A Shift in the Approach to Digital Dance Education from the Perspective of Embodied Cognition
Abstract
information technologies have begun to integrate into the education sector, driving its continuous reform and development. As an artistic discipline, dance has consistently kept pace with the trends of the times, and the digital exploration of dance education has become an inevitable
choice for cultivating a new generation of dance talent today. However, the development of digital dance education faces numerous challenges. This paper will analyse practical explorations in digital dance teaching based on embodied cognition theory, using the application of
artificial intelligence as a perspective, and employing methods such as literature analysis and interdisciplinary research.
Keywords
Full Text:
PDFReferences
[1] Andy Clark, translated by Li Yange and Hu Shizhou: Extending the Mind: Embodiment, Action and Cognitive Extension[M]. Commercial Press, 2022.
[2] International Association for Dance Medicine & Science[M]. Technology in dance education: Position statement, 2021.
[3] Xu Rui, Guo Jianing. The Logical Implications and Challenges of the Digitisation of Dance Language in the Age of Artificial Intelligence [J]. Journal of the Beijing Dance Academy, 2024, (06): 4854.
[4] Gulimina Maimaiti. Exploring Digital Dance Education in the Age of Artificial Intelligence: A Case Study of the 'AI Mina' Virtual
Teaching Project [J]. Art Education, 2025, (13): 122125.
[5] Wang Xue. A Study on Aesthetic Education in Secondary School Dance from the Perspective of Embodied Cognition [J]. Theory and
Practice of Education, 2022, 42(26): 5861.
DOI: http://dx.doi.org/10.70711/rcha.v4i4.9558
Refbacks
- There are currently no refbacks.
