A Scheme of the Dance Curriculum for the Transmission of Intangible Cultural Heritage (ICH) in the Chinese University
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The aim of this study was to analyze the importance of the current state and improvement plans, for the transmission of ICH, in the curriculums of the dance departments of China’s universities. To this end, we conducted a literature review on the curriculums of the dance departments of five leading local universities of China and applied the Analytic Hierarchy Process (AHP) to derive objective results using expert experiences. The finding is as follows: As upper factors, administration and finance, organization, professional manpower and educational program were set as four factors in opening the ICH dance curriculum of Chinese University Dance Department, along with the sub-factors. We analyzed the perceived priority of the opening the ICH dance curriculum of Chinese University Dance Department factors, and found that ‘professional manpower and educational program’ was considered most important at the weight of 43.6%, followed by ‘administration and finance,’ at 25.6%, ‘educational environment and facilities,’ at 20.5%, and ‘organization,’ at 10.3%
Abstract
The aim of this study was to analyze the importance of the current state and improvement plans, for the transmission of ICH, in the curriculums of the dance departments of China’s universities. To this end, we conducted a literature review on the curriculums of the dance departments of five leading local universities of China and applied the Analytic Hierarchy Process (AHP) to derive objective results using expert experiences. The finding is as follows: As upper factors, administration and finance, organization, professional manpower and educational program were set as four factors in opening the ICH dance curriculum of Chinese University Dance Department, along with the sub-factors. We analyzed the perceived priority of the opening the ICH dance curriculum of Chinese University Dance Department factors, and found that ‘professional manpower and educational program’ was considered most important at the weight of 43.6%, followed by ‘administration and finance,’ at 25.6%, ‘educational environment and facilities,’ at 20.5%, and ‘organization,’ at 10.3%
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