Dance Education Research Articles

Failing successfully with dance in physical education teacher education

ABSTRACT Background Studies underline physical education teacher education (PETE) students’ unfamiliarity and discomfort with dance in physical education (PE) and PETE and place dance outside students’ comfort zones. At the same time, research highlights PETE students’ athletic background and how this continues to be rewarded in PE. Hence, many students enter the PETE programme without any experience of failing – not mastering – activities done in PE. When students enter the PETE programme, they are faced with the expectation of being able to teach dance as future PE teachers, and many students experience unfamiliarity with the content and teaching and working methods in PE for the first time. This unfamiliarity creates emotional tension and uneasiness among the students. Purpose In this project, we borrow Nancy Stark Smith’s concept of failing successfully to investigate how students’ worries about failure can be turned into more successful achievements and considered valuable for learning processes in higher education. The research question guiding this article is: How can risk-taking and fear of failing become significant assets for gaining teacher competence in PETE? Methods This paper is a combined teaching and research project focusing on PETE students’ experiences as they were given the task of developing and performing breaking series. All students participated in two dance lessons. The data material consists of the PETE educator’s notes, Post-it notes from an emotional poll and the students’ subsequent written reflections. Findings Our analysis shows that all students were worried and even dreaded performing their breaking series. The students’ written reflections revealed that they were challenged on a personal and emotional level. For most students, the assignment changed from being perceived as (almost) impossible to becoming an experience of mastery that exceeded their expectations. The study underlines the importance of risk, conceptualises challenging situations, and makes the process of learning a common concern. Conclusion This study emphasises that dreading failure and the experience of failing can be turned into success, and such understandings not only allow examining students’ experiences in new ways but also redirect dance teaching in PETE and PE in new, more challenging, and expanded directions.

From pirouettes to paychecks: Unraveling the dynamics of economic level on dance training institution engagement

Purpose: This research aims to unravel the intricate dynamics that connect economic status with individuals’ engagement in dance training institutes. Focusing on the affordability of classes, access to resources, awareness, cultural background, and geographic location, the study seeks to provide a nuanced understanding of how economic considerations influence various facets of engagement within the dance community. Method: Conducted through 13 semi-structured interviews, this research adopts a qualitative approach to explore the multi-faceted relationships between economic status and dance engagement. Thematic analysis, structured in three steps, is employed to uncover patterns, themes, and insights within the qualitative data. Findings: The study uncovers a myriad of findings that illuminate the impact of economic factors on dance engagement. Affordability emerges as a significant barrier, influencing access to classes and participation in competitions or performances. Access to resources, including studio space and trained instructors, proves pivotal in shaping individuals’ experiences within dance education. Awareness and exposure play crucial roles, with limited exposure hindering engagement, while the cultural background and geographic location intersect with economic considerations, shaping preferences and opportunities within the dance community. Originality/Significance: This research contributes to the field by offering a focused exploration of economic influences within the dance community. The originality lies in its holistic approach, considering the interconnected nature of affordability, access to resources, awareness, cultural background, and geographic location. From a policy and institutional standpoint, the findings have practical implications, guiding initiatives to address disparities and foster a more accessible and supportive environment within dance training institutes.

Building Equity in Education with Dance in Schools

Inspired by Harney and Moten’s (2013) description of study in the undercommons, I bring the perspective of a dance teacher to a conversation about educational equity. Dance is an important method of study and a form of knowledge. It shows up in the undercommons (Harney & Moten, 2013) and in students’ at-home educations (Shujaa, 1993). In-school dance educators have a unique opportunity to bridge the undercommons and the public schools. In addition, using dance to cultivate a multidisciplinary dialogue is a move toward decolonized education and affirms a mode of study that has been historically excluded from schools.

The impact of breathing, perceptivity, imagination and creativity on oneness of mind and body in dance performance

Interest in the immersive expression of dancers in contemporary performances is growing, often relying on body knowledge and awareness. However, a noticeable gap exists in empirical research aimed at enhancing body awareness within the modern dance education system. The aim of this study is to investigate on the oneness of mind and body the influences of breathing, perceptivity, imagination, and creativity. Employing a quantitative research methodology, this study administered a questionnaire to 47 dance students at Hunan Women's University in Hunan Province, China. Regression studies carried out reveal a comparable positive and substantial association between creativity and the harmonization of mind and body as well as a positive and significant link between breathing and oneness of mind and body. Interestingly, the relationship between perceptivity, imagination, and the oneness of mind and body did not exhibit statistical significance. We posit that the lack of a significant relationship may be influenced by variables extending beyond the scope of dance, suggesting the need for deeper investigation in the future. These findings not only contribute to our knowledge of dance but also have practical implications for dancers, educators, and researchers in the field.

