The Theoretical Reconstruction of Curriculum Systems in Contemporary Ballet Education
DOI:
https://doi.org/10.71222/c2567a88Keywords:
Ballet Education, Curriculum Reconstruction, Somatic Practices, Improvisation, Dance PedagogyAbstract
Contemporary ballet education faces the challenge of adapting classical techniques to modern performance demands and diverse student needs. This research article explores the theoretical reconstruction of curriculum systems in ballet education to address these challenges. The study critiques traditional curriculum models, identifying their limitations in fostering creativity, inclusivity, and holistic development. A new curriculum framework is proposed, integrating elements of somatic practices, improvisation, and cross-disciplinary studies to broaden the skill set and artistic understanding of ballet students. The methodology involves a mixed-methods approach, combining qualitative analysis of existing curriculum models with quantitative evaluation of student performance and well-being. Data is collected through surveys, interviews, and performance assessments. The results demonstrate the potential of the reconstructed curriculum to enhance student engagement, creativity, and physical and mental well-being. The discussion focuses on the implications of these findings for ballet educators and institutions, emphasizing the need for ongoing curriculum reform to meet the evolving demands of the dance world. The article concludes by highlighting the theoretical contributions of this reconstruction and the practical benefits for the future of ballet education.References
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