The Development of Learning Achievement in Peacock Dance Practical Skills Based on Davies' Teaching Concept of High School Students in Pu'er City, Jiangcheng District
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Abstract
Background and Aim: In the context of the growing emphasis on cultural heritage preservation and the integration of traditional arts into education, Yunnan Peacock Dance, as a national intangible cultural heritage since 2006, holds great significance. With the rapid development of the information age in the 21st century, the inheritance of traditional dance, like the Peacock Dance, faces challenges such as the lack of attention from young people and issues in dance education. This study aims to explore effective teaching strategies for Yunnan Peacock Dance in high school education, to enhance students' understanding and performance skills of this traditional dance, and promote its inheritance and development.
Methodology: This study employed a mixed-methods approach grounded in the Davies teaching model to design and implement a series of curriculum activities. The instructional design was evaluated by three domain experts using the IOC method and further validated through focus group interviews with seven participants. The curriculum integrated key pedagogical frameworks, including Bloom’s taxonomy, self-directed learning, interactive instruction, differentiated teaching, and heuristic strategies. The program was implemented with a sample of 30 second-year students from Jiangcheng County No. 1 Middle School in Pu’er City. The intervention lasted for eight weeks and consisted of 16 practical sessions. The aim was to assess whether the curriculum design was systematic, pedagogically sound, and aligned with student-centered and holistic education principles.
Results: IOC expert scores reached high consistency (most items scoring 1.00), affirming the curriculum's feasibility and innovation. Focus group interviews revealed increased student engagement, improved skill acquisition, and cultural appreciation. Rubric-assessed performance data showed significant improvement post-intervention.
Conclusion: The Davies-based curriculum effectively enhances traditional dance skills, supports moral and aesthetic education, and can serve as a model for integrating indigenous art into modern education.
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