A Comparative Study of Curriculum in Postsecondary Dance Education in Korea and the United States
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Dance plays an important role in transforming society. It interfaces with education. There has been a movement in recent years toward revision of the dance curriculum in Korea with the aim of developing quality for dance education. This objective is important because many colleges and universities in Korea have decreased their dance education degree programs and seen a corresponding reduction in the number of applications for enrollment. The purpose of this study is to analyze and compare the majors, missions, and curricula of five 4-year undergraduate dance programs in Korea and three 4-year undergraduate dance programs in the United States to understand the status of dance in higher education. The objective of this study is to identify the status and weaknesses and then offer recommendations for improving dance education in Korea. Through the analysis and comparison of dance programs, five diverse recommendations can be made. a) The interconnection of major, mission and curriculum; b) the need of diversity, subdivision, and sequencing of courses; c) the need for specialty courses and other programs; d) the trend toward the necessity of teacher certification in dance; e) the need for various instructors as specialists in the dance programs. If implemented, these recommendations could yield real change. Dance curricula should mirror the changing times, not merely to further the field of dance education should play an important role in society, public schools, national policy and dance organizations’ desire to promote dance education. More attention must be paid to provide the breadth and depth of curriculum in dance programs. The result would be dance programs that have their own voice and draw more students to enroll. Such programs would take the next steps toward the future of dance in higher education in Korea.
Abstract
Dance plays an important role in transforming society. It interfaces with education. There has been a movement in recent years toward revision of the dance curriculum in Korea with the aim of developing quality for dance education. This objective is important because many colleges and universities in Korea have decreased their dance education degree programs and seen a corresponding reduction in the number of applications for enrollment. The purpose of this study is to analyze and compare the majors, missions, and curricula of five 4-year undergraduate dance programs in Korea and three 4-year undergraduate dance programs in the United States to understand the status of dance in higher education. The objective of this study is to identify the status and weaknesses and then offer recommendations for improving dance education in Korea. Through the analysis and comparison of dance programs, five diverse recommendations can be made. a) The interconnection of major, mission and curriculum; b) the need of diversity, subdivision, and sequencing of courses; c) the need for specialty courses and other programs; d) the trend toward the necessity of teacher certification in dance; e) the need for various instructors as specialists in the dance programs. If implemented, these recommendations could yield real change. Dance curricula should mirror the changing times, not merely to further the field of dance education should play an important role in society, public schools, national policy and dance organizations’ desire to promote dance education. More attention must be paid to provide the breadth and depth of curriculum in dance programs. The result would be dance programs that have their own voice and draw more students to enroll. Such programs would take the next steps toward the future of dance in higher education in Korea.
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