Preserving Heritage in the Modern Era: an Analysis of Cultural Value Integration in the Representation of Traditional Chinese Dance Education
Keywords:
Traditional Dance Education, Cultural Values, Cultural Heritage Preservation, Chinese Arts Curriculum, Cultural Integration in EducationAbstract
This study explores the representation and integration of cultural values in traditional Chinese dance education through a comprehensive analysis of curriculum documents, arts education policies, and instructional materials. In the context of modernization and globalization, dance education faces critical challenges in preserving the depth of cultural meaning amid growing emphasis on performativity and competitive orientation. Employing a systematic literature review and document analysis, this research assesses the extent to which cultural values—including historical, philosophical, and socio-cultural dimensions—are embedded within the dance education system. Findings indicate that, despite notable integration efforts, the representation of cultural values remains limited and is often marginalized by a predominant focus on technical and aesthetic aspects. Key obstacles include resistance to pedagogical innovation and the dominance of performance-driven paradigms. Nonetheless, the study identifies innovative potential through interdisciplinary approaches and the utilization of digital technologies, which can revitalize the teaching and learning of traditional dance in a contextually relevant and adaptive manner. The pedagogical implications of effectively integrating cultural values include the reinforcement of students’ cultural awareness and identity, and the sustainable preservation of intangible cultural heritage. This research recommends the development of a holistic curriculum, the empowerment of educators, and cross-disciplinary collaboration as key strategies to enhance the role of traditional dance education in cultural preservation and the formation of a national identity aligned with contemporary developments.
Downloads
References
Beauregard, C., Tremblay, J., Pomerleau, J., Simard, M., Bourgeois‐Guérin, E., Lyke, C., & Rousseau, C. (2020). Building communities in tense times: Fostering connectedness between cultures and generations through community arts. American Journal of Community Psychology, 65(3–4), 437–454. doi:10.1002/ajcp.12411
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi:10.1191/1478088706qp063oa
Chen, C. (2023). Penetration of foreign dance culture and the evolution of its development in the Chinese education system. Questions of History, 11(1), 260–271.
Cui, Z. (2023). Dancing Chinese nationalism: An examination into the hybridity and politics of Chinese classical dance and ballet (PhD dissertation).
Dai, S., Xue, H., Giardina, M. D., & Newman, J. I. (2024). Hybrid choreographic femininities: DanceSport, physical culture, and performative corporeality in contemporary China. Qualitative Research in Sport, Exercise and Health, 16(4), 368–386. doi:10.1080/2159676X.2024.2313205
Daxue Consulting. (2021). China arts education market report: Focus on dance and music sectors.
Djafar, N., & Djafri, N. (2024). Cultivation of cultural literacy and creativity through traditional dance learning at Kabila Bone 1 Middle School as a form of object for the advancement of regional culture in the Tomini Bay area. Prosiding Seminar Nasional Ilmu Pendidikan, 1(2), 08–22. doi:10.62951/prosemnasipi.v1i2.27
Febriandiela, F., & Fitrisia, A. (2023). Implementasi Thematic Analysis Melalui Langkah Coding Dalam Penelitian Kualitatif Pada Ilmu Sosial. FisiPublik: Jurnal Ilmu Sosial Dan Politik, 8(1), 1–10. Retrieved from https://journal.uwgm.ac.id/index.php/fisipublik
Go, C. (2024). Problems and countermeasures to solve them in the system of dance education in colleges and universities in China. Scientific Research and Development. Socio-Humanitarian Research and Technology, 12(4), 96–103. doi:10.12737/2306-1731-2024-12-4-96-103
Goethel, A. M. (2016). Culture on stage: Contemporary performances of the Chinese model ballets, 2000–2016 (Master’s thesis). University at Buffalo, State University of New York.
Goodnough, K., Arnold, C., Azam, S., Maich, K., Moghaddam, A., Penney, S., & Young, G. (2020). Cultivating a self-study community of practice: Reflections of faculty on issues of evolution and functioning. Studying Teacher Education, 16(2), 145–163. doi:10.1080/17425964.2020.1737928
Heyang, T., Ma, X., & Liang, D. (2023). Change or not: Inheritance and development of the “three bends” in the teaching of traditional dances of the Dai people in China and Thailand: Based on the grounded theory of four teaching units. Research in Dance Education, 1, 1–15. doi:10.1080/14647893.2023.2209504
Hou, Y., Kenderdine, S., Picca, D., Egloff, M., & Adamou, A. (2022). Digitizing intangible cultural heritage embodied: State of the art. Journal on Computing and Cultural Heritage, 15(3), 1–20. doi:10.1145/3494837
Hu, Y. (2023). Identity and preservation of traditional culture in the context of urbanization in China. Studies in Art and Architecture, 2(3), 86–89. doi:10.56397/SAA.2023.09.10
Jianqiang, W., Li, X., & Zhang, Y. (2023). Cultural erosion in traditional dance education: Challenges and prospects in China. International Journal of Performing Arts Education, 18(1), 45–61.
