Developing and Evaluating a Traditional Dance Course to Enhance Movement Accuracy: The Nanjian Tiaocai Dance through the Davies Model
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Abstract
Background and Aim: Ethnic dance plays a vital role in preserving intangible cultural heritage and developing movement accuracy in arts education. However, transmitting precise gestures in traditional dances, such as Nanjian Tiaocai, remains challenging due to symbolic complexity and the limitations of conventional teaching approaches. This study aimed to develop a traditional dance course guided by the Davies Psychomotor Domain Instructional Model, integrating structured instructional stages with culturally immersive activities, such as symbolic gesture interpretation, festival reenactment, and costume-based storytelling, to support cognitive and psychomotor development in ethnic dance education.
Materials and Methods: This study adopted a curriculum development approach. The course was designed for tenth-grade students at the Affiliated Arts School of Yunnan Arts University, assuming a basic dance background but no prior experience with Tiaocai dance. The 16-week course followed the five-stage framework of the Davies model: preparation, presentation, guided practice, independent practice, and evaluation. Instructional strategies included task-based learning, collaborative creation, and cultural scenario simulations. To validate the content and ensure alignment with pedagogical goals, three experts in ethnic dance, curriculum design, and cultural education assessed each instructional component using the Index of Item-Objective Congruence (IOC).
Results: IOC analysis showed scores ranging from 0.67 to 1.00 across 17 instructional components. Based on expert feedback, certain areas—such as instructional flow, learner engagement strategies, and cultural symbolism clarity—were refined. Experts confirmed the course’s strong alignment with educational objectives, especially in promoting structured skill development and integrating cultural context into the learning process.
Conclusion: The results demonstrate that the Davies-based Tiaocai dance course provides a valid, structured model for integrating movement training with cultural education. This curriculum offers valuable insights for vocational and arts education settings, particularly in developing instructional models for ethnic dance that balance technique, tradition, and learner-centered pedagogy.
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