This paper investigated the theme ‘creation’ with the focus on the Korean traditional dances. At first, the problems in the creation of existing Korean dances were analyzed. Through the analysis, the creative factors lacking in individual characteristics were presented and the introduction of the western-oriented concept of creation was critically examined. On the basis of the awareness on the difference of artistic concept between eastern and western world, the concept of creation was discussed in the transmission history of dances. Next, the frame of reference for the creation of the traditional dance was presented. It includes the formation of lines and surfaces through principle of circulation, the formation of dance styles based on the traditional breath method, the approach to interpret rhythms and the application of steps. In conclusion, the events inducing the creation of traditional dances were identified and presented in the ancient literature.

This research is about the performances of Korean immigrant art troupe, from Russia’s Vladivostok maritime province (Yonhaeju : Prismorsky Krai), that visited Korea in the early 1920s. Initially the performances aimed to raise funds to build churches and help Koreans in Russia suffering from economic difficulties due to prolonged droughts and the civil war in the aftermath of the Russian Revolution. However, the performances gained nationwide popularity, introducing Western folk music and dancing to Korea, which became the driving force in spreading a dance craze throughout the country. These performances significantly influenced the history of Korean modern dance, best exemplified by Cho Taek-Won who was first introduced to modern dance by the troupe’s performances and who became one of three new dance (Shinmuyong) pioneers. It is rare in the field of Diaspora Studies that cultural influences come from the outside the mother country, as in the case of the Korean-Russian art troupe. This research, from the perspective of the Diaspora (in the socio-cultural context of the troupe as they were caught between Russia’s civil war, in the period after the 1917 Revolution through 1922, and Korea under occupation by imperial Japan) shows the characteristics and meaning of the performances on the history of Korean modern dance, through analysis of performance activities and structures, member composition, the role of major leaders, and the troupe’s repertory of performances. At the same time, this study provides a foundation to understand the Korean Diaspora in Russia Like Lee Kang, Han Yong-Hun and Kwak Byuing-Gyu, the leaders of the Korean art troupe in Russia were leaders of the religious community who had participated in the Korean Independence Movement in the maritime province of Russia. Most of them were non-professionals and each group had a small number of members. Their art form followed “Estrada,” a typical people’s performing art which were popular folk dance touring performances in Russia at the time. In the history of modern dance in Korea, the significance of the performances of the Korean immigrant art troupe from Russia is as follows. First, as the initial overseas Korean performing arts group, they inspired Koreans to pay attention to the problems of overseas Koreans through the promotion of their visit to Korea; they helped build a national identity across borders. Secondly, this art troupe, as part of the Korean Diaspora, became a cultural bridge between people in Korea and Koreans in Russia. Lastly, the art troupe supported the Korean Independence Movement. However, the performances were forced to stop, for political reasons, by the birth of the Soviet Union on December 30, 1922. Research methods include literature and library research, field surveys, including existing literature in the National Russian Library of East Asian Literature, materials made from the Japanese Ministry of Foreign Affairs kept in the National Institute of Korean History, Dong-A Ilbo, Mae-il Shinnbo, and Sunbong, the Korean newspaper published in the maritime province of Russia.

In studying dance history of Korea, diverse patterns of dance are discovered in murals, historical remains, and royal rites. Then, how should dances contained in visual materials be understood? This study aims to examine the method of analyzing dance depicted in paintings to research the history of dance. To that end, Panofsky’s iconological method, used in researching the history of fine art, was used to examine dances depicted in murals. Research was conducted in the following procedure. First, the concept and principle of iconology, focused on the historical background of iconography and iconology, were reviewed, and recent iconological arguments were examined. Second, how to apply the iconological method to dance was discussed. Third, through Panofsky’s iconological gradual analysis method, the iconography of the right-hand mural in Goguryeo Jangcheon No. 1 Tomb’s Anterior Chamber was described and analyzed to define its meaning. The findings of this study are outlined as follows. According to previous iconological description, the iconography of dance depicted in the right-hand mural in Jangcheon No. 1 Tomb’s Anterior Chamber features a Goguryeo person performing both-arm dance and lotus dance to the accompaniment of a string instrument. According to the iconological analysis, the dancer performs Buddhist-faith funeral dance. Such ritual dance contains the cult of wishing the dead person’s soul will well reach the nether world, as well as the wish that the dead person will lead a happy life in the nether world. According to the iconological interpretation, Goguryeo sleeve dance changed and developed into today’s Hansam, Jangsam and other diverse sleeve dances. Goguryeo dance contains the essential life meaning, and although the themes and concepts of dance may vary according to times and works, all dances are the expression of life and the heart of wishing for a good life; thus, the life, the essence of Goguryeo, was analyzed as the universal essence and inherent meaning of Korean dance. This study is significant in that it prepared a framework to research dances depicted in paintings, and proved that iconology can contribute to diverse analyses in researching the history of dance. Iconological research on dances illustrated in visual materials is expected to continue.

