Research in Dance and Physical Activity

Current Issue

Research in Dance and Physical Activity - Vol. 7 , No. 2

[ Article ]
Research in Dance and Physical Activity - Vol. 7, No. 1, pp. 45-57
ISSN: 2951-4770 (Online)
Print publication date 30 Apr 2023
Received 28 Feb 2023 Revised 08 Apr 2023 Accepted 10 Apr 2023

Enhancing the Capabilities of Dance Majors for Effective Performance as Teaching Artists
Hyun Jung Park1 ; Yu-Jin Oh2, *
1University of Seoul, Republic of Korea, Research Professor
2Chung-Ang University, Republic of Korea, Ph.D.

Correspondence to : *Email address:

Funding Information ▼


The primary objective of this study is to analyze the essential competencies and methodical preparation process requisite for university dance major students to successfully transition into society as teaching artists. In this study, open-ended questionnaires and in-depth interviews were conducted with 13 dance majors enrolled at the National University of the Arts in Seoul. These students participated in a project outside of the curriculum, gaining experience as field artists. First, universities must offer subjects that enable students aspiring to become teaching artists to acquire pedagogical knowledge and skills. Second, dance majors should expand their understanding through extensive research on learners. Lastly, an internship system that connects with the field during undergraduate studies is necessary. Consequently, this study aims to propose a direction for the improvement of the existing education system by considering the educational requirements of universities for teaching artists and learners.

Keywords: dance education, dance major, teaching artists, competencies, pedagogy, internship


This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2021S1A5B5A16078540).

1. Booth, E. (2017). The Music Teaching Artist's Bible (translation by Oh, S.). Gyeonggi-do: The Open Books.
2. Dils, A. (2007). Why dance literacy?. Journal of the Canadian Association for Curriculum Studies, 5(2), 95-113.
3. Hong, A. (2019). How expressive activity is perceived by elementary and secondary school PE teachers’ and an examination of important features for professional development. The Korean Journal of Arts Studies, 23, 75-99.
4. Huddy, A., & Stevens, K. (2011). The teaching artist: A model for university dance teacher training. Research in Dance Education, 12(2), 157-171.
5. Kassing, G., & Jay, D. M. (2003). Dance teaching methods and curriculum design: Comprehensive K-12 dance education. Champaign, IL: Human Kinetics.
6. Kim, D. & Kim, S. (2017). Understanding and issues on core competency and competency-based curriculum in higher education. The Journal of Core Competency Education Research, 2(1), 23-45.
7. Kim, S., Joo, Y. J., Sung, Y. J., Kim, J., Kim, E. J., Lee, S., & Kim, H. J. (2017). The dream-capital of the young generation in south Korea. Korean Journal of Cultural Sociology, 24, 289-331.
8. Korea Arts & Culture Education Service (2022). Annual report of Korea arts & culture education service. Seoul: Korea Arts & Culture Education Service.
9. Na, K. A. (2011). Dance education. Seoul: Bogosa.
10. Park, H. J. (2015). An Analysis of Employment Preparation and Job Satisfaction of Dance Graduates. The Journal of DSDH, 37, 81-99.
11. Park, H. J. (2022). A Study on Dance Education Policy for Children and Adolescents from Vulnerable Groups. Research in Dance and Physical Activity, 6(3), 63-76.
12. Remer, J. (2003). Artist-educators in context: A brief history of artists in K-12 American public schooling. Teaching Artists Journal, 1(2), 69-79.
13. Risner, D. (2012). Hybrid lives of teaching and artistry: A study of teaching artists in dance in the USA. Research in Dance Education, 13(2), 175-193.
14. Van Rossum, J. H. A. (2004). The dance teacher: The ideal case and daily reality. Journal for the Education of the Gifted, 28(1), 36–55.