2016, Vol.61, No.4

The Korean Journal of Dance Studies 2023 KCI Impact Factor : 0.93

pISSN : 1226-900X / eISSN : 2713-9468
https://journal.kci.go.kr/krsds

The purpose of this study was to find out what a desirable career education curriculum is and how it needs to be managed for students in the dance department. Dance curricula of six universities were compared, analyzed and classified at the initial stage of the study. Then, seven experts in the career education field participated in the study as the focus group interviewees. They indicated that curriculum in the dance department already included courses diverse enough to achieve career diversification and segmentation and recommended that career education needed to start with in-class special lectures rather than independent career classes. In regard to the second question, they claimed that career education needed to be performed to the instructor in each class. In addition, in-class career experience needed to be approached in advance to internship that used to be requested to juniors or seniors in the university.

The purpose of this study was to develop a multicultural dance education program utilizing Choi Seung hee’s dance art on 34 students in a middle school and 33 students in a high school in Seoul. Based on the model by Lee Sang gab (Preparation, Development and Improvement), a multicultural dance education program was developed through literature study and field study. The multicultural dance education program was modified and supplemented by the evaluation of experts and students, and the final program was developed as 11 units for middle school and 7 units for high school.

The purpose of this study is to examine the possibilities of teaching positive psychology in dance education and to suggest ways to create a dynamic dance learning environment in which Well-Being Theory of PERMA is used. Some cases of learning environment, where the principles of positive psychology are applied, are reviewed in order to provide a better understanding of positive psychology in educational settings. In addition, the potential applications of PERMA in a dance class are presented. The major findings in this study reveal that dance education can be successfully combined with each of PERMA elements, and it is necessary to utilize teachers who have a good understanding of PERMA. In a nutshell, applying PERMA in dance education will not only play an important role in enhancing and expanding ideas of new teaching approaches for dance educators, but also help students have more successful outcomes that go beyond the classroom.