Dance education has the potential to improve the spirit, because of the essential of dance which requires the participation of whole mind such as the creative, emotional, moral, spiritual. Exploring the theoric and experiential grounds about dance and mind and heart education, this study is to guess the possibility of mind and heart education through the dance, and suggest the definite data. What dance contribute to mind and heart education are divided into four aspects: the intellectual, the emotional, the moral, and spiritual. First, dance can help one improve the creativity. For this, it is important to provide the chances of movement study, and use various sources and mediums. Second, dance can help one cultivate the emotion and sensibility. For this, it is important to help practice the movements, and recommend various indirect experiences. Third, dance can help one cultivate the personal and social virtue. For this, it is important to promote cooperative learning, and praise and encourage. Fourth, dance can help one improve flow, happiness, and self-realization. For this, it is important to take the lead, and recommend various indirect experiences. However, researches about its content and method are all yet to be inadequate. To rectify, theoric discussion in depth, developing practical teaching model and programmes, practice in various educational settings are needed.

This study is intended to examine the organization of daemu[對舞] and baemu[背舞] of early Joseon court jeongjae[呈才], comprehensibly inquiring into dangakjeongjae[唐樂呈才] and hyangakjeongjae[鄕樂呈才] of Akhakgwebeom[『樂學軌範』]and comparing them in the aspect of formations and dancers. The jeongjae that employs daemu[對舞] and baemu[背舞] are “Gokpa”, “Geuncheonjeong”, “Seongtaek”, “Sumyeongmyeong”, “Suborok”, “Suyeonjang”, “Yeonhwadae”, “Oyangsun”, “Yukhwadae”, “Pogurak”, “Haseongmyeong”, “Hahwangeun”, “Abak”, “Hakyeonhwadaecheoyoung -hapseol”, “Hyangbal” and “Bonglaeui”. The formations of these jeongjaes are one line formation, jeonhu formation, left-right formation of two lines and four lines, obang formation, sau formation, sabang formation, samdae and palgwae formation. Depending on kind of jeongjae, daemu and baemu are performed either in one formation or in more than one and they are either performed respectively or together. The progression of the dances varies depending on the formation of a jeongjae both in dangakjeongjae and hyangakjeongjae, such as formation-centered progression where jwamus progress with jwamu and wumu with wumu, line-centered where jwadae and wudae progress separately, line-and-formation-centered and seonmo (the center of stage)-centered progression.

