KJCKorea
Journal Central

This study examines dance-related elective courses available to high school students under the High School Credit System and proposes effective educational strategies for career and aptitude development in dance. A literature review was conducted based on policy documents, educational office data, and previous research. Additionally, in-depth interviews with ten dance-specialized educators were conducted to assess the need for dance-related electives. The study found that dance education is included in physical education courses (Physical Education 1, Physical Education 2, Exercise and Health, Sports Culture, Sports Science) within the ‘expression’ domain. In the arts curriculum, Dance and Media is available as a convergence elective. Future dance courses should integrate practical training, creative expression, industry and media convergence, and career exploration through project-based learning. This approach will enhance students’ opportunities to pursue dance as a major and promote structured dance education through policy support.

This study aims to discuss the knowledge generated and utilized in contemporary choreographic practice as dynamic knowledge discovered through bodily thinking which requires creative sensitivity, based on Foucault's concepts of subjectivation and powerknowledge. To this end, it examines the knowledge of contemporary choreography as discussed in the works of Spatz, B., Cvejić, B., and Pakes, A., which treat choreography as epistemology. By reflecting on Foucault's perspective, this study discusses the knowledge of contemporary choreography as dynamic knowledge which is opposed to fixed techniques and choreographic methods in of the modern dance period and is produced through bodily thinking and creative sensitivity that problematizes existing knowledge to discover a new way of solving choreographic problems.

This study examined the impact of transformational leadership in traditional dance education on students’ trust, learning flow, and course satisfaction, along with testing mediating effects. A one-month survey collected data from 346 Chinese university traditional dance students for empirical analysis, including reliability testing, correlation analysis, construct validity, model fit verification, and hypothesis testing. Results revealed that instructors’ transformational leadership significantly and positively influenced students’ trust, learning flow, and course satisfaction. Students’ trust and learning flow also positively affected course satisfaction. Both trust and learning flow were found to mediate the relationship between transformational leadership and course satisfaction. This research provides valuable foundational data for qualitative improvement in traditional dance education while emphasizing the critical role of transformational leadership in enhancing overall student educational experiences in traditional dance programs.