Adapting a cultural dance program to prevent cognitive decline: insights from experts and educators

Abstract Leveraging activities such as cultural dance shows promise as an effective basis for chronic disease prevention and management with at-risk populations. In fact, recent WHO reports and resolutions advocate utilizing cultural context to achieve health equality. Hula, the Native Hawaiian indigenous dance has been successfully utilized in interventions with statistically significant improvement in medication resistant hypertension management and heart disease prevention. In this study, Alzheimer’s Disease and Related Dementia (ADRD) experts and kumu hula (hula experts and educators) provide insights to developing a hula-based lifestyle program for prevention of cognitive decline. Informant interviews were used to collect information for developing a hula-based program for individuals with mild cognitive impairment from 4 ADRD experts and clinicians, and 4 kumu hula. The 60-90 minute semi-structured interviews were conducted, recorded, then transcribed. Separate thematic analysis allowed distinct themes for each group to emerge. Themes with greatest between group alignment informed the adaptation of an existing hula-based chronic disease intervention. The clinical and cultural experts were unanimous on multiple themes. First, a hula-based program was well positioned to promote social functioning. Second, hula facilitated integrated multi-dimensional benefits including physical, cognitive, social, and cultural. Third, facilitating learning included: repetition done in creative forms; utilization of aids such as dance notation and audio recordings; and educational approaches such as project-based learning. Cultural activities such as dance have been underutilized in health promotion initiatives. A significant challenge in health promotion programs is engagement and retention of participants. Cultural dance programs are popular and can be effective interventions, particularly when both clinical and cultural experts are engaged in program development. Key messages • Inclusion of clinical and cultural experts in health promotion program development leads to unique collaboration and impactful insights. • ADRD clinicians and Hawaiian cultural dance educators identify social, cultural, physical, and cognitive benefits of hula as instrumental for individuals with mild cognitive impairment.

Pointe Readiness in Youth Ballet Dancers: A Pilot Study on Dance Instructor Decision Making.

Introduction: Transiting to dancing en pointe is an important milestone for young dancers who wish to progress in ballet training. Various criteria exist regarding pointe readiness, including age, range-of-motion, endurance, strength, balance, and technique. However, awareness and use of these criteria by dance instructors is currently unknown. The purpose of this pilot study was to assess the awareness and use of pointe readiness criteria by youth ballet instructors. Methods: A cross-sectional web-based survey study design was used, which included questions regarding dance instruction experience, dance studio characteristics, and criteria used to assess pointe readiness. Ballet instructors were recruited for participation. Data are presented as percentages and frequencies. Results: Thirty-one ballet instructors completed the survey from 15 states (1 international). Years of pointe ballet instruction ranged from 2 to 30+ years, with 35% indicating more than 30 years of experience. Instructors reported students begin pointe at age 11.8 years (range 9-15 years). A majority of instructors require 5 years of ballet experience prior to dancing en pointe (range 2-8 years). Reported pointe readiness criteria included strength (100%), dance technique (94%), age (87%), and years of ballet experience (71%). While all instructors reported evaluating a dancer's strength, assessments of flexibility and movement quality were not evaluated by 42% and 45% of instructors, respectively. Strength, dance technique, and age were rated as the greatest indicators of a dancer's readiness to begin pointe. Finally, instructors reported low knowledge of existing pointe readiness criteria. Conclusion: Ballet instructors initiated pointe work at age 12 and required 5 years of ballet experience before beginning to dance en pointe. While strength, dance technique, and age were the top considerations for evaluating readiness, approximately 40% of instructors did not evaluate flexibility or movement quality prior to progressing to pointe, and overall, knowledge of existing criteria was low.

Enhancing dance education through convolutional neural networks and blended learning

This article explores the evolving landscape of dance teaching, acknowledging the transformative impact of the internet and technology. With the emergence of online platforms, dance education is no longer confined to physical classrooms but can extend to virtual spaces, facilitating a more flexible and accessible learning experience. Blended learning, integrating traditional offline methods and online resources, offers a versatile approach that transcends geographical and temporal constraints. The article highlights the utilization of the dual-wing harmonium (DWH) multi-view metric learning (MVML) algorithm for facial emotion recognition, enhancing the assessment of students’ emotional expression in dance performances. Moreover, the integration of motion capture technology with convolutional neural networks (CNNs) facilitates a precise analysis of students’ dance movements, offering detailed feedback and recommendations for improvement. A holistic assessment of students’ performance is attained by combining the evaluation of emotional expression with the analysis of dance movements. Experimental findings support the efficacy of this approach, demonstrating high recognition accuracy and offering valuable insights into the effectiveness of dance teaching. By embracing technological advancements, this method introduces novel ideas and methodologies for objective evaluation in dance education, paving the way for enhanced learning outcomes and pedagogical practices in the future.

