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Research in Dance and Physical Activity
[ Article ]
Research in Dance and Physical Education - Vol. 4, No. 1, pp.57-70
ISSN: 2586-1034 (Online)
Print publication date 30 Jun 2020
Received 30 Apr 2020 Revised 20 May 2020 Accepted 15 Jun 2020
DOI: https://doi.org/10.26584/RDPE.2020.6.4.1.57

How Can We Lead Creative Choreography? : Narrative Inquiry of Dance Educators' Teaching Experiences in Dance Class for Students with Intellectual Disabilities

Jiyoung Kim1 ; Aeryung Hong2, *
1Sangmyung University, Assistant Professor, Republic of Korea
2Sangmyung University, Research Professor, Republic of Korea

Correspondence to: *Email address: innodance@naver.com

Abstract

The learning goal of dance education for students with disabilities should not be limited to physical technique, but should encourage them such as thinking, expressing, and challenging new concepts. Therefore, it is more educationally meaningful and appropriate to draw creative movements and interactions from students than apprenticeship dance classes that simply follow dance moves. In this context, the study is a meaningful guide to the teaching expertise of future dance educators, including serious worries, trial and error, and new discoveries in creative dance classes in approaches to dance education for students with disabilities. This study was intended to provide an explanation of what happens in these creative dance and dance classes to foster the achievements of the possibility of students with intellectual disabilities. Based on the diversity and integration perspective, the study was designed to recognize the importance of integrated dance education for disabled students in schools and provide practical examples for the scalability of dance education currently being conducted. This study not only presents obstacles but also practical directions of dance education across boundaries and suggests implications for the role of dance educators in their expertise.

Keywords:

Creative choreography, Dance class, Student with intellectual disability, Narrative inquiry

Acknowledgments

This study was supported by the Ministry of Education of Republic of Korea, the National Research Foundation of Korea (NRF-2017S1A5B8058996). This work was also a dance education project for middle school students with disabilities supported by the Ministry of Culture, Sports and Tourism in 2019. We sincerely thank the dance educators and instructors for agreeing to this project and the interview.

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