This articles is a analysis of three kinds of materials of Pangut(판굿) of Honam-woodo-nongak(호남우도농악) recorded in the 1967, 1980, 2004 on the view point of ethnography of performing text. The purpose of this article is analysing structuring of Gurree(거리) and Julcha(절차), structural differences of these three kinds of materials. The Gurrees of Pangut of Honam-woodo-nongak in the 1967 are composed of 8-units ; Nendrm-Jilgut-gurree(내드림질굿거리), Ochae-jilgut-gurree(오채질굿거리), Obangjin-gut-gurree (오방진굿거리), Hoho-gut-gurree(호호굿거리), Ilkwangnori-gurree(일광놀이거리), Kunyongnorigurree( 군영놀이거리), Dodukjaebi-gurree(도둑잽이거리), Talbok-gut-gurree(탈복굿거리). One gurree is composed of Julchas of 2-units~7-units. And the 8-units of Gurrees are composed of 27-units of Julchas. The 8-units of Gurrees are divided into two Gut-gurrees, Ab-gut and Dwit-gut on the material in the 1967. The Gurrees of Pangut Honam-woodo-nongak in the 1980 are composed of 7-units; Erim-gut-gurree(어름굿거리), Ochae-jilgut-gurree, Obangjin-gut-gurree, Noraegut-gurree(노래 굿거리), Gujung-nori-gurree(구정놀이거리), Hoho-gut-gurree(호호굿거리), Talbok-gut-gurree. We can find eliminating of Dodukjaebi-gurree, reducing of many kinds of Julchas of part of Dwitgut on the material in the 1980. The Pangut of Honam-woodo-nong-ak in the 2004 are composed of 3-units ; Ibjang-gut(입 장굿), Madang-gut(마당굿), Teujang-gut(퇴장굿). Ibjang-gut is composed of Naedrm-gutgurree, Insa-gut-gurree. Madang-gut is composed of 7-units, seven kinds of Madangs; first-madang(Ochae-jilgut-gurree), second-madang(Obangjin-gut-gurree), third-madang(Poongnyngut- gurree), forth-madang(Dumachi-gut-gurree), fifth-madang(Hoho-gut-gurree), sixth-madang (Ilkwang-nori-gurree, Dodukjaebi-gurree), seventh-madang(Gaein-nori-gut-gurree). Teujang-gut is composed of Teujang-gut-gurree. There are many kinds of variations on Pangut of Honam-woodo-nongak in the 2004; Pangut divided into 3-units, beginning-middles-ending. the middles divided into 7-units, 7-Madangs, each Madang is composed of one or two Gurree. The song of Norae-gut-gurree changed from Wurlsenga into Nongbuga. Dumachi-gut-gurree is added to Pangut. Ilkwang-nori-gurree and Dodukjaebi-gurree are integrated to one unit, sixth-madang. Gaein-nori-gut-gurree is located in ending part of the middles. And there are some kinds of variation; change of position of each Gurree, change of ending method, change of structure of Jangdan. These kinds of variations on the Honam-woodo-nongak in the 2004 reflect modern style of western performing arts in Korean Poongmulgut/Nonak, especially Honam-woodo-nongak.

The theme of this study is ‘What the nature of somatic/psychological experiences reported by trauma survivors through movement education is.' The problems of this study are: first, to investigate the relation between the somatic characteristics of trauma survivors and their movements and second, to study on the process of their life changes and the meaning of their experiences reported by them through participating in the movement class. Five study participants, among the educators who participated in the Korean Tamalpa Institute’s program, “Remembering the Body” from June to December of 2013, conducted the narrative study from January to March of 2014. Through this study, first, it was found out that the trauma survivors, due to their physiological responses by traumas, had tended to unconsciously block senses arisen in the somatic area and the areas of emotion and perception had been also blocked therefore the sphere of their lives had become limited. Second, they reported that, as the circulating relations among the soma, emotion and perception in the trauma survivors started to develop, they realized the soma, emotion, thinking, relationships, and other life’s contexts such as that in workplace were all connected and changes occurred in them simultaneously. Third, through movement education, the trauma survivors obtained new somatic experiences and they discovered some points where the somatic movement experiences at the studio could be integrated into the metaphoric movement experiences in their lives. Fourth, when the responses by traumas occurred, they understood the traumas’ physiological theory, not by verbal expressions, but through movement.

This study is to trace the fundamental structure of how PKIP, which was developed by Anna Halprin, a dance educator, artist and the founder of Tamalpa Institute, is experienced by dancers. For this, we have searched the background in which PKIP was created and its work structure and executed a qualitative research on dancers’ experiences. Five professional dancers with their experiences of more than ten years in dancing and over six months in PKIP were selected as study participants. The study participants’ experiences through PKIP were divided into three main topics i.e. the penetrability among media, images as the inner teacher of creativity and the creative transformation of emotions and again, each main topic could be divided into two sub-topics. Through PKIP, the study participants experienced the whole system where they realized that their movements generated interactions between the inner images coming across the dancers’ minds and the outer images in drawings or poetic languages, and through these interactions, they came in and out of two or three different art media’s areas freely and let the media’s influences inter-penetrate each other. Also, they found out images were activated as their inner teachers of creativity. Through PKIP, they discovered the inner tensioned voices commenting on their own movements and could realize that creativity which they have as dancers expanded as they trusted their subjective images. Lastly, the study participants confronted their emotions in a different way from the ones they experienced in general dance performances and this became the resources for their new, good-quality dances, and also PKIP provided each of them with an important private area that the participants might have as dancers because PKIP dealt with their emotions just directly; the participants perceived all these they experienced as their importance experiences.