Tai Chi training: An effective method to enhance the oneness of mind and body in dance performance

Since the nineteenth century, the primary goal of university dance programmes has been to enhance students' dance skills, while the development of artistic expression has been neglected. Tai Chi training has been shown to be an effective method of exercising the mind and body to enhance perceptivity and body creativity. However, there is still less research on its impact in teaching dance performance in universities. Therefore, this study aims to address two fundamental questions: (1) How does Tai Chi training affect students’ perceptivity and creativity in dance performances? (2) What are the specific effects of enhanced perceptivity and creativity on the state of dance performance? In order to answer these questions, this study utilized a qualitative research methodology involving 43 dance students from Hunan Women's University in China. The research methodology included a 10-week Tai Chi training program at Hunan Women's University in Hunan Province, China, and semi-structured interviews with participants. The findings reveal how Tai Chi training enhances dance students' perceptivity and creativity in dance performance and explains its effectiveness on the state of oneness of mind and body in dance performance. This exploratory study provides preliminary evidence for understanding the impact of Tai Chi training on mind and body awareness in dance and provides a basis for incorporating more mind and body exercises into dance education in the future.

The Phenomenon of Mask Dance in East Asia from the Lens of Dance Teachers

This paper explored the phenomenon of mask awareness in East Asian dance from the perspective of dance teachers in Shiyou Village, Jiangxi Province, China. It aimed to determine the evolution of mask dance, explore the cultural influences of East Asian dances on the mask dance, and examine the significance of mask dance in dance education from a cultural perspective. A qualitative research design was used, involving interviews with four experienced dance teachers to collect their views and experiences on mask dance. The interviews were transcribed, analyzed thematically, and corroborated with literature research. The study revealed the cultural symbols, meanings and functions of mask dance in East Asia. It highlighted the role of mask dance in preserving cultural heritage, enhancing social cohesion, promoting cross-cultural understanding, and stimulating artistic innovation. The paper provides useful insights for dance practice and cultural heritage in the region.

Research on the Practice and Application of Curriculum Ideology and Politics in College Line Dance Teaching

Under the guidance of the new era's educational concepts, curriculum ideology and politics has become an indispensable part of the higher education system. Line dance, as a teaching content that integrates artistry, enjoyment, and fitness, offers rich cultural connotations and educational functions, providing extensive practical space for the integration of curriculum ideology and politics. This paper explores how to effectively implement curriculum ideology and politics in line dance teaching based on the unique characteristics of line dance instruction and analyzes its application effects through the exploration of specific practical pathways. The research findings indicate that by naturally incorporating ideological and political elements into line dance teaching content and designing teaching objectives and methods with a political orientation, it is possible to significantly enhance students' ideological and political literacy, thereby promoting their all-around development in morality, intelligence, physique, aesthetics, and labor.

Importance of Value Cultivation in Children's Dance Education

Importance of Value Cultivation in Children's Dance Education

PELATIHAN EKSTRAKURIKULER TARI KREASI DALAM MEMBENTUK SIKAP PERCAYA DIRI SISWA OLEH KAMPUS MENGAJAR 7 DI SDN 50 CAKRANEGARA

Abstrct. Extracurricular dance is a very important activity to build students' self-confidence and sense of responsibility at the 50 Cakranegara State Elementary School. With extracurricular activities, they are able to express themselves through dance movements and musical rhythms so that students' self-confidence can develop. The research method used is the PALS approach (Paraticcipatory action learning system). The data collection was obtained based on observations in grades 4 and 5 as well as notes while in the field. The results of the research showed that children in grades 4 and 5 who took part in dance extracurricular activities and received dance instruction appeared to have a confident attitude. This is demonstrated by several factors, including responsibility and self-confidence. Aspect of self-confidence: students who are always confident and self-confident seem to have a firm stance, drive and joy, which can be seen in every action they take. The ability to fulfill obligations and fulfill commitments is a measure of responsibility. With this creative dance extracurricular, it is hoped that it can foster two aspects, namely confidence in one's abilities and responsibility. Key Word. Extracurricular, Confidence, Dance Art

Revolutionizing Dance Education Through the Assessment of Online Videoconferencing to Increase Participation in Dance: Learning Philippine Traditional Dances

