How dance can teach the literary imagination? : Action research on dance education model for liberal arts knowledge = How dance can teach the literary imagination? : Action research on dance education model for liberal arts knowledge

다국어 초록 (Multilingual Abstract)

Purpose: This study is designed to propose the professional and practical teaching knowledge and educational meaning of dance for developing liberal arts knowledge. Especially, it is to propose practical education plans through teaching examples by grafting the characteristics of Renaissance, Romanticism and Classicism age, and issues of art trend, literature, and works of arts into dance-related educational activities. Method: This is an action research project on the development of dance education programs that incooperates the grafting of literary imagination. Included are data collected from participatory observations, interviews, open-ended questionnaires, and journals of research from 18 dance instructors and preliminary dance instructors and 50 learners during a three-month-long dance instructor training program. Significant themes were fixed by conducting an inductive analysis and process analysis on those data. Result: “I am Sun King” and “My story of dance in history,” derived from Sun King, ballet of Louis XIV, who contributed to the development of various forms of art, as well as dance in modern Western history, were utilized as themes to form the basis of this study (8 themes and 16 sessions). The teaching content consists of three steps: The first is literacy developed, by appreciating dance in association with liberal art thinking; the second includes internalization of art in history, reconstitution to search for and the ability to express artistic meanings, and creative movements and expressiveness; the third is one for introspection and dream to associate various artistic experiences with the meaning of life and the establishment of values. This teaching method, leading narrative thinking and expression, could be realized by reconstitution of history and literature contents based upon story-telling instead of technique-centered dance education, ORDER(Observation, Reading, Discussion, Evaluating, Responsibility). Results of this study implicate that educational meanings in the context of learners include interest in history and literature knowledge, esthetic sense through arts, creative thinking and expressiveness, and the confidence for challenging new tasks, as well as the pleasure derived from relationships of friends, along with one’s design of dreams, etc. Conclusion: Dance education for liberal arts knowledge seeks for open-ended models of teaching for dance-based integrated art education in association with literary imagination. This study has significance in that it provides some perspectives of literary dance education and extends its educational values by professional development for preliminary dance instructors.