Jin, J., & Snook, B. (2022). Comprehensively strengthening and improving aesthetic education in a new era: An examination of the dance education major at the Beijing Dance Academy. International Journal of Chinese Education, 11(3), Article 2212585X2211274. doi:10.1177/2212585X221127451
Kim, S. I. (2023). The unreconciled dichotomy: Preservation and (re)creation of dance heritage in South Korea. Dance Chronicle, 46(1), 20–39. doi:10.1080/01472526.2022.2154504
Kyakuwa, J. (2020). A case study of two preservice elementary music teachers as culture-bearers (Doctoral dissertation). Louisiana State University. doi:10.31390/gradschool_dissertations.5210
Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159–165.
Liu, W., Xue, H., & Wang, Z. Y. (2024). A systematic comparison of intercultural and indigenous cultural dance education from a global perspective (2010–2024). Frontiers in Psychology, 15, 1493457. doi:10.3389/fpsyg.2024.1493457
Liu, Y. (2023). Teaching dance in intermediate schools in China (Master’s thesis). University of Auckland.
Liu, Z., & Kalimyllin, D. (2024). Chinese dance education and culture path in the preservation and transmission of cultural heritage to the younger generation. Research in Dance Education, 1–14. doi:10.1080/14647893.2024.2331120
Lobo, J. (2023). Protecting Philippine dance traditions via education of tomorrow’s pedagogues: The role of individual interest and school engagement. Journal of Ethnic and Cultural Studies, 10(1), 98–124. doi:10.29333/ejecs/1527
Luo, Y. (2021). Safeguarding intangible heritage through edutainment in China’s creative urban environments. International Journal of Heritage Studies, 27(2), 170–185. doi:10.1080/13527258.2020.1780463
Lyu, M. (2024). Balancing academic and artistic merit: Equity concerns for dance students in China’s college entrance system. Journal of Contemporary Educational Research, 8(11), 130–136. doi:10.26689/jcer.v8i11.8726
Ma, Q. (2023). Integrating traditional ritual dance and minority culture of Western Hunan into dance instruction: Utilizing information technology to preserve China’s intangible heritage. Digital Scholarship in the Humanities, 38(2), 635–646. doi:10.1093/llc/fqac057
Mao, N. (2022). Study on the aesthetic characteristics of Chinese traditional dance—Taking Chinese classical dance as an example. International Journal of Education and Management, 7(2), 255–257.
Oranga, J., & Matere, A. (2023). Qualitative research: Essence, types and advantages. OALib, 10(12), 1–9. doi:10.4236/oalib.1111001
Payne, H., & Costas, B. (2021). Creative dance as experiential learning in state primary education: The potential benefits for children. Journal of Experiential Education, 44(3), 277–292. doi:10.1177/1053825920968587
Peppler, K., Dahn, M., & Ito, M. (2022). Connected arts learning: Cultivating equity through connected and creative educational experiences. Review of Research in Education, 46(1), 264–287. doi:10.3102/0091732X221084322
Pidlypska, A., Gutnyk, I., Gorbatova, N., Pidlypskyi, A., & Bilash, O. (2024). Theoretical aspects of the formation of the individual styles of teachers of choreographers in the process of obtaining second-level educational and third-level educational and scientific degrees in higher education. Multidisciplinary Reviews, 6, 2023spe004. doi:10.31893/multirev.2023spe004
Rosala, D., & Budiman, A. (2020). Local wisdom-based dance learning: Teaching characters to children through movements. Mimbar Sekolah Dasar, 7(3), 304–326. doi:10.17509/mimbar-sd.v7i3.28185
Safety reminder for extracurricular training of dance and other sports and arts for primary and secondary school students (2023). http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/202311/t20231111_1090139.html
Shen, F. (2024). Exploration of the communication path of Chinese traditional art and culture with Internet+ and VR interaction design. Applied Mathematics and Nonlinear Sciences, 9(1), 20240241. doi:10.2478/amns-2024-0241
Tan, J. (2023). Optimizing the curriculum structure of training performance‐oriented talents in national dance. International Journal of Education and Humanities, 11(3), 314–319.
Wang, J., & Zhao, Z. (2022). Visual translation of traditional Chinese costume culture. Frontiers in Humanities and Social Sciences, 2(8), 159–162. doi:10.54691/fhss.v2i8.1675
Wei, S. (2023). Chaoshan Yingge dance: Cultural identity of Chinese folk dance in the context of modern China (Master’s thesis). Mahasarakham University.
Wilcox, E. (2018). Revolutionary bodies: Chinese dance and the socialist legacy. Asian Theatre Journal, 35(2), 212–230. doi:10.1525/luminos.58
Wong, N. (2024). Analyzing reasons for the aesthetic transformation of dance culture in Chinese Generation Z—Taking Otaku dance as an example. Arts, Culture and Language, 1(6). doi:10.61173/1fqf1e60
Xun, L. (2023). Research on the integration teaching of dance-related intangible cultural heritage and the ethnic folk dance professional course in local universities. Arts Education Research, 1(2), 33–37.
Ugwu, C. N., & Eze Val, H. U. (2023). Qualitative research. IDOSR Journal of Computer and Applied Sciences, 8(1), 20–35. Retrieved from www.idosr.orgAsuketal
