This study focuses on how to teach general dance education in university environments where a dance department does not exist, making it difficult for students to approach dance as an art. Within such a context, this research aimed to teach a general dance class in such a way as to improve students’ perceptions of dance as art. The research questions were as follows: First, what is the perception of general dance education for students who live in areas where people lack opportunities to experience dance as art? Second, what should be taught in a general dance education class in order to activate perceptions of dance as art? Third, what points could be improved in a general dance class in order to revitalize dance as art? This study followed an action research format, focusing on a real situation while seeking to understand the role of education. The participants were five male students taking a general dance class at a four-year system university located in Chungcheong province. In this context, it is difficult to offer various dances as art forms to students because the class runs semester by semester, making it difficult to meet all student requests in such a brief time. In addition, the university lacks any other dance classes, so students had no choice and could not compare with other classes. Therefore, the interviews completely focused on the researcher’s class, lacking comparisons with other classes. The study results indicate the following effective approaches to a general dance class. First, the class needs to include “dancing for physical exercise.” Second, the class needs to be “naturally experienced.” Third, the class needs to be “exciting and communicable.” These results emphasize that dance is not a “serious” class but offers comfortable and interesting learning to students. In addition, educators need to consider the students’ responses and develop teaching content and methods depending on the situation. Therefore, dance educators teaching general dance classes must consider various environments and students’ interests. Many action research studies on general dance education have been published, and people can continue to share their experiences in the future. Furthermore, we can expect increasing interest in dance as art.

This dissertation investigates the way dancers experience the “personality of soma” while practicing. The purpose of this dissertation was to study the interrelationship between the personality of soma and the creation of unique dances. This study included dancers learning original movements and the entire process of practicing. The author used practice-based research and other academic resources for the study. First, major terms, such as “soma,” “somatic learning,” and “personality of soma” were defined based on other academic sources. The discussion of the concepts of soma and somatic learning is primarily based on the somatics of Thomas Hanna. The personality of soma discussion is based mainly on the concepts that Karol Wojtyla suggested from a theological perspective: origin solitude, origin nakedness, and origin unity. Practice-based research informed analysis of the entire process of constructing the piece, creating choreography, practicing, and performing. Somatic data was derived from the researcher’s first-person observation, and dancers were employed as the subjects of analysis. Experiencing the personality of soma consists of four stages: recognition, awareness, unity, and openness to soma. First, the experience of silence caused the dancers to recognize their soma and discover the potential within them. Second, the experience of origin solitude allowed the dancers to discover creativity and autonomy within their soma through an exploration of autonomous movement. Third, the experience of origin unity provided a chance to realize that soma has its own way of conducting communication and personal interaction. Fourth, undergoing the origin nakedness stage, the dancers learned how to dance their unique moves without the eyes of others, a perspective that they had internalized. The researcher who participated in the study gained self-esteem and recovered the personality of soma. They also created unique dance through a development of their own dance moves. By conducting this study, the researcher experienced transitions from passive, memorization-based learning to active learning, which allowed the utilization of somatic sensations.

