50 individuals only received standard cognitive behavioral therapy; The experimental group of 50 participants participated in a 12-week dance course while undergoing CBT. Treatment effectiveness was evaluated through the Self Rating Depression Scale and Beck Depression Questionnaire.ResultsAfter the study, both groups showed significant improvement in depressive symptoms. The experimental group showed greater improvement in emotional regulation, self-efficacy, and social skills than the control group. In addition, the recurrence rate of the experimental group was significantly lower than that of the control group.ConclusionsDance, as an activity of integrating body and mind, can effectively enhance the therapeutic effect of cognitive behavioral therapy. For the special group of college students, combining dance teaching reform in universities with cognitive behavioral therapy may be an effective strategy, which can improve treatment effectiveness and reduce the recurrence rate.AcknowledgementA Strategic Study on the Protection and Inheritance of the “Evil Dragon Dance” in Zhijiang, Huaihua, Hunan Province from the Perspective of Intangible Cultural Heritage. (No. 22A0652).