The purpose of this study was to investigate the effects of professional dancers' achievement goal orientation and self-management on their dance commitment. Subjects of the study were professional dancers working in one of the national, provincial, and municipal professional dance organizations located in Seoul, Kyeonggi-do, Incheon, Gangwon-do and Chungcheong-do, as of 2019. For the data collection, questionnaires based on self-administration were distributed to the study population. 325 samples were collected and used for the data analysis. Corelation analysis and multiple regression analysis were employed, and each hypothesis was tested at the a=.05 level of significance. Through these research methods and procedures, the following results were derived: First, self orientation of achievement goal orientation showed to have a significant effect on all of the subsidiary factors of self-management: mental management, personal relations, training management and physical management. Task orientation was found to have significant influence on mental management, and physical management. Second, self orientation of achievement goal orientation appeared to have significant influence on both of the subsidiary factors of dance commitment: cognitive commitment and behavioral commitment. However, task orientation did not show any meaningful effect on any of the subsidiary factors of self-management. Third, subfactors like training management, personal relations and mental management of self-management turned out to have a meaningful effect on both of the subsidiary factors of dance commitment: cognitive commitment and behavioral commitment. These results proved that professional dancers' achievement goal orientation and self-management were the factors that were significantly related to dance commitment. Therefore, as the higher and better the professional dancers' achievement goal orientation and self management are, the better their commitment to dance become, it will lead dancers to higher degree of perfection of dance performance and consequently bring high quality of performance to their audience.

Since the rise of ‘dance studies’ as an academic discipline in Anglo-American dance scholarship in the late 1980s and 1990s, interdisciplinary methodologies borrowed from cultural studies have been dominating the field, generating valuable research that places central focus on the role and value of dance and/or dancing/moving bodies in ways that transcend and traverse the disciplinary boundaries between sociology, politics, and aesthetics. In more recent years, however, such theoretical interdisciplinarity itself has, to some extent, become a burden for dance scholarship, at times distracting researchers from focusing on the core concepts, viz. dance and the body, and at the cost of a balanced adoption of interdisciplinary and medium-specific methods. Accordingly, this paper focuses explicitly on these concepts, selecting three key studies on the themes of dance and the body–in particular, the works of Janet Lansdale, Susan Leigh Foster and Body-Mind Centering®(BMC)–to reveal how each exhibits different yet somehow interlinked interpretations of dance and dancing/moving bodies. To this end, the paper examines three key concepts: (1) Lansdale’s understanding of ‘dance’ as a performance piece; (2) Foster’s concept of ‘dancing’ and ‘dancing bodies’ as a performing act involving active agency; and (3) BMC’s idea of ‘mindfully moving bodies’, which highlights the interconnectedness of and interactions between body and mind. Through comparative evaluation, the paper demonstrates the distinct ways in which each discourse perceives dance and the body in relation to processes of thought and mind, revealing how dance and/or the body play an active role in shaping discursive thought, socially contingent knowledge, and human wisdom. In doing so, the paper reveals the diverse forms of knowledge that dance and the body bring out, in the process highlighting the enduring effort (intentional or unintentional) to construct renewed discourses and disciplines that challenge the long-standing western dichotomy between body and mind.

This study probes how the notions of choreography has formed and changed in relation to dance notation. Two manuscripts, not by accident identically titled, are examined— Chorégraphie by Raoul-Auger Feuillet and Choreographie by Rudolf von Lavan—with regard to their respective understandings of the principles of dance and their socio-political contexts. This study brings Feuillet and Laban into a historical perspective beyond the previous literatures that solely focused on either of them. In Feuillet, choreography was defined as the composition of dance by means of notation. The space for dance was identified as flat and rectangular one, which led to the principles of ballet with the emphasis on geometrical shapes, establishing the two-dimensional plasticity as the aesthetic norm of the time. The act of composing dance by notating movement accompanied the emergence of the choreographer-subject which objectifies bodies of dancers, and thus the invention and development of dance notation was supported by the absolute monarchy out of its interest in the absolutistic body available to be controlled and disciplined. Laban developed the concept of choreography as the notation of forms and qualities of movement in space harmony. Laban theorized scales and rings in crystal space as new principles of movement, founding three-dimensional plasticity with its unceasing mobility as the aesthetic norm of modern dance. Complying with modernist ideal of progress and efficiency, Laban also applied his principles to choreograph movements of industrial bodies. Addressing manuscripts of Feuillet and Laban, and their contribution to the historical formation of the notions of choreography, this study unfolds the concepts of choreography in multilateral contexts, complementing and surpassing the prevalent, literal understanding of its meaning as dance-writing, which will provide the cornerstone for elucidating the historicity of choreography leading up to the present.

This paper aims to develop the content of local dance through music and dance in the Baekje period. First of all, it is necessary to research articles on musical instruments during the period. According to precedent research, there are either nine or eight types of wind instruments: jeok, so, saeng, ji, dopipilul, makmok, kak, wu, and baekje-saenghwang; seven types of string instruments: pa, wanham(3 strings), konghoo, sukonghoo, keum, jaeng, and baekje 8 hyonkeum; and two types of percussion: ko and yoko. These instruments number eighteen or seventeen in total, and the tones are clear and elegant. Today there are A-ak and dance in the ancestral ritual for Woongjin Baekje five kings as the content of music and dance in the Baekje period. The resource of them was brought from A-ak of Kook-jo-o-re-ui written 800 years after the Baekje period. However, the time period between them is too distant, and several instruments among A-ak had not existed in the Baekje period. There are few Korean references which can be traced back to the Baekje dance. Therefore we could should refer to Japanese dances such as Sinsoriko and Onintei, created by people a man from Baekje and originated in Baekje. Those dances are still practiced and passed down to new generations in Japan, thus we can develop the content of the Baekje court dance incorporating elements of the two Japanese dances. The Baekje court dance can be choreographed with some constraints. Music should be played by three to five musicians, dancers should consist of two to six performers, and the range of movements is also guessed. This content will be different from established works and unique, if it is utilized for the pre-ceremony dance of the Baekje ancestral ritual, or for performances about Baekje.