Zeami (世阿弥) completed sophisticated and elegant Nho (能) centered at songs and dances (歌舞) by developing No that has been centered at fact-oriented performance. Although dance of Nho sometimes expresses realistic performance, most of the dance movements themselves are stylistic and abstract without specific meaning. However, the fact that the movement does not have specific meaning implies that it has limitless power of expression where any meaning can be expressed according to the script and dancer’s capacity. Nho(能) in Gonparu Zenpo (金春禅鳳) that this paper examines contains unique dance performance that differs from other previous dance pedigree of Nho. This paper examines the acceptance pattern of Ikkakuseonyin tale by focusing on its entertaining factors and investigates the pedigree of dance performance of Nho from an aspect of dance history of Nho. Nho is composed of a story flow where Sea God appears to fight with Seonyin after the dance by Madam Senda and finally let the rain falls. As a result, Madam Senda’s dance that liberated Sea God and triggered rainfall can be said to be identical to the dances praying for rain by female shaman that has been performed in various places in Japan from ancient times. Meanwhile, an anecdote that describes the opportunity that Shizukagozen (静御前) obtained the praise of the best dancer in Japan gives a good example for understanding the meaning of Madam Senda’s dance. In this story, while people are concerned with drought all over the country, Shizukagozen performed dance named Shirabyoshi in Shincheonwon and pleased Sea God to let the rain fall. Dance of Shizukagozen can also be interpreted as the same meaning as Madam Senda’s dance, which becomes the Abstract 26 제41호momentum that liberates dragon and triggers rain in Nho . Dance that can be seen in Nho is ‘Aimai (相舞)’ by Madam Senda and Ikkakuseonyin, where the two perform the dance in the same form. However, instead of dancing in the same form from the beginning, Madam Senda dances alone at first. Then, Seonyin is attracted to Madam’s dance to step on the stage and follows her dance moves. Aimai already existed in the pedigree of dance devised by Zeami, where dancers perform the same dance moves, similar to the dance in Nho . In , the soul of main character Shizukagozen and a woman who is captivated by the sole dance together in the identical form from the beginning. Gonparu Zenpo follows the pedigree of Aimai in Nho on the one hand. On the other hand, it imitates new dance, that is, Madam Senda and newly devises the pattern of expressing the process of synchronizing to the dance.

The purpose of this study is to investigate types, use, and characteristics of Amu (雅舞), as recorded in Akseo (『樂書』, Book on Music) written by Jinyang (陳暘). We focused on how Jinyang accepted Amu of the previous generations in his Akseo, investigated how Amu was divided into several types used in Gyomyo (郊廟) and Johoe (朝會 a morning assembly) in Northern Song, and then presented constructional patterns of Amu and significance of using dancing tools. Amu is a dance performed in grand rituals such as memorial services in Confucian congratulatory ceremonies or National New Year’s fests, indicating a type of dance performed to Aak music. As a form of Ilmu (佾舞, line dance), Amu has a coexistence of civil and military dance and is performed according to the order of a ceremony. The representative titles for pieces of civil and military dance music in Gyosa (郊祀 Border Sacrifice) in Song Dynasty are and . In Ilmu for Johoe, Mundeok and Mukong were selected as civil and military dance but were changed by and , and again by and . Amu indicates a type of Ilmu by standing in lines of four sides. Jinyang argued that two, four, six, and eight days of Amu were for dividing classes such as emperor, lords, nobility, and scholar, while thinking that different grades of Ilmu should be applied on the basis of scales of memorial services. Jinyang perceived that the lines of the dance were a method of expressing succession of the way of Heaven by a ruler. According to him, the dancing tools were objects describing and symbolizing virtues and contribution, and there should be Abstract 54 제41호grades in the tools based on the virtues and contribution of a ruler. In this study we attempted to pave the way to expand denotation of dance studies by researching Aak music, a music that has not been much studied in Korean dance field. The results of this study may serve as basic data for understanding Akmu performed in ritual ceremonies in Joseon related to ceremony culture of Ancient China.

This study is a methodology to establish a basic concept of aesthetics of the Korean dance. By examining main concepts of Korean traditional ideas, this study aims to explore the concept of aesthetics in Korean dance in a systematic way. In particular, it interprets the Korean dance based on the foundation of humanities. Accordingly, the study is significant in developing the system of aesthetics of the Korean dance by suggesting philosophical foundations of the Korean dance through the aesthetics study and through history and traditional ideas rather than limited interpretation within the scope of broad east and western aesthetics. The study was progressed in a 3-stage research design. The first stage was to extract the prototype of the ancient arts from Korean national culture in order to comprehend the prototype of the Korean dance. In the first place, examine the original flow of the Korean ideas embedded in the national foundation myths, legend and ancient heavenly ritual, and the study analyzed related languages and terms, then able to expose the clue of the esthetics of the Korean dance. The second stage was examining the spirit of the Korean Dance from the national’s original flow which is embedded in the legend and ancient heavenly ritual, i.e through the world view of ancestors who worshiped the sun and served the heavenly god. And explored the boundary of aesthetics of the Korean dance over ‘Poongryudo’ that is based in the aesthetics of the Korean dance. Lastly, in the third stage, the study establish the basic concept of aesthetics of the Korean Abstract 82 제41호dance from reviewing how the logic of aesthetic ideas, which were generated from specific traditional dances such as Salpurichum, Chunaengjeon and mask dance, granted value in aesthetic sentiment and concept. Aesthetics of the Korean dance is the aesthetics of harmony under the human centered ideas, the aesthetics of freedom which is surrealistic directly related to our life and goes beyond time and space, and the aesthetics of weighing high on the livelihood. Such aesthetics could form today’s aesthetics value and concept by repeated periodic communication. The basic concept of aesthetics of the Korean dance is divided by ‘Sitgim(washed)’ that is reached to god’s purification to release resentment, sorrow, and the dark-side, and ‘Poongryu(tasteful)’, which purposed for purify by lightness, harmonize, animateness, extemporization, flavor, pleasure, etiquette music, and light-hearted, etc. These concepts are generated from the national original culture, can be find from the original flow and the ancient heavenly ritual, and ultimately, both are seeking for the stage of a unity of heaven and man from the purification.