This study discusses Merce Cunningham’s creation of (1976) which is composed for video-film dance. The choreography of reveals exact methods used for video-film dances in early 1970s. The process of creating video dance were referred to get the ideas how the choreographer understands and approaches to the scenes in the camera using cuts and flowing of dance. This study intends to utilize the compositional ideas of as a spacial design for video dance. The improvement of technique could determine the quality of dance and dancers and there are aesthetic influences from the Cunningham technique. The aesthetics of is found in the form, structure and its unity, that is intensified by expansion of spacial design and the relationship of time and dynamics in continuity. By placing various sequences of movement phrases on stage simultaneously, he found aesthetic elements from spacial design. In video film of , the camera decides where to look by following the dancers without inferring the flowing of the movement sequences in space. Fluidity is the aesthetic quality that the video of is intended in principal. Besides we find the phenomenal, the formal in aesthetic elements of the dance.

This study has been started from the question about if court dance called as jeongjae(呈才) had been equally performed even in the different the ritual spaces of naeyeon(內宴) and oeyeon(外宴). The aim of this paper is to understand the ritual and jongjae(呈才) by figuring out how to composes of jeongjae is different in oeyeon and naeyeon based on Ŭigwe(儀軌) in the late Joseon Dynasty At First, there were more actors mostly in naeyeon as a result of comparing the numbers of actors in naeyeon and oeyeon. Moreover, in naeyeon, there were more actors in individual jeongjae. Secondly, according to the comparison of composes of jeongjae in naeyeon and oeyeon, there is an extended form of pair in naeyeon but not in oeyeon. In oeyeon, there were many cases that some part of song is omitted. Third, as a result of comparing the numbers of items selected in naeyeon and oeyeon, mostly the number of jeongjae items performed in naeyeon was bigger.

While students attend elementary and secondary dance classes, they develop the internal characteristics such as self-regulation, positive attitude, creativity, cooperation. Such characteristics help students grow as self-motivated human beings, leading development by themselves. This process in dance classes is very similar to the empowerment process in the business organization, where self-efficacy among organizational members is enhanced and their behavioral patterns are changed. With regard to the empowerment process in dance classes, the role of a dance teacher as a leader is important. Then, this study purposes to analyze the leadership model of elementary and secondary dancer teachers in order to enhance their capabilities to affect the empowerment process in dance education. The main results are as follows. The leadership model of dancer teachers consists of three components. First, dance teachers need to be self-empowered through a change in attitude. Such self-empowerment help dance teachers enhance self-esteem, and confidence in others. Secondly, dance teachers need to recognize such roles of a leader as the cooperator, the creator, the coach, the counselor, the mentor, the provider of challenging opportunities, and the capability developer. Thirdly, to enhance empowering abilities of students, dancer teachers may use the implementation skills of leadership such as coaching, counseling, mentoring, and participative decision making. Because the leadership model suggested in this study is analyzed theoretically, the future study should be focused on the empirical analysis of the actual leadership program in order to verify the effectiveness of the theoretical leadership model, and develop the leadership program of a high degree of completion.

This study focuses on analyzing how Han is embedded and characterized in a traditional folk dance, Seung-mu, and its relationship to the Korean culture and dance. This research employs literature reviews for the concept of Han and historical background of Seung-mu and Laban Movement Analysis (LMA) for an objective analysis of movements. The findings of the analysis are as the follow. A combination of slowly Rising lower body, gradually Opening arm and Growing torso movements is created by very strict control from the core and Breath Support and is accomplished by a Mobile State—Bound and Sustained—Effort constellation with a moment of inhalation. Continuously following Scattering arm and throwing long sleeve movement accompanies with a moment of exhalation, which comes with Diminished Strong, Free, and Quick Passion Drive Effort. Then, highly controlled outpouring exhalation directs a smooth knee bend and arm close with following soft curves of the long sleeves. The intensely controlled breath supports Sinking Shape Qualities in whole body and inner energy stream smoothly comes back to previous Mobile State, Bound and Sustained Quality. These particularly sequenced movement qualities creating a movement phrase mean a qualitative pattern of the Seung-mu and also reflect the emotional transforming process of Han. The Bound and restricted characteristics signifying strictly controlled inner impulses of lamentation, in Seung-mu refer to a tragic history and strong social restrictions like taboo within the traditional society of Korean people. The hurt and lamenting feelings from their tragic fates are transformed into the artistically refined expressivity with the embodiments of positive and peaceful feelings in Seung-mu.