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Abstract

The purpose of this study is to explore the meaning of dance literacy education amid the changes of media environment in which dance is shared and dance learning. In the conditions of education changed into a multimedia environment, this researcher has considered through dance literacy the functions of dance learning that develops intellectual capability to understand the world, reflect on one’s life, and contribute to new knowledge, and the contents are as follows. In this complicated age that demands intellectual ability and wisdom rather than knowledge generalized through abstract thinking, the roles of learning how to read are to find out how to think and what to do. In this context, dance literacy is one of the contemporary reading education methods as dance learning that develops critical thinking and reflective thinking skills. Acquiring dance literacy goes beyond simply reading text and develops problem- solving ability to explore the truth of the world we are facing as the representative knowledge of academic and social systems produced through historical and cultural orbits. Dance literacy is expressed as a symbol (sign) of dance. It is expressed then as reading. Acquiring dance literacy which explores, infers, and expresses data is accompanied by critical thinking to understand, speculated on, and dance the changed times. Acquiring dance literacy allows one to have intellectual modesty as dance is accepted as a part of life and an environment (calmness) and one reflects on what humanity should be oriented to (courage) through dance.