This paper discusses the impact of invigoration of regional dance on the basis of the need to construct the Korea National Dance Center. Under the premise that the Korea National Dance Center will establish branches in various regions along with a headquarter in Seoul, the impact on regional dance revitalization would include specializing regional dances, fostering local dancers, supporting programs that promote regional dances, developing networks between regions or at home and abroad, promoting theories and criticism of regional dance, and creating dance related jobs. The Preparatory Committe for the Korea National Dance Center is hoping that the center will provide a way to overcome much of the structural problems of the Korean dance field and overcome the field’s overall imbalance. In particular, it can have a more encouraging effect on invigoration of the dance field in each region as well as in Seoul, and this will naturally help to establish the global competence of Korean dance by distributing and expanding Seoul-centric activities across the country. In order to do this, rather than looking at the profits and losses of each dancer, it is necessary to make public voices for the entire dance field.

This study identifies the current status of dance departments at universities in Daegu and Gyeongbuk and to raise the need to improve dance education programs and to seek a change in educational direction for dance departments facing the crisis of the abolition at the local universities. Starting with the department of dance at Hyosung Women's University (currently, Daegu Catholic University), which was established in 1974, the department of dance was established at Keimyung University (1984), the dance major at Yeungnam University (2002), and the department of practical dance at Daegu Art University (2004) in succession. The dance culture of Daegu and Gyeongbuk was formed and developed through dance education and creative activities have been centered on these universities. Today, however, with the rapid decline of the school-age population and the university restructuring policy, the dance departments at local universities face a crisis through the abolition, unification, downsizing of undergraduate majors and reform of specialty majors. Therefore, if the departments of dance at the local universities establish a step-by-step educational program that considers not only the admission process, but also student’s employment after graduation, and expand programs such as directing, management, stage, lighting as well as practical education centering on fine arts, and if each university presents a paradigm of specialized education to expand investment in creative dance education and to develop a new dance education ecosystem through the formation of a network between departments, community education institutions, and regional art creation agencies, they will grow into a continuous and future-oriented dance departments at local universities.

The purpose of this study was to examine the cases of community dance in America and to find out how to revitalize local dance. For this purpose, Marylee Hardenberg, who played a major role in the Mississippi River revival through a site-specific dance performance, Pat Granny's Dance program for Prisoner called 'Keeping the Faith' and Brooklyn's Care for the disable in a community dance program by Mark Morris were examined. In conclusion, the methods of activating local dances include first, use of specific places to create site-specific performance, second, development of programs for prisoner which can communicate with local publics and third, development various community dance program for disable.

The purpose of this study is to investigate the influence of empathy ability on dance emotion and dance expression of college students. The subjects of this study were 169 college students who majored in modern dance at each four universities in Seoul, Busan, Gyeonggi, and Jeolla provinces. The survey tool used a empathy ability, dance emotion and dance expression questionnaire, and collected data were analyzed by frequency analysis, correlation analysis, t-test, ANOVA, and multiple regression analysis using SPSS 21.0 program. As a result, first, students of modern dance majors had high physical expression ability in boys and 9~11 years in dance participation period, and high cognitive ability in 4th graders. Second, the empathy ability of college students of modern dance major had a significant influence on fun, vitality, pride and achievement. Third, empathy ability of college students of modern dance major had a significant influence on dance expression ability. Fourth, the fun and vitality of dance emotions of college students had a significant influence on the performance of dance expression. The results of this study are expected to provide basic data for teaching dance expression in the curriculum of modern dance majors.

The purpose of the current study was to investigate the relationship among body composition, bone mineral density(BMD), career and eating attitude in Korean traditional dancers. Seventy three dance major female college students were recruited in the current study. The body composition variables such as body mass index, percent body fat, total body water, fat free mass and basal metabolism rate were assessed. Data were collected from Anorexia Bulimia Inventory(ABI) questionnaire and BMD was measured using Quantitative ultrasound. T-score was used as an index of BMD. Analysis of confirmatory factor, multiple correlation, multiple regression, and Dubin Watson test were applied for the statistical analysis using SPSS 23.0 windows. There was statistically significant correlation between dietary control and BMD of eating attitude negatively and depressed mood about Career positively(p<0.05). In the result of regression analysis, dietary control and depressed mood were the coefficient determination in BMD and Career. In conclusion, the current study suggested that the perception of healthy body weight was required for dance major female college students.

In this study, the teacher researcher participated in the dance education workshop as a learner to expand the awareness of the value of dance education. I revealed the story of my experience as a learner, and shared the principles and values of dance education found in the experience. For this, the teacher researcher participated as a learner in the dance education workshop organized by S-group and conducted a 'self narrative study' that explored my experience narratively. The principles of dance education found in the workshops experienced by teacher researcher are as follows. I was able to explore the principles of ‘community learning’ which enables people to communicate with others, and ‘active learning’ that the learners experienced and realized by themselves. The values of dance education found in this workshop experienced by teacher researcher are as follows. The experience of interacting with and others has allowed learners to develop their knowledge processing and problem solving skills while understanding others' movements, and to develop their self-management and creative thinking skills while telling their own stories. This body dialogue also allowed them to enhance their communication and community competence. Based on the results of this study, we can find the possibility of human education and competency education of dance education. We suggest the systematic implementation of dance educator and the development of related governance awareness opportunities for expanding the value of dance education.