How is Youth`s Emotion Cultivated in Dance Education? : An Exploratory Study = How is Youth`s Emotion Cultivated in Dance Education? : An Exploratory Study

다국어 초록 (Multilingual Abstract)

Purpose: As emotional problems of youth are getting serious, there has been a growing interest in developing youth’s emotion. However, most of research and programs have focused on the cognitive aspects of emotion and dealt with special populations of youth with behavior problems. In this context, this study is an exploratory study investigating the cultivation of emotion in general youth populations. The purposes of this study are to identify positive emotional experiences of youth in dance education and explore the factors that contribute to the cultivation of youth’s emotion. Research questions are as follows: (a) What are the positive emotional experiences of youth in dance education?, (b) What are the factors that have a positive impact on youth’s emotion? Method: Qualitative research method was conducted for this study. Participants were 16 to 22 years old students (n=20, 9 males and 11 females) who were engaged in dance education lessons. Data were collected by open-ended questionnaires, non-participant observations, and in-depth interviews. Data were analyzed inductively and trustworthiness of data was enhanced through member checks and peer debriefing. Result: Two aspects of youth’s emotional experiences . personal and interpersonal emotions - were classified. The personal emotion included an immediate and instinctive sense of feelings (e.g. pleasure, excitement, and happiness, etc.) and complicated combination of those feelings (e.g. a sense of fulfillment, confidence, and self-examination, etc.). The interpersonal emotion was shown in terms of various layers from empathy with others to a sense of consideration, faith, and duty toward others. There were three main factors promoting youth’s emotional cultivation. Diverse narrative contents, songs, movies, readings, writings, and discussions, with dance techniques enriched youth’s emotional experiences. In addition, appropriate teachers’ indirect teaching behavior and positive interactions with classmates played a crucial role in contributing to the cultivation of youth’s emotion. Conclusion: Dance education can be seen as essential for cultivating youth’s emotion. Furthermore, youth’s emotional cultivation (e.g. caring, cooperation, and responsibility) is closed to character development. For the further research, it will be needed to study the roles of teachers and foundations of dance education programs in order to maximize positive youth’s emotional experiences.