DEVELOPMENT AND DESIGN OF A DANCE IMPROVISATION COURSE UTILIZING DALCROZE'S BODY RHYTHM FOR GRADE 10 STUDENTS AT THE SCHOOL OF ARTS, CHINA COAL MINE ART TROUPE

Abstract

This study responds to persistent challenges in the field of improvisational dance education in China, particularly the absence of structured pedagogical models, the underdevelopment of student creativity, and widespread societal misconceptions surrounding improvisation. In addressing these issues, the research aims (1) to design a course in improvisational dance grounded in the principles of Body Rhythm as derived from the Dalcroze Eurhythmics method, and (2) to evaluate the course’s overall quality through focus group discussions, with emphasis on pedagogical merit, implementation outcomes, practical applicability, and avenues for refinement. The proposed curriculum comprises four interrelated modules: theoretical foundations, music-body coordination, improvisational creation, and stage performance. It is intended for pilot implementation with 150 students at the China Coal Mine Art School. A mixed-methods design underpins the research, integrating a literature review, expert validation using the Index of Item-Objective Congruence (IOC), focus group discussions, and action research methodology. Assessment procedures are guided by a rubric evaluating technical execution (40%), musical responsiveness (40%), and creative output (20%), complemented by expert appraisals and student self-evaluations. Preliminary results reveal high content validity, with 87% of indicators receiving an IOC score of ≥ 0.67. Experts further commend the innovative adaptation of Dalcroze pedagogy in alignment with 21st-century educational priorities, such as critical thinking and collaborative creativity. This curriculum seeks to re-establish the connection between musical perception and physical expression, while offering a scalable model for transformative dance education. Future research should consider the framework’s cultural adaptability, digital implementation potential, and implications for educator training in broader contexts.

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