The present study investigated the determinants affecting students’ actual use through the use of a video-conferencing platform, and how actual use affects dance engagement, for enhancing the learning experience in the domain of dance education, particularly Philippine Traditional Dances. Therefore, this predictive-causal study aimed to assess the effect of actual use (by adopting Technology Acceptance Model) to dance engagement from a total sample of 1,741 students by using Partial Least Square-Structural Equation Modelling. It was observed that perceived ease of use directly affects perceived usefulness; both PEOU and PU impacts Behavioral Intention and Actual Use; and BI leverages Actual Use of the videoconferencing platform. Moreover, it was also found that AU strengthens Dance Engagement. Findings indicate that students may benefit greatly from using the videoconferencing platform that may significantly bolster their dance engagement in learning Philippine traditional dances, but with some obstacles that needs to be taken into consideration.

Meshwork choreography: a pragmatic approach to collaborative embodied learning in South African higher education

ABSTRACT The diversity of the South African higher educational student population requires innovative pedagogical strategies that facilitate transformative and collaborative embodied learning. This article demonstrates how the choreographic process emerges from the context of multiculturalism through a pragmatic learning approach called meshwork choreography. Meshwork suggests an interwoven relation that emphasises the ever-evolving nature of relationships within an environment. Choreography as meshwork is where the choreographer does not impose preconceived ideas on the dancers but rather facilitates a collaborative and exploratory process. The research employed a conceptual framework of phenomenography, embodied and collaborative learning to frame the discussion towards a model of how choreography functions as meshwork. Composition and design processes in and of themselves embrace transformative learning through collaborative, embodied, and relational practices and are bolstered when they converge within the creation of choreographic work. This article reflects on students’ experiences in the Performing Arts Dance Stream at Tshwane University of Technology in conceptualising choreography as meshwork. Phenomenography was adopted as the research methodology, where data was analysed within phenomenographic categories. The article offers a South African perspective, informed by Ubuntu, of a meshwork model for the benefits of applying transformative learning through choreography within a higher education dance context.

Dance education and Chinese students’ mental health: enhancing well-being and cognitive function

Dance education and Chinese students’ mental health: enhancing well-being and cognitive function

Retraction Note: Application of image optical detection based on dynamic time warping algorithm in dance teaching

Retraction Note: Application of image optical detection based on dynamic time warping algorithm in dance teaching

A Diffusion Modeling-Based System for Teaching Dance to Digital Human

The introduction of artificial intelligence (AI) has triggered changes in modern dance education. This study investigates the application of diffusion-based modeling and virtual digital humans in dance instruction. Utilizing AI and digital technologies, the proposed system innovatively merges music-driven dance generation with virtual human-based teaching. It achieves this by extracting rhythmic and emotional information from music through audio analysis to generate corresponding dance sequences. The virtual human, functioning as a digital tutor, demonstrates dance movements in real time, enabling students to accurately learn and execute dance postures and rhythms. Analysis of the teaching outcomes, including effectiveness, naturalness, and fluidity, indicates that learning through the digital human results in enhanced user engagement and improved learning outcomes. Additionally, the diversity of dance movements is increased. This system enhances students’ motivation and learning efficacy, offering a novel approach to innovating dance education.

Investigating the Relationship Between Dance Flow and Improvisation

This article explores the intrinsic connection between dance flow and improvisation, aiming to analyze dancers’ thinking and behavioral patterns in dance creation from a psychological perspective. The study points out that the application of flow theory in the field of dance is relatively scarce, while improvisation, as a core skill in dance art, requires dancers to create without preset conditions. The article begins with an overview of flow theory, emphasizing how the flow state facilitates dancers’ technical performance and creativity. It then analyzes the improvisational practices of professional dancers to reveal the positive interactive relationship between flow and improvisation. The research finds that dancers in a flow state are more likely to enter a state of improvisation, and improvisation itself can also stimulate the flow experience. The article concludes with a discussion on the role of dance flow and improvisation in dance education and performance practice, highlighting the importance of relational creativity in dance creation.

The incorporation of Hip Hop dance in English language education in Japanese universities

The incorporation of Hip Hop dance in English language education in Japanese universities

Dance Education in Promoting Children's Sociality and Study on the Role and Mechanism of Emotion Development

As a unique form of education, dance education has a significant impact on children's social and emotional development. Through dance activities, while enjoying the charm of art, children can learn social rules and emotional expression through body language and collective interaction, thus enhancing social communication ability and emotional regulation ability. Dance education not only improves children's physical coordination and creativity, but also promotes the cultivation of empathy and the development of self-cognition through non-verbal emotional communication. This study deeply discusses the mechanism of dance education in children's social and emotional development, and provides a valuable reference for preschool education practice.