A Practical Study on the Integration of Aesthetic Education Resources into the Children's Dance Choreography Course in Vocational Colleges

Abstract

Children's dance choreography courses in vocational colleges face two major problems: the lack of child-centeredness and the
structural imbalance of aesthetic education resources. Instruction remains dominated by adult aesthetic standards and skill-based train
ing, which weakens children's subjectivity. Drawing on the United Nations Convention on the Rights of the Child and the arts education
frameworks of the OECD and UNESCO, this study proposes a practice-oriented framework for curriculum reform. It advocates a shift
from product display to experience generation and identifies four key strategies: experience-first choreography, multi-entry tasks that pre
serve children's choice, the use of Laban movement analysis, and microteaching that transforms the teacher's role from choreographer to
facilitator.