Curriculum standards, content and practice of Chinese dance teachers’ higher education training
Dance as a subject in Chinese Higher Education, China only began in 1978 after being integrated into all three levels of education from secondary and higher vocational track to degree and subsequently postgraduate studies in 43 years. Beijing Dance Academy is the first institution in China to provid...
| Main Authors: | , , |
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| Format: | Proceedings |
| Language: | English English |
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Akademi Seni dan Teknologi Kreatif, UMS
2021
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| Subjects: | |
| Online Access: | https://eprints.ums.edu.my/id/eprint/31922/1/Curriculum%20standards%2C%20content%20and%20practice%20of%20Chinese%20dance%20teachers%E2%80%99%20higher%20education%20training.ABSTRACT.pdf https://eprints.ums.edu.my/id/eprint/31922/2/Curriculum%20Standards%2C%20Content%20and%20Practice%20of%20Chinese%20Dance%20Teachers%E2%80%99%20Higher%20Education%20Training.pdf |
| Summary: | Dance as a subject in Chinese Higher Education, China only began in 1978 after being integrated into all three levels of education from secondary and higher vocational track to degree and subsequently postgraduate studies in 43 years. Beijing Dance Academy is the first institution in China to provide undergraduate level courses in Dance Art leading the way to the insemination of Dance into the Chinese Higher Education system since the mid-1990s. Currently, there are a total of 132 institutions that provide higher education in dance. This paper is concerned with the sustainability of Dance Education in the dance industry through a scrutiny of Chinese dance teachers’ training curriculum that is the core of the dance education industry. The focus of this research is on the training curriculum of dance teachers in higher education, touching on the curriculum standards, content, and teaching. This qualitative study began with a set of questionnaires for interviews for dance teachers from 4 different institutions on its training curriculum. The findings reveal that (1) curriculum standards from different institutions have a tendency toward homogeneity; (2) teacher training makes up a very small proportion in the curriculum; (3) the objectives of dance education emphasize stage performance and dance expression without practical teaching in the course. This paper aims to investigate the educational resources, student recruitment and job positions from the four selected institutions, namely Beijing Dance Academy, Shanghai Normal University, Hebei University of Economics and Business and Hebei Vocational Art College and analyze how these factors would influence the curriculum standards, content, and teaching practice of prospective dance teachers during their undergraduate studies. The findings of this research hope to benefit dance teachers and Chine se Dance Education through the promotion of greater development in terms of quality of education and dance for the future of China’s dance industry. |
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