The Impact of Intangible Cultural Heritage Dance Education on College Students' Cultural Identity and Creativity Development
DOI:
https://doi.org/10.71222/jgzvd723Keywords:
Intangible Cultural Heritage, Dance Education, Cultural Identity, Creativity Development, Higher Education, Experiential LearningAbstract
Intangible Cultural Heritage (ICH) dance education plays a vital role in higher education by fostering both cultural identity and creativity among college students. This review examines the pedagogical approaches, learning outcomes, and challenges associated with ICH dance programs, emphasizing the integration of experiential learning, performance-based activities, and reflective practices. Evidence from diverse higher education contexts indicates that participation in ICH dance enhances students’ cultural awareness, self-identification, and heritage pride, while simultaneously promoting cognitive creativity, including problem-solving, improvisation, and choreography skills, as well as affective creativity, such as emotional expression and artistic interpretation. The interplay between cultural grounding and creative exploration underscores the unique educational value of embodied arts practices. Despite promising results, research gaps remain, including limited longitudinal studies, small sample sizes, and regional bias. The review highlights implications for curriculum development, teacher training, and student engagement, and calls for cross-cultural, interdisciplinary, and empirical investigations to further advance the field.References
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Copyright (c) 2026 Lin Wang, Sumathi Maniam Raj, Saw Eu Gene (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