This study investigates whether teachers in the field of public elementary education, who did not major in the arts, can actively utilize artistic activities in teaching-learning methods. The subjects of this study were 9 teachers who had not majored in any of the arts. In 2014, from the first class on May 7 to the last class on December 10, for a total of 15 classes, these teachers received a demonstration class, experienced the arts, produced artistic works, and developed programs. The researcher provided time for the subjects to experience artistic education and subsequently develop an educational proposal that could be actively utilized in the educational field. Through this process, the researcher was able to derive the following conclusions. First, it was possible for teachers who had not majored in the arts to develop art-integrated educational programs and because this development was led by teachers, they had no problem applying the programs in the field. However, because there was a premise that such development was made in collaboration with art education experts, discussion regarding collaboration between teachers in active service and experts in art education is needed. Second, as art education is a teaching method for obtaining long-term effects, in order for teachers to actively utilize it in the educational field, priority should be given to teachers to having sufficient artistic experiences and the appropriate environments in which to develop educational proposals. To this end, multi-sided support should be sought, for example, opportunities for long-term training or the development of educational courses and tools.

There are 111 main conveniences that Korean dance has in common with history research areas. Both could be categorized as age, ryupa, kind, local, and life of five. This study analyzed Korean dance history in order to provide direction for the development of localized educational content. For this purpose, we redefined the needs and professional structure of the writers of Korean dance history around the cheotjae, or the contemporary Officer. The other purposes of this study were to ensure the clarity of the Korean dance category and to express the needs of the Korean council of dance-related institutions and organizations. Prior to the development of the orientation of the educational content, the universality, consistency, and originality of Korean dance would need to be combined. This would construct a systematic framework for the educational contents of the Korean traditional dance historical research.

This article reports on changes in health-related parameters, including muscular strength, cardiac-pulmonary endurance, flexibility, equilibrant and coordination, elderly citizens who completed a seven month movement educational program based on somatic disciplines for body-mind integration. The study included 5 participants (1 male, 4 females; age range 70-86) and was conducted over seven months (November 2013 to June 2014) at a senior welfare center in Seoul, Korea. Pre-program data collection consisted of a questionnaire on somatotype, body composition analysis, and examination of physical strength. The somatic movement program included meditation, Bartenieff Fundamentals, Pilates, the Feldenkrais Method, etc., and each participant attended class for two hours twice a week. The program comprised to sections of 20 and 14 classes respectively. After each section, body composition and physical strength were analyzed (1st exam: March 27, 2014 ; 2nd exam: June 3, 2014). The results of this study were as follows: First, the participants lost weight and body fat noticeably through somatic disciplines. Second, it seems that there is a significant interrelationship between somatotype and health elements. Indeed, the participants improved on some specific aspects of health elements more than others which depends on the participants’ somatotype. For example, leg and arm muscle functions were improved more for participants with mesomorph than those with ectomorph. The observed outcomes were attributed to the participants’ attitude of immersing in classes, mindfulness, intimate relations between teacher/peers, and awareness of their own soma in daily lives.